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• One or more faculty from the SAC MUST attend an assignment design workshop in late October 2017November, so that faculty have time to add the assignment to winter or spring term courses
• SAC must conduct some sort of assignment design workshop or training opportunity for participating instructors who did not attend the college workshop
• Scoring:
• For the two selected outcomes, we will conduct a college-wide scoring to include a minimum number of artifacts per section–focusing on students with 0-12 credits and >67 credits
• SAC will plan its own norming and scoring, which can be done in spring, summer, or early fall 2018  
• SAC faculty are not required to score for the college-wide project, but are welcome to do so
• End-of-Year Reporting 2018 must include:
  • SAC's approach to assignment design  
  • How many faculty participated
  • How part-time faculty were engaged in project
  • Any other elements of process that seem important
• End-of-Year Reporting 2019 must include:
  • Process for norming faculty to rubric prior to SAC scoring
  • Data from SAC scoring and from college-wide/MSC scoring as available
  • Interpretation of the data
  • Action plan/action implemented or adopted for addressing areas where student achievement might be improved via instruction in 2018-19 or 2019-20
• SAC commits to reassessing its chosen outcome, via the same or a similar protocol, in the 2019-20 academic year

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Summative Assessments and TSAs

CTE  CTE SACs are responsible for conducting summative assessments of all degrees and certificates within a two-year cycle (according to their Multi-Year Plan). Programs receiving federal Perkins funds must file state-mandated annual summary data reports, called Technical Skills Attainments (TSAs), every June. The TSA reports must be filed with PCC's Institutional Effectiveness Office with a copy provided to Dr. Kendra Cawley in Academic Affairs. SACs whose programs are not fully assessed via TSAs must complete the LAC's Summary Data Report (SDR) along with their Assessment or Reassessment report, explained below. For more information on TSAs, go to: https://www.pcc.edu/resources/academic/TSA-TechnicalSkillAssessments.html

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• • • Complete the second half of the ARF or RRF (sections 4 through XX8D) and make corrections, if any, to the planning sections (1 through 3E) submitted in November. This may include changes in process and/or completing information that wasn't decided or available when the planning section of the report was due, or
    • Complete the second half of the All-In Proposal form submitted last fall, and
    • Complete the LAC CTE Summary Data Report Form, if applicable

Submit ALL completed plans and reports to: learningassessment@pcc.edu

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LDC Process

General

Assessment is an ongoing activity where SACs submit yearly reports. LDC and DE SACs have a collective responsibility to ensure students are attaining the outcomes of the transfer and general education degrees (AS, ASOT/B, AAOT, and AGS). The institutional outcomes, aka Core Outcomes, are the basis of these degrees.LDC-DE SACs are required to conduct a Traditional or All-In assessment (see above for details). Templates for a first-round Assessment or a follow-up Reassessment will be available in October.

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• • • For Traditional: Complete the second half of the ARF or RRF (sections X 4 through XX8D) and make corrections, if any, to the planning sections (1 through 3E) submitted in November. This may include changes in process and/or completing information that wasn't decided or available when the planning section of the report was due.
    • For All-In Year 1: Complete the second half of the All-In Proposal Form submitted last fall
    • For MSC Year 2: Complete the report out form (yet to be developed) to report on instructional changes informed by 2016-17's MSC and internal assessments

Submit ALL completed plans and reports to: learningassessment@pcc.edu

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Peer Review

At the end of each academic year, all completed assessment reports are reviewed by faculty peers. Peer reviewers are recruited by PCC's Learning Assessment Council and undergo training before being assigned to teams. Over the summer the peer reviewers look at the plans, reports, summary data (where appropriate), and other documents submitted by their assigned SACs and critique them using a standard rubric. When the feedback forms have been completed, they are saved as PDFs and made available in September to the respective SACs. Copies of the rubrics to be used for 2018 assessment reports will be posted in October 2018 in the Templates section on this page. Confidential This confidential feedback is available to SAC members in a different section of PCC's Spaces. Questions about peer review feedback? Read former-LAC-chair Wayne Hooke's "Making Sense of Your Peer Review Feedback/CTE [pdf]."

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Each SAC is entitled to up to 10 hours per academic year  of year of paid compensation, at the College's special projects rate, for assessment work carried out by part-time faculty. The funds can be paid to a single person or divided between multiple people working to support their SAC's assessment efforts.

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The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs. Coaching assignments are usually finalized are finalized early each fall. The following individuals can put SACs in touch with their assigned coach:

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