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Templates for Assessment Reporting (not yet available–please check back)
2019-2020 CTE Expectations
- Due Dates
2019-2020 LDC-DE Expectations
- Due Dates
The strikethrough feature denotes language that is subject to change in 2019-20.
See Assessment Process & Due Dates for more information on which ones to complete in 2019-2020
CTE NEW! CTE Customized Multi-Year Plan and Summary Data Report (can't find yours? Contact Susan Wilson, firstname.lastname@example.org) NEW! CTE Annual Assess/Reassess Modified Template (reformatted 16-Jan-2019) for reporting the details of one of the assessments included in the SDR Summer 2020 Peer Reviewer's Critique Form (under construction–check back later this year) LDC-DE LDC-DE Assessment Plan (and Report) Form for an initial (first round) assessment LDC-DE Reassessment Plan (and Report) Form when the SAC is reassessing an outcome following changes to teaching or curriculum (aka "closing the loop"). If changes have been made to the assessment tools (e.g., exams, rubrics, etc.), use the LAC Assessment Report Form as this is a new initial assessment. Year 2 "All-In" Report 2018-2019 - a spring report required of LDC-DE SACs that did "All-In" last year and need to report findings of results analysis Summer 2020 Peer Reviewer's Critique Form (under construction–check back later this year)
LDC-DE Help Guides
LDC-DE Assessment Plan and Report Help Document (revised fall 2018)
- LDC-DE Reassessment Plan and Report Help Document (revised fall 2018)
- PCC Arts & Letters Integrative Learning Rubric, version 1.5
- PCC Science, Computer Science & Math Rubric for Quantitative Reasoning, version 1.5
- PCC Social Science Rubric for Social Analysis and Inquiry, version 2.0
- PCC Cultural Literacy Rubric, version 2.0 Note: There will be no reassessment of Cultural Literacy this year, as the rubric has changed substantially. If any SAC opts to use the revised CL rubric, it should be treated as an "initial assessment" of the outcome and should be reported on the Assessment Report Form.
The strikethrough feature denotes language that is subject to change in 2019-20.
2019-2020 CTE Expectations
CTE SACs will assess a portion of their degree and certificate outcomes as outlined on their newly-customized Multi-Year Plan, and report summary data for those. Then, each SAC will select one of the outcomes assessed in 2018-19 and provide a more detailed report of their process and findings on the CTE Annual Assess/Reassess Template (see form link above). As always, Perkins-funded programs will continue to submit Technical Skill Attainment (TSA) results at year's end, too. For more information on TSAs, go to: https://www.pcc.edu/resources/academic/TSA-TechnicalSkillAssessments.html
CTE SACs directly assess their Degree and Certificate Outcomes.
NEW! This year, CTE SACs are filling out a new template that serves as a combo Multi-Year Plan (MYP) and Summary Data Report (SDR). The MYP portion will account for all degree and certificate outcomes and the timeline for assessing each. Technical Skills Attainments (TSAs) must be submitted still for Perkins-funded programs (more on this below), but, in addition to the state reporting requirement, SACs will use the SDR portion of the new template to provide summary data for all outcomes assessed this year. Last, the SACs will pick one of this year’s assessed outcomes (focal assessment) and describe the process and results of that assessment using another new template (currently under development).
Summative Assessments and TSAs
CTE SACs are responsible for conducting summative assessments of all degrees and certificates within a three-year cycle (according to their Multi-Year Plan). Programs receiving federal Perkins funds also must conduct Technical Skill Attainment (TSA) assessments annually. The TSA reports must be filed with PCC's Institutional Effectiveness Office with a copy provided to Dr. Kendra Cawley in Academic Affairs each July.
Each year, SACs select one of the degree and certificate outcomes assessed that year as their 'focal outcome' and report to the LAC on the assessment process and the results. A focal assessment has two parts, which can be performed in separate calendar years: The assessment phase: An initial assessment from which the SAC decides on appropriate responses to the findings; followed by... The reassessment phase: A follow-up assessment that explores the effectiveness of the SAC's response to the initial assessment. Due Dates for CTE November XX, 2019: Complete the 'green' portion of the SAC's own Multi-Year Plan (starting on Row 5 and filling in Column E forward) June XX, 2020: Complete the 'blue' Summary Data portion of SAC's own Multi-Year Plan Complete the separate CTE Annual Assess/Reassess Modified Template highlighting the process and results of one of the year's assessed degree and certificate outcomes Submit the above plans and reports to: email@example.com July 31, 2019: Report required TSA data to Institutional Effectiveness and to Kendra Cawley 2019-2020 LDC-DE Expectations LDC-DE SACs conduct and report on one assessment project. SACs are free to assess or reassess outcomes of their choosing. The LAC suggests that the SACs ought to focus on either course-level or program-level outcomes, and, when possible, to focus on highly-enrolled courses. To be clear, LDC SACs no longer have to assess the core outcomes. SACs are responsible for collecting student artifacts, norming the faculty evaluators, evaluating the artifacts, and, ultimately, analyzing the results of this year's assessment. There is no SAC-level "All-In" project in 2019-20. LDC-DE assessment planning and reporting happens in two phases. For first-time assessments, each SAC will complete the planning portion of the Assessment template in the fall and the end-of-year report (the latter portion of the template) in the spring. When conducting a follow-up assessment (assessing for improvement), SACs will fill out the Reassessment template--with the planning portion still due in the fall and the results portion due in the spring. November XX, 2019: Planning sections of the LAC Assessment/Reassessment Reports. What follows are instructions only; links to the templates are provided in the Templates and Process section. Use the LAC Assessment Report Form for an initial (first round) assessment, or Use the LAC Reassessment Report Form when the SAC is reassessing an outcome after making changes to teaching or curriculum (aka "closing the loop"). If changes have been made to the assessment tools (e.g., exams, rubrics, etc.), use the LAC Assessment Report Form as this is treated as an initial assessment. June XX, 2020: Assessment findings For this year's project: Complete the second half of the Assessment Plan/Report Form or the Reassessment Plan/Report Form and make corrections, if any, to the planning sections submitted in the fall. This may include changes in process and/or completing information that wasn't decided on or available when the planning section of the report was due. For those SACs that did All-In last year, complete the Year 2 All-In Report Form (available later this year). This additional form is a means for reporting the findings of your results analysis.
Submit ALL completed plans and reports to: firstname.lastname@example.org
At the end of each academic year, all completed assessment reports are reviewed by expert faculty peer reviewers, many of which are current members of the Learning Assessment Council. 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. This feedback is available to SAC members in a different section of PCC's Spaces. Questions about peer review feedback? Contact Nora Stevens, LAC Chair, email@example.com.
Each SAC is entitled to up to 10 hours per academic 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.
To secure compensation, SAC chairs must contact their SAC's administrative liaison with the G number of the faculty member(s) carrying out the work. SAC chairs are responsible for designating the number of hours to be compensated. If a SAC chair is unsure of who their dean liaison is, please contact Susan Wilson in Academic Affairs: firstname.lastname@example.org or 971-722-4555.
The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs.
LDC-DE Coaching assignments will be available soon. If you have any questions, please contact one of the following individuals:
CTE Coaches have not yet been assigned for 2019-2020.
LAC Learning Outcome Assessment Class for PCC Faculty Teaching Credit Courses
Meets most Fridays, starting Week 2 of fall term, 11:00 a.m. to 12:50 p.m. Registration is first-come, first-served. Course and registration details: TBA.
This class is ideal for faculty involved in program/discipline assessment through their SAC or for those who want to explore the heart of the biggest mystery in higher ed today. It is intended for PCC full-time and adjunct faculty members who teach credit courses.
Here are a few of the topics:
- How does grading in my class differ from assessing at the program/discipline level?
- What are the pressures on higher education that are driving changes in accreditation regarding assessment and accountability? How are PCC and other institutions responding? What is happening internationally?
- What does a quality assessment process at the program/discipline-level look like at PCC (i.e., sample size, norming, direct/indirect, full-time and part-time faculty participation, signature assignments, exam, portfolio, rubrics, checklists, trending, LDC-DE and CTE concerns, etc.)?
Expectations of participants:
- Attendance at all or most of the classes
- Presentation of an assessment activity at the end of the course that could be used in your SAC, or in your class, that addresses one or more of the core outcomes
- (Optional): Directed readings outside of class--one to two hours per week.
Courses offered through PCC's Center for Careers in Education
- American Association of Colleges and Universities (AAC&U) holds its annual General Education and Assessment conference February 20-22, 2020, in Jacksonville, FL. Link to conference: https://www.aacu.org/conferences/gened/2020 Note: PCC is an AAC&U member.
- Association for Assessment of Learning in Higher Education's (AALHE) conference occurs in New Orleans, LA, June 8-11, 2020. Learn more at: https://www.aalhe.org/mpage/2020Conference_Splash_Page
- Additional assessment conferences are found at this link: http://www.assessmentconferences.com/
Assessment Listserve: Subscribe to ASSESS at http://www.coe.uky.edu/lists/helists.php
Critical Thinking and Problem Solving Resources and Rubrics:
- Excellent Critical Thinking Rubric from AAC&U [pdf] This was put together by a national committee of faculty and we have permission to reprint with attribution.
- Excellent Problem Solving Rubric from AAC&U [pdf] This was put together by a national committee of faculty and we have permission to reprint with attribution.
- Holistic Critical Thinking Rubric [pdf] A fine, basic tool for evaluating critical thinking from Insight Assessment.
- Guide to Rating Integrative and Critical Thinking This rubric from Washington State is often cited as a helpful pattern. We have permission to reprint part or all of it - as long as we attribute it to them. That's fair.
- Holistic Critical Thinking [pdf] PSU has used this rubric for assessing Freshman Inquiry portfolios.
- Foundation for Critical ThinkingIf you’re looking for a definition of Critical Thinking and you haven’t found one that suits your discipline, please feel free to use the work done by the Foundation for Critical Thinking.
- Designing Rubrics for Assessing Higher Order Thinking includes principles of design and rubric examples
Assessment Resources and Rubrics:
- The VALUE rubrics developed by the Association of American Colleges & Universities (AAC&U) are a great resource. Go to the AAC&U web page for detailed information about the rubrics, and click on this link to view the rubrics in a single PDF: VALUE Rubrics [pdf]. Please note, these rubrics may or may not be the latest versions available from AAC&U directly.
- Resource Page on Rubrics for Institutional Assessment, from the University of Virginia, has great instructions on how to design rubrics for institutional assessment and includes many good examples of rubrics.
- Miami University offers a resource page with many ready-made rubrics, along with instructions and free software for designing your own.
- Principles of Good Practice in Assessing Student Learning, an article from the American Association for Higher Education, covers 9 principles of assessment.
- Comprehensive Collection of all Learning Assessment Resources, compiled by the North Carolina State University Planning and Analysis Department, is a resource list of articles, sites, and forums covering many elements of learning assessment.
- PSU's University Studies web page features rubrics such as Diversity; Ethics, Agency, and Community; Quantitative Literacy; and Writing (multiple).