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2020-2021 templates should be ready in October - this page is under reconstruction as of August 21, 2020 - links broken

Assessment Reporting Templates and Process

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Templates for Assessment Reporting

See Assessment Process & Due Dates for more information on 2020-2021 reporting requirements and deadlines.

CTE Templates

  • CTE Customized Multi-Year Plan (MYP) - custom templates will be sent to CTE SAC chairs in October
  • CTE Customized Summary Data Report (SDR) - this add-on to the customized MYPs will be sent to SAC chairs in January  
  • CTE Annual Focal Outcome Assessment Report (also used for Reassessments)--provides details of one of the assessments included in the SDR
  • TSA Worksheet - Visit for latest template and resource documents
  • Summer 2021 Peer Reviewer's Critique Form (to be available mid-year)

LDC-DE Templates

  • 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.
  • Summer 2021 Peer Reviewer's Critique Form (to be available mid-year)

LDC-DE Help Guides

DSAC Rubrics

Assessment Process & Due Dates

2020-2021 CTE Expectations

CTE SACs will assess a portion of their degree and certificate* outcomes every year as outlined in their customized Multi-Year Plans (MYP), and will report summary data (on SDR) for all assessments conducted, including focal outcome and outcomes partially- or fully-assessed via TSAs. Each SAC will select one of the outcomes assessed in 2020-21, what is known as "focal outcome," and provide a more detailed report of their process and findings on the CTE Annual Focal Outcome Assessment Report (form to be linked above). The assessment phase is the initial assessment from which the SAC decides on appropriate responses to the findings, followed by the reassessment phase, which measures the effectiveness of the SAC's response to the initial assessment and, ideally, 'closes the loop.'

As always, Perkins-funded programs will continue to administer TSAs (Technical Skill Attainments) and submit the results of same. The Grants Office and Academic Affairs must receive TSA results for all tests and all students (with IDs), but the aggregate results must also be included without student identifiers on the Summary Data Report for all outcomes partially- or fully-assessed via TSAs. For more information on TSAs, go to:

CTE assessment coaches can give guidance on filling out the MYP, the SDR, and the LAC focal outcome reporting template.

*The outcomes of all certificates one-year in length or longer, and all degrees, are to be assessed with some regularity. The exception is a department that has no full-year certificates or degrees; in that case, they need to assess the outcomes of their less-than-one-year certificate(s).

Due Dates for CTE 

Printable Checklist with Due Dates

November 30, 2020?, submit to

      • Completed 'green' portion of the SAC's Multi-Year Plan (starting on Row 5 and filling in Column E forward)
      • TSA Information Sheet, if requested by Academic Affairs (not needed from all SACs)

June 30, 2021, submit to

      • Completed 'blue' Summary Data portion of SAC's Multi-Year Plan for all outcomes assessed this year (including TSAs and focal outcome assessment)
      • Completed CTE Annual Focal Outcome Assessment Report and pertinent appendices. These documents will be posted to the public side of Spaces. Please refrain from including information that could compromise future assessments or the names/IDs of students in, or the faculty teaching, the classes assessed. 

July 31, 2021?, submit to (Grants Office) and to

      • TSA results with student G numbers

Back to Templates

2020-2021 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.

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.

SACs are responsible for collecting student artifacts, norming the faculty evaluators, evaluating the artifacts, and, ultimately, analyzing the results of this year's assessment.

Due Dates for LDC-DE

November 30, 2020?, submit to

      • Planning section of the LAC Assessment or Reassessment template...
        • 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 30, 2021: Assessment findings to be submitted to

      • Completed LAC Assessment or Reassessment template (second half of the template submitted in the fall) describing the process and results of this year's assessment. If any changes were made to your project, please correct the planning portion of the document before submitting. 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.

Back to Templates

Peer Review

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 Delpha Thomas, LAC Chair,

Assessment Resources

Funds for Part-Time Faculty

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. 

Assessment Coaching

The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs.

LDC-DE Coaching assignments will be available in the fall. If you have any questions, please contact one of the following individuals:

    • Nichole Reding-Hoffart, Academic Support Coordinator, 971-722-4555,
    • Nora Stevens, LAC Vice-Chair 2020-2021,

CTE Coaches will be assigned in the fall.

Professional Development Opportunities 

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

Upcoming Conferences 

Other Assessment Resources

Assessment Listserve: Subscribe to ASSESS at

Library Resources

Critical Thinking and Problem Solving Resources and Rubrics:

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).

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