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Proceed with Caution! Important Updates in Progress as of 9/24/2018! 

Links, templates, and information are subject to change.

Clicking on the following "shortcuts" will take you to the corresponding sections that appear further down this page

Templates for Assessment Reporting

Assessment Process

Assessment Resources


Proceed with Caution! Important Updates in Progress as of 9/24/2018! 

Links, templates, and information are subject to change.

Templates for Assessment Reporting

See Assessment Process & Due Dates for more information on which ones to complete in 2018-2019


  • NEW! CTE Customized Multi-Year Plan and Summary Data Report (sent to all CTE SAC chairs September 21, 2018) Didn't get yours, or can't find it? Contact Susan Wilson,
  • Yet-to-be-developed form for Reporting Degree & Certificate Focal Outcome
  • Summer 2019 Peer Reviewer's Critique Form (still under construction–check back later this year)


  • LDC-DE Assessment Plan (and Report) Form for a first-round assessment
  • LDC-DE Reassessment Plan (and Report) Form for a "closing the loop" assessment
  • Year 2 "All-In" Report 2018-2019 (under development) - a spring report required of LDC-DE SACs that did "All-In" last year and are closing the loop on that project in 2018-19
  • Summer 2019 Peer Reviewer's Critique Form (still under construction–check back later this year)

LDC-DE Help Guides

DSAC Rubrics

Proceed with Caution! Important Updates in Progress as of 9/24/2018! 

Links, templates, and information are subject to change.

Assessment Process & Due Dates

2018-2019 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 a soon-to-be-developed Focal Outcome assessment form. In addition, Perkins-funded programs will continue to submit Technical Skill Attainment (TSA) results at year's end. For more information on TSAs, go to:

CTE Process


CTE SACs directly assess their Degree and Certificate Outcomes.

Summative Assessments and TSAs

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.

Focal Assessments

Additionally each year, every CTE SAC conducts an assessment aimed at improvement--called "focal" assessment. A focal assessment has two parts, which can be performed in separate calendar years:

  1. The assessment phase: An initial assessment from which the SAC decides on appropriate responses to the findings; followed by...
  2. The reassessment phase: A follow-up assessment that explores the effectiveness of the SAC's response to the initial assessment.

SACs with several degree(s) and/or certificate(s) with unique or unrelated outcomes should contact their LAC coach to discuss the possibility of a longer cycle.

Due Dates for CTE

November 26, 2018:

      • Complete the 'green' portion of the SAC's own Multi-Year Plan (starting on Row 5 and filling in Column E forward)

June 17, 2019:

      • Complete the summary data portion of SAC's own Multi-Year Plan
      • Complete the separate "Yet to be named" form highlighting the process and results of one of the year's assessed degree and certificate outcomes

Submit the above plans and reports to:

July 31, 2019:

      • Report required TSA data to Institutional Effectiveness as per usual

Back to Templates

2017-2018 LDC-DE Expectations

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.

LDC-DE SACs conduct and report on one assessment project. SACs may assess a Discipline Subject Area Committee (DSAC) outcome (new this year), assess or reassess Cultural Literacy, or assess/reassess an exploratory outcome. SACs using the DSAC pilot rubrics should follow the guidelines sent to their DSAC representative in September.

LDC Process


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). LDC-DE SACs are required to conduct an assessment (see above for details).

Due Dates for LDC_DE

November 26, 2018: Planning sections of the LAC Assessment/Reassessment Reports only. 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 assessment, or
      • Use the LAC Reassessment Report Form for a "closing the loop" assessment)

June 17, 2019: 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 All-In Year 2: Complete the Year 2 All-In Report Form (available later this year)

Submit ALL completed plans and reports to:

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 Nora Stevens, 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. If a SAC chair is unsure of who their dean liaison is, please contact Susan Wilson in Academic Affairs: or 971-722-4555.

Assessment Coaching

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 been assigned for 2018-2019 and all SACs have been given their coaches' contact information.

Professional Development Opportunities 

LAC Core Outcome Assessment Class (for PCC Faculty)

Meets most Fridays, starting Week 2 of fall term, 10:00 to 11:50 a.m. Registration is first-come, first-served. 2018 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.

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 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 

  • American Association of Colleges and Universities (AAC&U) holds its annual General Education and Assessment conference February 14-16, 2019, in San Francisco.  Link to conference: Note: PCC is an AAC&U member.
  • Association for Assessment of Learning in Higher Education's (AALHE) 3-day conference occurs in St. Paul, MN, June 10-13, 2019. Learn more at:
  • Additional assessment conferences are found at this link:

Other Assessment Resources

Assessment Listserve: Subscribe to ASSESS at

Learning Assessment Blog

Library Resources

Critical Thinking and Problem Solving Resources and Rubrics:

Assessment Resources and Rubrics:




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