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(though these were created in 2014, they remain generally relevant to today's forms)
Assessment planning and reporting happen in two phases. For new 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. CTE Programs and LDC-DE Disciplines use unique templates. Periodically, SACs also submit a Multi-Year Plan (MYP) that projects their schedule for assessing/reassessing their degree and certificate outcomes (CTE) or PCC's Core Outcomes (LDC-DE).
LDC-DE SACs will conduct and report on one assessment project. Like last year, these SACs may assess/reassess an existing Core Outcome or may assess/reassess an exploratory outcome. CTE SACs shall assess for the LAC one focal degree and/or certificate outcome. It may be one that aligns with a Core Outcome, or it may be something that aligns with an exploratory outcome (e.g., information literacy or computational literacy).
SACs planning to do a large-scale assessment of 12 or more sections may participate in PCC's 2017-18 "All-In" internal assessment project. "All-In" ideally involves one course with 10 or more sections participating (could combine Winter and Spring courses) plus at least 2 sections of at least one additional course in the discipline (high-enrolling courses tend to offer more representative student demographics), OR 12 sections of different courses are acceptable for SACs that do not have that many sections of the same course. All-in SACs may assess using the new Cultural Awareness/Literacy rubric (PCC's own), or the LEAP VALUE rubrics for any of Critical Thinking, Quantitative Literacy, or Written Communication. Assessing only one of these outcomes is required.
A difference this year: we have only enough funding to support internal scoring of two outcomes this year, and have committed to Cultural Literacy as one of them in order to pilot the new rubric that was developed this summer. The other outcome will be one of the other three, based on, frankly, numbers -- so that our data has a chance at being meaningful. We will use that same outcome for the Multi-State Collaborative (MSC) if we do participate this year. If a SAC selects an outcome that we end up NOT doing the college-wide and/or MSC scoring for, it may still use the two-year plan. The two-year plan allows SACs time to attend a training session, design assignment(s), conduct student assessments, norm faculty evaluators to chosen rubric, evaluate student artifacts, analyze the results, and report out at the end of Year 2. Additional requirements for All-In:
CTE SACs directly assess their Degree and Certificate Outcomes. And, because those same program outcomes have been mapped to PCC's institutional outcomes, aka Core Outcomes, the Core Outcomes are assessed indirectly.
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
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:
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.
November 27, 2017: Planning sections of the LAC Focal Assessment/Reassessment Reports - Sections 1 through 3E only!
November 27, 2017: New or updated Multi-Year Plan (MYP). Assessment coaches can tell SACs if their MYP is out of date
June 16, 2018: Focal Assessment Findings, and Summary Data Report for outcomes not assessed via TSAs
Submit ALL completed plans and reports to: email@example.com
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.
November 27, 2017: Planning sections of the LAC Assessment/Reassessment Reports - Sections 1 through 3E only!
The following are still in flux and may change:
June 16, 2018: Assessment findings (Traditional) or Report on approach and process (All-In) - see above
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 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 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]."
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: email@example.com or 971-722-4555.
The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs. Coaching assignments are usually finalized early each fall. The following individuals can put SACs in touch with their assigned coach:
LAC Core Outcome Assessment Class (for PCC Faculty)
Meets all Fridays fall term 2017, except November 10 and 24; 10:00 to 11:50 a.m., in Cascade TH 202. Registration is first-come, first-served. Contact firstname.lastname@example.org for registration details.
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:
Expectations of participants:
Courses offered through PCC's Center for Careers in Education
Assessment Listserve: Subscribe to ASSESS at http://www.coe.uky.edu/lists/helists.php
Learning Assessment Blog
Critical Thinking and Problem Solving Resources and Rubrics:
Assessment Resources and Rubrics: