Community College of Allegheny County (CCAC)

Community College of Allegheny County

Assessment of Student Learning

According to Middle States Commission on Higher Education an accredited institution is expected to possess or demonstrate the following attributes or activities.

  • Clearly articulated statements of expected student learning outcomes at all levels (institution, degree/program, course) and for all programs that aim to foster student learning and development;
  • A documented, organized, and sustained assessment process to evaluate and improve student learning;
  • Assessment results that provide sufficient, convincing evidence that students are achieving key institutional and program learning outcomes;
  • Evidence that student learning assessment information is shared and discussed with appropriate constituents and is used to improve teaching and learning; and
  • Documented use of student learning assessment information as part of institutional assessment.

Purpose for the ASL Committee:

  • Sustain a culture of assessment that centers on the improvement of student learning.
  • Create an assessment community that promotes assessment, provides learning opportunities, and celebrates and rewards assessment efforts.

Working Definition of Assessment
Assessment is the ongoing process of:

  • Establishing clear, measurable objectives (expected outcomes) of student learning.
  • Ensuring that students have sufficient opportunities to achieve outcomes.
  • Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations.
  • Using the resulting information to understand and to improve student learning.

(Linda Suskie, Assessing Student Learning, 2004)

Definition of Educated Person 
An educated person is one who acquires and continues to expand upon the following:

  • A broad range of knowledge upon which to make value judgments.
  • The skills to locate valid information and comprehend that information.
  • The ability to analyze critically and synthesize efficiently valid information.
  • The ability to listen carefully and to communicate effectively.

(Developed by ASL Taskforce, July 2005)


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Articles and Links                                                                                 

AAHE 9 Principles (PDF) 09/14/05
Assessing Student Learning and Institutional Effectiveness
Middle States’ Suggestions and Recommendations for Assessment of Student Learning and General Education (PDF) 09/14/05
Mega List of Assessment Resources
Recommended Reading List
ASL Glossary

General Education
TGI Results (PDF) 09/14/05
Developing Research and Communication Skills
General Education Goals with Student Behaviors (PDF) 12/2012
2008 Information Literacy Report (PDF) 08/25/08
          Information Literacy Rubric (PDF) 08/25/08
2008 Communication Report (PDF) 08/25/08
          Communication Rubric (PDF) 08/25/08
2010 Quantitative and Scientific Reasoning Report (PDF) 7/21/10
         
Quantitative and Scientific Reasoning Rubric (PDF) 7/21/10

2011-12 Critical Thinking Report (PDF) 11/07/12

Program Assessment
A Guide to Program Assessment (PDF) 07/14/08
Writing Objectives – Worksheet (PDF) 07/09/08
Appendix E – Program Assessment Plan (DOCX) 07/26/10
          A Checklist for Program Assessment Plans (PDF) 9/1/10
Appendix I – Program Assessment Results (DOCX) 07/26/10
          A Checklist for Program Assessment Results (PDF) 3/1/11

Classroom Assessment
CAT Summary Sheet (MS Word) 08/01/12
       
Example (PDF)
        Criteria for Classroom Assessment (PDF)
Using Classroom Assessment Information in Your Teaching Portfolio (PDF) 08/04/08

 


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CCAC’s Workshops and Presentations on Assessment
Assessment of Student Learning Committee – presented by Dr. Diane Maldonado (PDF) 09/14/05
Practical Assessment – presented by Dr. Diane Maldonado (PDF) 11/01/05
List of Assessment of Student Learning Contributors – presented at All-College Spring Conference on January 5, 2006 (PDF)
Program Assessment Workshop – presented by Dr. Diane Maldonado (PDF) 02/08/06
Assessment Overview– presented by Dr. Mary Frances Archey (PPT) 02/08/06
No-frills Assessment Plans – presented by Mary Kate Quinlan (PPT) 02/08/06
Incorporating Program Assessment into Annual Program Review – presented by Mary Kate Quinlan and Maura Stevenson (PPT) 06/30/06
Analyzing Test Results – presented by Mary Kate Quinlan (PPT) 06/30/08
General Education Assessment Results – Presented by Mary Kate Quinlan (PDF) 08/11/08
          Information Literacy Rubric (PDF)
          Communication Rubric (PDF)
It’s Raining CATs and DOGs – Presented by members of the Assessment Advisory Group (PPTX) 06/29/10
Fostering Motivation - Presented by members of the Assessment Advisory Group (PDF) 6/28/11

 

Tools

Assessment Tool Kit
Assessment of Student Learning Handbook for Faculty (PDF) 08/05/10
Teaching Portfolio Reflection Tool (MS Word) 09/08/09
TracDat

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Newsletter

AY 2007–2008
ASL Newsletter, September 2007 (MS Word)
ASL Newsletter, February 2008 (MS Word)

AY 2006–2007
ASL Newsletter, September 2006 (MS Word)
ASL Newsletter, November 2006 (MS Word)
ASL Newsletter, March 2007 (MS Word)

AY 2005–2006
ASL Newsletter, September 2005 (MS Word)
ASL Newsletter, November 2005 (MS Word)
ASL Newsletter, March 2006 (MS Word)
ASL Newsletter, May 2006 (MS Word)

Tip of the Month

2013–14
Reasons Why Early Assessment Matters – August 2013 (PDF)
Promoting Frequent and Targeted Feedback (Results) – September 2013

2012–13
Characteristics of Good Classroom Assessment – August 2012 (PDF)

2011–12
Reasons Why Early Assessment Matters – August 2011 (PDF)
Conducting Interviews with Students for Assessment Purposes – October 2011 (PDF)
Closing the Loop – November 2011 (PDF)

2010–11
Engaged Lectures – August 2010 (PDF)
Bloom’s Taxonomy – October 2010  (PDF)
Student-Generated Test Questions and Test Blue Printing – November 2010 (PDF)
10 Reasons to Take Student Engagement to Heart – February 2011 (PDF)
Doing Assessment as if Learning Matters Most – March 2011 (PDF)

2009–10
Good CAT, Bad CAT – September 2009 (PDF)
Student Generated Test Questions – November 2009 (PDF)
Using a Rubric – January 2010 (PDF)
Conferencing – February 2010 (PDF)
Program Assessment Results – March 2010 (PDF)

2007–08
ASL Committee – September 2007 (PDF)
Administrative Assistance in the Assessment Process – October 2007 (PDF)
Teacher -Centered or Learner-Centered – November 2007 (PDF)
Assessing as If Learning Matters Most – January 2008 (PDF)
Top Ten Reasons to Love Assessment – February 2008 (PDF)
Indirect Assessment Method March 2008 (PDF)
Student-Generated Final Exam Questions – April 2008 (PDF)

2006–07
Information Literacy & i-connect – September 2006 (PDF)
Objectives and Outcomes – October 2006 (PDF)
Assessment Vs. Evaluation – November 2006 (PDF)
Rubrics – December 2006 (PDF)
Test Blue Print – January 2007 (PDF)
Bloom's Taxonomy – February 2007 (PDF)
4 Step Process - March 2007 (PDF)
Closing the Loop – April 2007 (PDF)

 

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