The Community College of Allegheny County provides a supportive and transformative learning environment that prepares graduates to meet critical needs in the region’s workforce.
At CCAC, we believe that life outside the classroom is an important part of your college experience. Each CCAC campus has a variety of activities to enhance your lifestyle – including athletics, cultural events and personal development seminars.
The CCAC Educational
Foundation is the fundraising and benefactor arm of the college. It seeks to
create vital connections between the college and the wider community
to ensure the ongoing viability of the college.
The Assessment Tool Kit is a useful resource for direct and
indirect measures of student learning. A description of each
technique is provided below.
Rubric Tutorial: This tutorial provides
step-by-step instructions for developing various types of rubrics,
specific sets of criteria that clearly define for both student and
teacher what a range of acceptable and unacceptable performance
looks like. Rubrics can be used at every level of assessment,
classroom, course, program and general education.
Advanced Classroom Assessment Techniques: The
Classroom Assessment Techniques (CATs) featured on this site are
simple tools for assessing students' critical thinking skills in
any discipline. Each technique has a brief description, tips for
analyzing the data, an estimate of the effort required and a
reference to additional information. Formative assessment
techniques, like the ones described here, reinforce classroom
material and help instructors determine how well students are
Item Analysis: Item analysis is a process
of examining class-wide or course-wide performance on
individual test items. The presentation, "Analyzing Test
Results," will walk you through the process of organizing your
data, testing for difficulty and discrimination, creating a simple
test blueprint and item analysis. It also contains suggestions for
using the results to improve student learning and two blank
spreadsheets to help you get started.
Embedded Test Questions: Embedded assessment on
multiple choice tests allows faculty to measure specific course
learning outcomes by incorporating assessment items into an
existing unit test, mid-term exam, or final exam. A group of
instructors teaching a particular course select one course learning
outcome and work together to design test questions and analyze
results to determine how well students achieved the outcome.
Pre- and Post-Tests: This technique is
effective for measuring what students learned in a course or
program. Test items are based on Course Learning Outcomes or
Program Objectives. Pre- and post-tests are often referred to as
value-added assessment since the method compares what students knew
before the course/program to what they know after. This method
is particularly useful for developmental courses in that
standards-based tests or benchmarks may not be appropriate for
measuring students in these courses.
Profiles of Admirable Individuals: Profiles of
Admirable Individuals is as a technique for faculty and students to
assess their own values and express them.
Quick Question: Quick Question serves as a
technique to assess learner focus during a classroom session.
Assessing the Assignment: The purpose of this
assessment is to receive student feedback about the value and
perceived opportunity for usage of a specific learning
Focus Groups: Focus groups are small groups
that meet in order to discuss a specific topic under the guidance
of trained moderator. A focus group provides a method of indirect
assessment for Program Assessment. Small programs can use one focus
group to gather qualitative data; larger programs may want to
conduct a focus group on each campus. Focus groups are versatile in
that they can be used to gather information before, during or after
a program of study is completed.
Student Self Reflection: Students rate their
own knowledge, skills and attitudes; this can provide useful
indirect evidence of student learning and also helps students to
develop metacognitive skills and achieve deeper learning. Sample
designs are included.
Matching CCSSE Results to General Education
Goals: This report matches the results from the 2007 CCSSE
survey to CCAC's General Education Goals. It is an indirect measure
because it relies on student opinions about their
education. If you are interested in learning how students in
your class compare to the student body, administer the Student Course Feedback Form and compare your
results to the 2007 report.
The definitions for many of these terms are in the ASL Glossary