2015-2020 Assessment Plan April2016 amended summer17 · The 2015-2020 Assessment Plan aligns itself...

2015-2020 ASSESSMENT PLAN 1

2015-2020 Assessment Plan 2015-2020 Assessment Plan

The content of the 2015-2020 Assessment Plan describes the strategic and systematic processes of improving the quality of assessing student learning at Aims Community College. Prepared By: Ross Perkins, Chair of Academic Assessment


Executive Summary The purpose of the 2015-2020 Assessment Plan is to provide a road map for assessment of student learning at Aims Community College. The focus of this plan is for programs/departments to establish a foundation that supports sustainable and meaningful assessment of student learning. This foundation consists of programs/departments mission statements, programs learning goals, program learning outcomes, and curriculum mapping to identify learning opportunities for students. A summary of the 2015-2020 Assessment Plan: Due to feedback from the 2017 Systems Appraisal Feedback Report that 2015-2020 Assessment Plan has been amended to reflect the strategic challenges addressed in the report. In order to address the recommendations in the report, several tasks have been expedited during summer 2017. All changes will be in red.

Year Tasks Academic Year 2015-2016 Task 1: Develop a program/department mission statement/

Learning Goals/Learning Outcomes/Curriculum Map (40%) Task 2: Ongoing development of assessment projects focusing on course/program and/or institutional levels.

Academic Year 2016-2017 Task 1: Develop a program/department mission statement/ Learning Goals/Learning Outcomes/Curriculum Map (remaining 60%) Task 2: Develop Two-Year Assessment Schedule Task 3: Advisory boards review program/department mission statement, learning goals, learning outcomes with program advisory boards

Academic Year 2017-2018 Task 1: Develop two-year assessment for all programs/departments Task 2: Align assessment with institutional Program Review Task 3: AA/AS and GenEd curriculum mapping. The AA/AS degrees will be mapped aligning the CDHE competencies and outcomes with Aims’ Common Learning Outcomes. This will be done at the course level and then used to develop a master curriculum map. Task 4: Complete all Curriculum maps for CTE programs. Task 5: Establish comprehensive program level assessment across all academic programs.

Academic Year 2018-2019 Task 1: Continue two-year assessment for all programs/departments Task 2: Review program assessment schedules and make revisions.

Academic Year 2019-2020 Task 1: Comprehensive assessment of CLOs across all programs/departments.

The 2015-2020 Assessment Plan aligns itself with Aims’ learning college philosophy by supporting assessment of student learning and using the information to make informed decision about course, program/departmental, and institutional improvements.

The work of the Office of Academic Assessment, with its 2015-2020 Assessment Plan, supports Long-Term Goal #1, which is to “Prepare Aims for learning needs of current and future students”. We accomplish this by ensuring that faculty are using assessment of student-learning outcomes information to make continuous improvements to their courses and programs, which are linked to


the Aims’ Common Learning Outcomes. The improvements that are made are intended to improve student success at all levels of the College. In order to accomplish this, Aims has established five Common Learning Outcomes.

Introduction

The 2015-2020 Assessment Plan for Aims Community College is developed to support the College’s overall mission of “helping students achieve their learning goals” through assessment of student learning. Recognizing the need for organized and ongoing assessment of student achievement and program outcomes, Aims Community College is committed to establishing and sustaining a culture of learning which is accomplished through inquiry and driven by evidence. Data and information gathered from Assessment of Student Learning activities will be used by faculty, staff, and administrators to focus assessment efforts on improving student learning, supporting faculty needs to do so through professional development opportunities, and making necessary organizational enhancements based on the results. The ultimate responsibility for academic assessment (Assessment of Student Learning) belongs to the faculty; the responsibility for assessment of non‐academic units resides with the administrators and managers. Assessment of Student Learning at Aims Community College is grounded in the college’s commitment to the Learning College Principles. The College is continuing to make strides in its efforts to emphasize Learner-Centered Assessment approaches. These approaches demonstrate that assessment is most effective when it reflects an understanding of learning that is multidimensional, integrated, and revealed in performance over time.

Aims’ Mission Statement

The mission of Aims Community College is to help students achieve their learning goals and objectives through effective and efficient program options and services and to develop partnerships that support economic development and global understanding.

Aims’ Vision Statement

Aims Community College is a destination institution…the institution of choice for a better you.

Values

Communication • Communicate rationale for decisions as applicable. (“Who else needs to know?”) • Apply consistent performance expectations of policies and procedures. • Provide timely, positive and supportive feedback. • Facilitate a communication loop that is open, honest and transparent.

Safety

• Create and foster an environment that is supportive of innovation and creativity. • Create and foster an environment that promotes personal safety (physical and emotional). • Hold yourself accountable and ask others to be accountable for maintaining a safe

campus/college culture.


Respect & Professionalism

• Practice civility by honoring and respecting uniqueness in others. • Follow appropriate ethical standards for the institution. • Treat everyone who walks through the doors of the college with kindness, courtesy and

respect. • Encourage others to improve and grow educationally, professionally and personally.

Trust

• Act responsibly and demonstrate personal accountability. • Find people doing things right and acknowledge those actions. • Work together to do the right thing for all parties involved. • Foster an environment of collaboration. • Set expectations and follow through. • Trust that my colleagues will do the ethical/educational right thing.

Aims as a Learning College

Learning College Vision Statement


“The role of the Learning College at Aims Community College is to contribute and shape scenarios that empower learning through discovery, shared learning environments, and construction of knowledge.” The overall Learning College objective at Aims Community College is that students and employees engage in learning collectively. Specific objectives used as a framework for developing and assessing Aims learning initiatives are:

Organizational Culture: Aims cultivates an organizational culture where policies, programs, practices, and personnel support learning as a major priority.

Staff Recruitment & Development: Aims creates or expands (a) recruitment and hiring programs to ensure that new staff and faculty are learning centered and (b) professional development programs that prepare all staff and faculty to become more effective facilitators of learning.

Technology: Aims uses information technology to improve and expand student learning. Learning Outcomes: Aims addresses strategies to assess and improve learning outcomes,

improve assessment processes that measure the acquisition of the learning outcomes, and improve on means for documenting achievement of outcomes.

Underprepared Students: Aims creates and expands learning centered programs and strategies to ensure the success of underprepared students.

What beliefs does the Aims Learning College embrace?

Everyone is capable Students need clear goals Empowerment = Responsibility Increased engagement improves learning Learning is multidimensional Students have multiple learning styles People learn from each other Success is achieved incrementally Diversity improves learning Change is good Pioneering innovation Student involvement Open System vs. Closed Process Get out of the box

Assessment is a central element in the overall quality of teaching and learning in higher education. A well designed plan for assessment of student learning outcomes sets clear expectations, but also establishes a reasonable workload (one that does not push students into rote approaches to study and one that does not push faculty into artificial teaching modes). Assessment provides opportunities for students to self-monitor, rehearse, practice, and receive feedback. At the same time it provides opportunities for faculty to monitor the attainment of learning outcomes and to receive feedback for ongoing improvement of academic programs.


Principles of Assessment

The college adheres to the American Association for Higher Education’s (AAHE, 1997) “Nine Principles of Good Practice for Assessing Student Learning” (Appendix A). These principles are consistent with Aims’ mission and vision as well as essential characteristics of adult learning environments, i.e., learner centered, knowledge centered, assessment centered and community centered (National Research Council, 2000).

In addition to AAHE’s principles, the following philosophy helps guide the assessment processes and practices at the institutional, program, and course levels:

Assessment of student learning in higher education is frequently viewed as a trend, a fad, or an endeavor to focus on for accreditation. But assessment is innately tied to teaching and learning as well as the connection between the two.

As stated by Maki (2002), channeling faculty intellectual curiosity into exploring relationships between pedagogy and student learning extends curiosity into the focus of their teaching — into the ways in which students integrate, draw upon, and use the knowledge, abilities, habits of mind, and ways of knowing and problem solving that characterize those who work in a discipline. Rather than disconnected from content and teaching, assessment becomes the means of ascertaining what and how well students achieve what faculty members intend them to achieve (p 4).

Developing and sustaining a culture of inquiry requires a focus on assessment along with supporting intellectual curiosity. We value student learning. Therefore, we keep the focus of our assessment endeavors on improving student learning. Students and faculty are provided with pivotal opportunities to demonstrate and measure what students know, understand, and can do with the concepts connected to the intended learning outcomes in their respective courses. Our successful assessment program sustains itself with faculty and staff who are involved in measuring and evaluating learning outcomes that we truly care about.

Office of Academic Assessment

The Office of Academic Assessment (OAA) was created to oversee all academic assessment activities at the course, program/departmental, and institutional levels. The OAA believes that in order to meet the needs of the faculty, working with individuals and small groups is the preferred approach of providing the appropriate support and training.

Office of Academic Assessment Mission

The Office of Academic Assessment fosters a culture of assessment at Aims Community College. The office facilitates use of assessment resources, assists programs/departments in achieving assessment and accreditation goals, and helps the campus community more effectively use assessment information for decision making to enhance student learning and strengthen programs.

Office of Academic Assessment Goals

The Office of Academic Assessment will...


Collaborate with faculty, students, staff, and administrators to establish meaningful, manageable, and sustainable assessment.

Foster the use of program and institutional assessment to improve the quality of student learning.

Disseminate assessment-related information to the college community to help inform decision-making about student learning.

Help facilitate discussions with program/department chairs and administrators use student learning assessment results to guide planning.

Student Learning Assessment Team (SLAT) In order to help cultivate a culture of assessment at Aims the Student Learning Assessment Team (SLAT) as created to provide leadership and guidance in the development of assessment activities across the institution. The SLAT is composed of administrators and faculty, lead by the Chair of Academic Assessment. The SLAT’s mission is to provides collaborative leadership to support an institutional-wide culture of assessment that promotes and reflects deep learning as part of students’ learning experiences. The Student Learning Assessment Team serves as a platform for communication across the institution by:

Providing leadership and guidance in the development of assessment activities across the institution.

Serving as an advisory board to the College President, Vice President of Academic Affairs, and the Academic Deans on assessment related endeavors.

Providing a multi-sided perspective on assessment matters through its diverse representation.

And has a future goal of

Assisting the Office of Institutional Research and Assessment along with the Vice President of Academic Affairs in creating a coherent map of assessment at Aims Community College.

Aims’ Common Learning Outcomes:

Common Learning Outcomes (CLOs) define the expectations of an Aims Community College education and provide the benchmarks against which the College holds itself accountable.


Written Communication Students should be able to demonstrate a high level of written communication skills as necessary for their future profession through the development and expression of ideas in writing. Students with strong written communication skills will include in their writing a clear main idea or theme, include appropriate content and context, organize their materials to suit the purpose of the document and use appropriate conventions. Problem Solving Good problem solvers apply thinking skills to evaluate real-world examples in terms of course content and knowledge. Students with strong problem solving skills will interpret the problem, develop a strategy to solve the problem, apply appropriate strategies and procedures, and arrive at a workable solution. Critical Thinking Students who can think critically apply thinking skills and are able to evaluate real-world examples in terms of course content and knowledge. Examples of critical thinking include identifying and exploring issues, recognizing your audience and addressing them accordingly and, framing personal reference and acknowledging other perspectives. Oral Communication Students should be able to demonstrate a high level of oral communication skills as necessary for their future profession through prepared, purposeful presentations designed to increase knowledge,


to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs or behavior. A good oral presentation includes a central message with supporting materials, is organized, clearly delivered and may involve interactions with the audience. Professionalism Students who are professional strive for excellence in their performance of required roles in their future professions. Professionals demonstrate accountability and ethical behavior, maintain a professional attitude and conduct themselves in an appropriate and respectful manner. In support of the five Common Learning Outcomes, Aims faculty developed rubrics for each Common Learning Outcome (Appendix B).

Overview of the Assessment Process

Aims Community College is committed to helping students achieve their learning goals though effective and efficient programs. Each program at Aims establishes a foundation that leads to exceptional student learning. This foundation is built by establishing a program/departmental mission statement that defines the purpose(s) the program is aiming to achieve, describes the community the program is designed to serve, and states the guiding principles that define its standards. The program mission statement is developed in collaboration with full and part-time program faculty and the advisory committees for Career and Technical Educational (CTE) programs. Building on that, program-learning goals are established to identify the kinds of learning student should achieve—they describe the outcomes and concepts (what you want students to learn) in general terms (e.g., effective communication, problem-solving, critical thinking, etc.). Like the program mission statement the program learning goals are created through dialogue with the faculty and with CTE programs. We also gather input from advisory committees to ensure that our graduates are meeting the needs of the industry. Next, programs develop program student learning outcomes that state the knowledge, skills, behaviors, attitudes and/or values that students are expected to have when they complete an academic or CTE program. These learning outcomes are developed from the learning goals that support the mission of the program. Program student learning outcomes are designed to be measureable and assessed at several points throughout the curriculum. After the foundational components are in place (mission statement, program learning goals, and program student learning outcomes), mapping of courses to the program student learning outcomes ensures that the program curriculum provides the appropriate conditions (introduced, reinforced, and mastered) and opportunities for students to achieve the intended program learning outcomes. Assessment will take place at these identified places to ensure that student are progressing at the expected pace. It is important to note that while all courses have course-outcomes and at least one program-level outcome, not all courses should be used for program-level assessment. Courses in which there are key or signature assignments that allow faculty to assess achievement of an outcome across a representative sample of students in the program are the courses noted with I, R, or M on the map.


This indicates the critical points where program outcomes are addressed within the curriculum. This mechanism promotes continuous program improvement by helping faculty:

identify where outcomes are covered in a curriculum, identify potential gaps in the curriculum (where a course is not addressing any outcome, or

an outcome is not developed by any courses within the curriculum), identify whether the outcomes need modification, identify best opportunities for assessment, and/or to start a discussion of potential changes necessary within the curriculum.

During the curriculum mapping process, faculty will identify existing assignments (or develop new assignments, if necessary) that can be used to assess student learning throughout the program.

Levels of Assessment at Aims

Institutional Level: Institutional level student learning outcomes reflect the extent to which the mission and goals of the institution are met in the academic program.

Program Level: Program level student learning outcomes address the extent to which the academic program is effective. Program level assessment assesses General Education competencies as well as program specific knowledge, skills and abilities.

Course Level: Course level student learning outcomes address the effectiveness of each individual course, including General Education courses. They connect and support the program level student learning outcomes and are assessed by a variety of instruments including tests, presentations and evaluations.

Class Activity Level: Faculty implement a variety of classroom assessment techniques to continually assess student progress as it relates to course and program learning outcomes.


2015-2020 Assessment Plan In order to build a sustainable and meaningful culture of assessment at Aims Community College, several foundational tasks must be accomplished before a robust assessment plan can be developed and implemented. Developing an assessment plan for any program/department begins with the program’s mission statement, programs learning goals, and program learning outcomes. The next step is to identify learning opportunities for students, along with the development of a curriculum map indicating where and what level students will experience these learning opportunities. After the curriculum map is in place, a two-year assessment schedule is developed to ensure assessment of student learning for all stated learning outcomes. After an assessment project is complete, faculty in that course/program analyzes the data to identify any trends in student learning. The faculty then develops interventions/strategies to address any concerning trends and implement those interventions/strategies in the courses, leading to student success/learning


Academic Year 2015-2016 (Year 1)

The first and second year of the four-year assessment plan is to establish a foundation (Task 1) to ensure sustainable and meaningful assessment at Aims. A program’s mission statement, program learning goals, and program learning outcomes are the critical components to this foundation. Curriculum mapping (Figure 1) is necessary to identify where learning opportunities for students within the program’s curriculum. In order to ensure that a culture of assessment is being built, programs and departments will continue to develop assessment projects that are grounded in the values and learning expectations of the course/program/department/institution (Task 2).

Tasks

Programs/ departments will… Position

Responsible Narrative Measure of Success

Task 1: Develop a program/ department mission statement/ Learning Goals/Learning Outcomes/Curriculum Map See Figure 1 for example of curriculum mapping

Program/ department chair and faculty Office of Academic Assessment

By the end of Spring 2016, all programs/department will complete the task of developing their program/ department mission statement, learning goals, learning outcomes, and curriculum map. The task will for the foundation for long-term sustainable assessment.

40% of current A.A., A.S., A.A.S., and A.G.S. programs will have articulated program/ department mission statement, learning goals, learning outcomes, and curriculum map. The Office of Academic Assessment will track and report the progress of each program/department.

Task 2: Development of assessment projects.


By the end of Spring 2016, all programs/departments (content areas) will be participating in assessment at the course, program and /or institutional level.

80%* of all programs/departments will have a pilot or ongoing assessment project. * This percentage is tied to the College’s strategic plan, Long-Term Goal #1.


By the end of year two, 60% of programs and departments will have articulated their mission statement, learning goals, and student learning outcomes (Task 1). In addition, programs/departments will map their student learning outcomes to their core courses. After the curriculum map is completed each program/department will create an individualized assessment schedule that is unique to their programs/department. The assessment schedule will layout a two-year sequence (Figure 2) of which student learning outcomes will be assessed and which course(s) the outcome will be assessed. The assessment schedule to consist of three parts, the assessment of SLOs, an analysis of the assessment results, and the implementation


of necessary changes to improve student learning (Task 2). During this academic year, programs will submit their mission, learning goals, and learning outcomes to their boards for review and feedback. Most advisory boards will be a part of this conversation from the beginning, and will have ongoing input in to the final products. CTE programs advisory committees will need to approve the final mission statement, learning goals, and learning outcomes, which will be recorded in their advisory board minutes (Task 3).

Tasks



Task 1: Develop a program/ department mission statement/ Learning Goals/Learning Outcomes/Curriculum Map See Figure 1


By the end of Spring 2016, all programs/department will complete the task of developing their program/ department mission statement, learning goals, learning outcomes, and curriculum map. The task will for the foundation for long-term sustainable assessment.

Remaining 60% of current A.A., A.S., A.A.S., and A.G.S. programs will have articulated program/ department mission statement, learning goals, learning outcomes, and curriculum map. The Office of Academic Assessment will track and report the progress of each program/department.

Task 2: Develop Two-Year Assessment Schedule See Figure 2


All programs/departments will adhere to their two-year assessment schedule

All program/department two-year assessment cycle will be posted on the Office of Academic Assessment website. Posted on program’s website

Task 3: Advisory boards review program/department mission statement, learning goals, learning outcomes with program advisory boards.

Program/ department chair and faculty Advisory Boards Office of Academic Assessment

All programs/departments will submit their updated program mission statement (s), learning goals, and learning outcomes to their advisory boards from review/feedback and adoption.

Minutes from advisory board meetings will be used to measure success. Posted on program’s website Posted on Office of Academic Assessment website



During the third year, programs and departments will continue to assess student-learning bases on their assessment schedule (Task 1). The Office of Academic Assessment will continue to provide professional and technical support to all full and part-time faculty. The assessment schedule for each program/department will be linked into their program review cycle (figure 3). In order for assessment of student learning to have a meaningful impact on the program/department it need to be a major part of the program review (Task 2). At the time of the program review, programs/departments will review their mission statement, learning goals, and learning outcomes. This review will be on a five-year cycle.

Tasks



Task 1: Develop two-year assessment for all programs/departments


All programs/departments will adhere to their two-year assessment plan


Task 2: Align assessment with institutional Program Review

Program/ department chair and faculty Academic Deans Office of Academic Assessment

All programs will include assessment of student learning results in their Program Review.

Program Reviews

Task 3: AA/AS and GenEd curriculum mapping. The AA/AS degrees will be mapped aligning the CDHE competencies and outcomes with Aims’ Common Learning Outcomes. This will be done at the course level and then used to develop a master curriculum map.

Program/ department chair and faculty Academic Deans Office of Academic Assessment

The Arts and Science Division will complete Course Maps for core courses (Phase I). Additional phases will be conducted throughout the following semesters.

AA/AS degree is mapped (end of summer 2017)

Task 4: Complete all Curriculum maps for CTE programs.

Program/ department chair and faculty Office of Academic

Finalize all CTE curriculum maps

Posted on Program’s web-page


Assessment Task 5: Establish comprehensive program level assessment across all academic programs.


Develop program level assessment projects for all A.A.S., AA, and AS programs.


During the fourth year, programs and department will continue to assess student learning based on their assessment schedule (Task 1). At the end of this year, a review of the assessment schedule should be conducted (Task 2). The Office of Academic Assessment will continue to provide professional and technical support. The assessment schedule for each program/department will continue to be tied into their program review cycle (figure 3). At the time of the program review, programs/departments will review their mission statement, learning goals, and learning outcomes. This review will be on a five-year cycle.

Tasks



Task 1: Continue two-year assessment for all programs/departments


All programs/departments will adhere to their two-year assessment plan


Task 2: Review assessment schedule and make revisions.


All programs/departments will evaluate their assessment schedule and make revisions based on changes made to mission, learning goals, and/or learning outcomes.

Office of Academic Assessment will monitor and report out on revisions to assessment schedule.


Year 5 will begin the process of comprehensive assessment of the five Common Learning Outcomes across all programs/departments.

Task 1: Comprehensive assessment of CLOs

Program/ department

All program/departments will submit student samples

Office of Academic Assessment will


across all programs/departments.

chair and faculty Office of Academic Assessment

for institutional wide assessment. (This process may be linked to the WICHE Interstate Passport project.)

facilitate the collecting of artifacts, norming of readers, and assessment of artifacts.

Figure 1: Example of curriculum mapping for A.A.S in Fire Science:


If a course or program requirement is linked to an outcome in a substantive way, the map notes the level to which achievement of the outcome is expected:

• Introduce (I): The course or program requirement introduces a concept relevant to the program

outcome; learning activities focus on basic knowledge and skills that support the learning outcome. Often, several courses in a curriculum will introduce an outcome and provide practice and scaffolding to begin to lay a foundation of achievement. Similarly, some courses may be designed to introduce only one outcome.

• Reinforce (R): The course or requirement strengthens, supports and reinforces the development of the knowledge and skills necessary for optimal achievement of the program outcome in further along the curriculum. Foundational knowledge of the outcome was previously introduced through other course work in the curriculum.

• Master (M): The course or requirement emphasizes opportunities for the student to integrate all the knowledge, skills and attitudes necessary for mastery of the outcome at the end of the program. Instructional and learning activities in the course focus on demonstrating achievement of the outcome in multiple contexts and at multiple levels of complexity. The outcome had been previously introduced and reinforced through various activities and opportunities in other courses in the curriculum.

Assessment Cycle

Introduce Reinforce Master


The assessment cycle at Aims consists of six stages:

Assessment Schedule Assessment schedules lays out a 2-3 year plan for assessing student-learning outcomes for an individual program/department. The assessment schedule identifies where and when student-learning outcomes are assessed, when data from the assessment will be analyzed, and when and what semester the improvement will be implemented to improve student learning. The assessment schedule is also linked to the program/departmental review schedule (Figure 3), in order to support overall improvement of the program/department. Figure 2: Example of a two-year assessment plan for A.A.S in Fire Science:

Fall 2016 Spring 2017 Fall 2017 Spring 2018 Fall 2018 A=SLO 1 and 2 R=SLO 1 and 2 I= SLO 1 and 2 A=SLO 1 and 2 R=SLO 1 and 2 A=SLO 3 and 4 R=SLO 3 and 4 I=SLO 3 and 4 A=SLO 3 and 4 A=SLO 5, 6, and

7 A= SLO 5, 6, and 7

I= SLO 5, 6, and 7

A=Assessment of student learning outcome(s) R=Review (analysis) of assessment results I=Implement changes to improve student learning


Faculty also uses formative assessment data to make continuous improvements to their teaching and learning process throughout the different stages of the assessment cycle. Figure 3: Program Review Cycle:

Program Review Cycles Academic Programs (For Credit, 5-yr cycle):

The Program Review has been updated and the data will be sent to program/department chairs annually. Chairs will be responsible to completing the program review every two-year. The first year

for the new integrated program review process will Fall 2017. By the end of the summer (2017, a new program review handbook will be developed and available for department and program chairs.

Assessment Calendar

The assessment calendar indicates when assessment activities are to be completed and who is responsible for each activity. The Office of Academic Assessment provides continuous support throughout each activity.

Aims Assessment Calendar Fall Semester

Assessment Activity Due Dates Position Responsible All programs/departments submits assessment plans (AP) for the academic year/ semester.

August Program/department chairs and faculty Chair of Academic Assessment (CAA)

The Office of Academic Assessment provides feedback on all assessment plans. (Rubric Development?)

On going-End of September Office of Academic Assessment

Upload all assessment plans to CampusLabs

October 30th Chair of Academic Assessment (CAA)

Record assessment data (LiveText or other means).

September-December Program/department chairs and faculty

All programs/department completes and submits assessment reports.

January Program/department chairs and faculty Chair of Academic Assessment (CAA)

Upload all assessment reports to CampusLabs

January Office of Academic Assessment

Faculty who used a CLO rubric provide feedback on the rubric.

January Chair of Academic Assessment (CAA)

Spring Semester Dates Assessment Activity Position Responsible

All programs/departments submits assessment plans (AP) for the academic year/ semester.

February (second week) Program/department chairs and faculty Chair of Academic Assessment (CAA)

The Office of Academic Assessment provides feedback on all assessment plans. (Rubric Development?)

On going-End of March Office of Academic Assessment

Upload all assessment plans to CampusLabs

April Chair of Academic Assessment (CAA)

Record assessment data (LiveText or other means).

February-May Program/department chairs and faculty

All programs/department completes and submits assessment

May Program/department chairs and faculty


reports. Chair of Academic Assessment (CAA) Upload all assessment reports to CampusLabs

May Office of Academic Assessment

Faculty who used a CLO rubric provide feedback on the rubric.

May Chair of Academic Assessment (CAA)

Annual Program Assessment Report (a summary of all assessment activities for the program/ department)

Summer Program/department chairs and faculty Chair of Academic Assessment (CAA)

Assessment Planning

At the beginning of each academic semester/year each program/department reviews their assessment schedule to confirm the learning outcomes to be assessed. Participating faculty fill out the Assessment Plan (AP) and submit it to the Office of Academic Assessment by the established due date (Appendix C).

Assessment Reporting

At the end of the academic semester/year each program/department generate an assessment data report from LiveText and the faculty meet to analyze the data to make improvement concerning student learning in their area (closing the loop). An Assessment Report (AR) is be completed at the end of the assessment project (Appendix D).

Process for Setting and Assessing Program Learning Outcomes

The process for setting and assessing program learning goals starts with the faculty and what they value in their programs. The learning outcomes for the gtPathway courses are determined by state wide discussions facilitated by the Colorado Department of Higher Education. These discussions are fundamental to identifying what competencies and student learning outcomes are assessed in each content area. The CTE programs include additional input form their advisories boards to determine learning outcomes that align with each individual industry. For several program these learning outcomes are prescribed by program accrediting agencies and/or state/federal learning outcomes.

Once the outcomes are identified the Office of Academic Assessment works with the faculty of each program to identify/develop appropriate assessment assignment to assess student learning as it relates to the learning outcomes. In most cases, the assessment assignment includes both formative and summative assignment in order to track student program through out a course and/or program.

Using Results to Improve Learning

Once the assessment data is inputted into LiveText, a data report is generated and shared with all participating faculty. The Office of Academic Assessment helps facilitate the discussion around what kind of information can be extracted from the data. An analysis of the data is then recorded on the Assessment Report (AR) form; if there are any areas of concern an improvement plan is developed. The improvement plans are implemented during the following semester.


Student Engagement

The Office of Academic Assessment engages students to educate them on Aims’ Common Learning Outcomes. CLOs are advertised throughout the college in a variety of outlets: posters, Aims’ Website, Toilet Paper, and the virtual new student orientation.

Surveys are conducted annually to assess student knowledge of Aims’ CLOs. The Office of Academic Assessment in coordination with the Office of Institutional Assessment and Research conduct these surveys.

Review Process

Common Learning Outcomes

Aims Common Learning Outcomes are reviewed every five years to ensure that they are still meeting the needs of current students, internal, and external stakeholders. A process for the reevaluating the CLOs will be developed during the summer of 2017. The process will include input from students, faculty, staff, administrators, advisory committees, and community leaders.

Program Student Learning Outcomes

Program student learning outcomes are reviewed in conjunction with the program review. The Office of Academic Assessment, working with the Vice president of Academic Affairs and the Academic Deans, are integrating assessment of student learning data into the program review.

Institutional Assessment Report The Office of Academic Assessment in coordination with Institutional Effectiveness & Enrollment Management writes an institutional academic assessment report with two main focuses.

1. Student assessment/success related to the five Common Learning Outcomes. 2. Student assessment/success related to program/departmental learning outcomes.

In addition, an executive report is created and presented to the Board of Trustees. The first edition of the report will be published in the summer of 2017.


Communication Plan for the Office of Academic Assessment

In order to effectively promote assessment of student learning a communication plan is in place to ensure that all parties involved are informed of new information and updates to the assessment process.

Communication Type

Objective of Communication

Medium Frequency Audience Owner/Responsible Party Stakeholders

New Faculty Orientation

To orient new faculty (full and part-time) about the assessment of student learning and educate faculty on best practices

Face to Face Prior to start of spring and fall semester, in conjunction with FTLC

All new faculty Chair of Academic Assessment Director of FTLC

Student All faculty VPAA Academic Deans Program/Department Chairs

Open House Promote assessment at the college

Face to Face Annually (convocation week)

All Faculty/ Employees

President and VPAA Chair of Academic Assessment

Student All faculty VPAA Academic Deans Program/Department Chairs

Assessment Academy Promote assessment of student learning and educate faculty on best practices

Face to Face Semesterly All Faculty (Deans)

Chair of Academic Assessment Student All faculty VPAA Academic Deans Program/Department Chairs

New Faculty Weekly eNewsletter

To provide “tips” that promotes learning centered practices around assessment and to support the overall assessment plans of the college

Online Weekly during the semester

New Faculty Chair of Academic Assessment Director of FTLC

Student All faculty Academic Deans Program/Department Chairs

Faculty eNewsletter To engage faculty on using best practices for assessment

Online Monthly All Faculty Chair of Academic Assessment Director of FTLC

Student All faculty Academic Deans Program/Department chairs

Faculty Conference Develop an assessment track that promotes learning centered practices around assessment and to support the overall assessment plans of the college

Face to Face Biannually All Faculty Chair of Academic Assessment Director of FTLC

Student All faculty Academic Deans Program/ Department Chairs

Conversation Day (poster session, Showcase exemplar assessment projects)

Promote learning centered practices around assessment and to support the overall assessment plans of the

Face to Face Annually All faculty/ employees

President and VPAA Chair of Academic Assessment

Student All faculty/Employees VPAA Academic Deans


college Director of FTLC

Program/ Department Chairs

Recognition/ Awards Recognition of faculty for excellence in assessment of student learning

Face to Face Annually All Faculty Chair of Academic Assessment Director of FTLC

Student All faculty/Employees VPAA Academic Deans Program/Department Chairs External Stakeholders

Faculty Toolbox (Assessment)

Promote learning centered practices around assessment and to support the overall assessment plans of the college

Online Ongoing All Faculty Chair of Academic Assessment Director of FTLC


Videos on demand (Training videos for assessment)

Promote learning centered practices around assessment and to support the overall assessment plans of the college

Online Ongoing All faculty Chair of Academic Assessment Director of FTLC


Trainings To provide continued support and training to faculty in the area of assessment in support of the overall assessment plans for the college

Face to Face Ongoing All faculty Chair of Academic Assessment Director of FTLC


Student introduction to the Common Learning Outcomes (CLO) for Aims CC.

To orient students about CLOs and assessment.

Media roll-out, face to face

Phase I: Fall 2015 Phase II: Spring 2016

All Student

Chair of Academic Assessment



References

Maki, P. (2002) Moving From Paperwork to Pedagogy Channeling Intellectual Curiosity into a Commitment to Assessment, AAHE Bulletin, 54(9), 3-5. http://www.aahea.org/bulletins/articles/paperwork.htm (National Research Council, 2000). Higher Education’s (AAHE, 1997) “Nine Principles of Good Practice for Assessing Student Learning”


Appendix Appendix A: 9 Principles of Good Practice for Assessing Student Learning Appendix B: Common Leaning Outcome Rubrics Appendix C: Course/Program Assessment Plan (AP) form Appendix D: Course/Program Assessment Report (AR) form Appendix A:

9 Principles of Good Practice for Assessing Student Learning

1. The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Educational values should drive not only what we choose to assess but also how we do so. Where questions about educational mission and values are skipped over, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about.

2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Learning is a complex process. It entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning, and therefore firmer bases for improving our students' educational experience.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. Assessment is a goal-oriented process. It entails comparing educational performance with educational purposes and expectations -- those derived from the institution's mission, from faculty intentions in program and course design, and from knowledge of students' own goals. Where program purposes lack specificity or agreement, assessment as a process pushes a campus toward clarity about where to aim and what standards to apply; assessment also prompts attention to where and how program goals will be taught and learned. Clear, shared, implementable goals are the cornerstone for assessment that is focused and useful.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Information about outcomes is of high importance; where students "end up" matters greatly. But to improve outcomes, we need to know about student experience along the way -- about the curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning.

5. Assessment works best when it is ongoing not episodic. Assessment is a process whose power is cumulative. Though isolated, "one-shot" assessment can be better than none, improvement is best fostered when assessment entails a linked series of activities undertaken


over time. This may mean tracking the process of individual students, or of cohorts of students; it may mean collecting the same examples of student performance or using the same instrument semester after semester. The point is to monitor progress toward intended goals in a spirit of continuous improvement. Along the way, the assessment process itself should be evaluated and refined in light of emerging insights.

5. Assessment fosters wider improvement when representatives from across the educational community are involved. Student learning is a campus-wide responsibility, and assessment is a way of enacting that responsibility. Thus, while assessment efforts may start small, the aim over time is to involve people from across the educational community. Faculty play an especially important role, but assessment's questions can't be fully addressed without participation by student- affairs educators, librarians, administrators, and students. Assessment may also involve individuals from beyond the campus (alumni/ae, trustees, employers) whose experience can enrich the sense of appropriate aims and standards for learning. Thus understood, assessment is not a task for small groups of experts but a collaborative activity; its aim is wider, better-informed attention to student learning by all parties with a stake in its improvement.

6. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment recognizes the value of information in the process of improvement. But to be useful, information must be connected to issues or questions that people really care about. This implies assessment approaches that produce evidence that relevant parties will find credible, suggestive, and applicable to decisions that need to be made. It means thinking in advance about how the information will be used, and by whom. The point of assessment is not to gather data and return "results"; it is a process that starts with the questions of decision-makers, that involves them in the gathering and interpreting of data, and that informs and helps guide continuous improvement.

7. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. Assessment alone changes little. Its greatest contribution comes on campuses where the quality of teaching and learning is visibly valued and worked at. On such campuses, the push to improve educational performance is a visible and primary goal of leadership; improving the quality of undergraduate education is central to the institution's planning, budgeting, and personnel decisions. On such campuses, information about learning outcomes is seen as an integral part of decision making, and avidly sought.

8. Through assessment, educators meet responsibilities to students and to the public. There is a compelling public stake in education. As educators, we have a responsibility to the publics that support or depend on us to provide information about the ways in which our students meet goals and expectations. But that responsibility goes beyond the reporting of such information; our deeper obligation -- to ourselves, our students, and society -- is to improve. Those to whom educators are accountable have a corresponding obligation to support such attempts at improvement.


Appendix B: Common Learning Outcomes Rubrics

Aims Community College Critical Thinking Rubric

Common Learning Outcome:

Students should be able to evaluate real-world examples in terms of course content and knowledge, applying thinking skills focused on critical thinking.

Learning Outcomes specific to Critical Thinking competency

Students should be able to:

Identifies & Explains/Explores Issues identify issues explain/explore issues

Recognizes Audience and/or Stakeholders recognize their audience and stakeholders address how audience and stakeholders are related

Examine Context

recognize relevant contexts identify the influence contexts have

Frames Personal Responses and Acknowledges Other Perspectives

form a personal point of view address alternate perspectives

Evaluates Assumptions


identify relevant assumptions

Evaluates Evidence identify key information evaluate information for credibility

Evaluates Implications, Conclusions, and Consequences

identify implications, conclusions, and consequences discuss implications, conclusions, and consequences

Level Criteria

Arrived - 4 Arriving - 3 Approaching - 2 Progressing - 1

Identifies & Explains/Explores Issues

Clearly identifies and summarizes main issues and successfully explains why/how they are problems or questions;and identifies embedded or implicit issues, addressing their relationships to each other.

Successfully identifiesand summarizes the main issues, but does not explain why/how they are problems or create questions

Identifies main issues butdoes not summarize or explain them clearly or sufficiently

Fails to identify, summarize, or explain the main problem or question. Represents the issues inaccurately or inappropriately.

Recognizes Audience and/or Stakeholders

Recognizes the major and minor audiences and/or stakeholders. Infers motives and causes. Acknowledges how the audiences/stakeholders interrelate.

Recognizes the major audiencesand/or stakeholders. Infers some motives, causes or how the audiences/stakeholders interrelate.

Acknowledges major audiences and/or stakeholders but does not identify any of the motives, causes or how they interrelate.

Attempts to recognize major or minor audiences/stakeholders. However motives, causes, and relationships are unclear or not articulated.


Examine Context (i.e., cultural/social, educational, technological, political, scientific, economic, ethical, personal experience)

Clearly and thoroughly recognizes relevant contexts. Identifies the influence the contexts have.

Explores relevant contexts and acknowledges some influence the contexts have.

Demonstrates some understanding of contexts but does not clearly identify relevant contexts or the influence the contexts have.

Fails to accurately identify and explain any relevant contexts. Presents problems as having no connections to other conditionsor contexts.

Frames Personal Responses and Acknowledges Other Perspectives

Not only formulates a clear and precise personal point of view, but also acknowledges objections and rival positions and provides convincing replies to these. Evidence of reflection and self-assessment.

Formulates a clear and precisepersonal point of view concerning the issue, and seriously discusses its weaknesses as well as its strengths. Some evidence of self-assessment.

Formulates a vague and indecisive point of view, or anticipates minor but not major objections to his/her point of view, or considers weak but not strong alternative positions. . No evidence of self-assessment.

Attempts to formulate own point of view, but fails to anticipate objections to his/her point of view or fails to consider other perspectives and position.

Evaluates Assumptions

Not only identifies and evaluates all the important assumptions, but also some of the more hidden, more abstract ones.

Identifies and evaluates all the important assumptions, but not the ones deeper in the background – the more abstract ones.

Identifies some of the most important assumptions, but does not evaluate them for plausibility or clarity.

Attempts to identify an assumption behind the claims and recommendations made, but overlooks other relevant assumptions.

Evaluates Evidence

Not only identifies and rigorously evaluates all important evidence offered, butalso provides new data or information for consideration.

Identifies all important evidence and rigorously evaluates it.

Successfully identifies data and information that counts as evidence but fails to thoroughlyevaluate its credibility.

Attempts to identify data and information that counts as evidence for truth- claims but fails to evaluate its credibility.


This rubric was initially adapted from the Association of American Colleges and Universities (AAC&U) VALUE rubrics. The original VALUE rubrics may be accessed on their website at http://www.aacu.org/value-rubrics

Aims Community College Oral Communication Rubric


Students should be able to demonstrate a high level of oral communications skills as necessary for their future profession through prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

Evaluates Implications, Conclusions, and Consequences

Identifies and thoroughly discusses implications, conclusions, and consequences, considering all relevant assumptions, contexts, data, and evidence.

Identifies and briefly discusses implications, conclusions, and consequences considering most but not all the relevant assumptions, contexts, data, and evidence.

Suggests some implications, conclusions, and consequences, but without clear reference to context, assumptions, data, and evidence.

Attempts to identify implications, conclusions, and consequences of the issue, but the key relationships between the other elements of the problem (context, assumptions, or data and evidence) are not discussed/documented.

Overall Rating ILSLO-Critical Thinking Mark the appropriate level (4, 3, 2, 1)

(4.00) (3.99-3.00) (2.99-2.00) (1.99-1.00)


Learning Outcomes specific to Oral Communication competency Students should be able to: Organization

organize and deliver content Delivery

deliver content using verbal and non-verbal techniques

Supporting Material

utilize materials that support the presentation

Central Message

share a central message throughout the presentation

Interaction (if appropriate to assignment)

listen and respond to their audience

Level Criteria



Organization Discover, organize and deliver content that is structured and cohesive (specific introduction and conclusion, sequenced material within the body, and transitions)

Organizational pattern is clearly and consistently observable, is skillful, and makes the content of the presentation cohesive.

Organizational pattern is clearly and consistently observable within the presentation.

Organizational pattern is inconsistent but still observable within the presentation.

Attempts to create an organizational pattern but lacks a clear observable pattern or structure within the presentation.

Delivery Use appropriate verbal and non-verbal communication delivery techniques (e.g. gestures, posture, eye contact, language, engagement with audience, volume, inflection, elocution).

Delivery techniques make the presentation compelling, and the speaker appears polished and confident.

Delivery techniques make the presentation interesting, and the speaker appears comfortable.

Delivery techniques make the presentation understandable, however the speaker appears tentative. (ex.- reading directly from slides)

Delivery techniques detract from the understandability of the presentation, or the speaker appears uncomfortable. (ex. - facing away from audience)

Supporting Material A variety of materials provide appropriate support for the information or analysis in the presentation (explanations, examples, illustrations, statistics, analogies,

A variety of types of supporting materials make appropriate reference to information or analysis which significantly supports the presentation or establishes the presenter's credibility/authority on the

Supporting materials make appropriate reference to information or analysis which generally supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials make reference to information or analysis which partially supports the presentation or establishes the presenter's credibility/authority on the topic.

Insufficient supporting materials make reference to information or analysis which minimally supports the presentation or establishes the presenter's credibility/authority on the topic.


quotations from relevant authorities)

topic.

Central Message Identifies key details that lead the audience to the lesson or intended message

Central message is compelling throughout the presentation (precisely stated, appropriately repeated, memorable, and strongly supported) while providing clear purpose and depth.

Central message is clear, consistent, and memorable in the presentation with the supporting material.

Central message is stated and basically understandable. But the message is not often repeated in the presentation and is not memorable

Central message can be deduced but is not explicitly stated with the presentation. Purpose and/or subject is vague, not well stated.

Interaction Listen actively and respond thoroughly and thoughtfully to questions. (if applicable as determined by faculty prior to sharing rubric with students)

Demonstrates extensive knowledge by answering all questions with explanations and elaboration.

Answers all questions but is done without relevant elaboration.

Partially addresses questions or is able to answer only rudimentary questions.

The student struggles to answer questions about subject or fails to understand the nature of the questions.

Overall Rating ILSLO- Oral Communication

Mark the appropriate level (4, 3, 2, 1)

(4.00) (3.99-3.00) (2.99-2.00) (1.99-1.00)



Aims Community College Problem Solving Rubric


Students should be able to evaluate real-world examples in terms of course content and knowledge, applying thinking skills focused on problem solving.

Learning Outcomes specific to Problem Solving competency


Interprets the problem

identify factors/elements to solve the problem use key information

Develops a strategy to solve the problem

identifies an approach to solve the problem in context

Applies appropriate procedures and/or strategies to throughout the solution process

applies procedures and or strategies to solve the problem

Uses representations (if applicable)


uses applicable representations to communicate understand about the problem in context

Solution of the problem

arrive at a workable solution to the problem

Level Criteria


Interprets the problem

Clearly identifies factors or elements in the context (situation) that influences the approach to the problem. Explains why certain information is essential to solve the problem.

Clearly identifies factors or elements needed to solve all parts of problem. Uses all appropriate information but does not explain why it is essential to solve the problem.

Identifies enough factors or elements to solve part of the problem or to get part of the solution.

Cannot identify enough factors or elements to get started or make progress on the problem.

Develops a strategy to solve the problem

Identifies the best or most appropriate approach for solving the problem within the context (situation).

Identifies an appropriate approach for solving the problem within the context (situation).

Identifies an approach for solving the problem that is inappropriate. The context (situation) of the problem is not addressed.

Identifies at least one approach to the problem in such a way that a strategy to solve the problem could not be developed.

Applies appropriate procedures throughout the solution process

Completely applies appropriate and efficient (streamlined) procedures and/or strategies throughout the solution process.

Applies procedures and/or strategies for the problem with minor errors or unnecessary steps through the solution process.

Applies procedures and/or strategies for the problem with multiple minor errors or a major error through the solution process.

Applies procedures and/or strategies for the problem with major errors through the solution process.


Uses representations (diagrams, graphs, tables, illustrations, formulas) to communicate problem and solution (if applicable as determined by faculty prior to sharing rubric with students)

Uses the best or most insightful representation to communicate an understanding of the problem within the context (situation).

Uses an appropriate representation to communicate an understanding of the problem within the context (situation).

Uses an inappropriate representation to communicate an understanding of the problem The context (situation) of the problem is not addressed.

Uses an inappropriate representation that gives little or no significant information about the problem and solution.

Solution of the problem [in the context (situation) of the problem if applicable]

The result is elegant, efficient, workable, complete, and correct solution.

The result is a workable, complete, and correct solution.

The result is workable, partially complete, and/ or partially correct solution.

A solution is determined but is an incorrect solution.

Overall Rating ILSLO – Problem Solving Mark the appropriate level: 4, 3, 2, or 1.

(4.00) (3.99-3.00) (2.99-2.00) (1.99-1.00)



Aims Community College Professionalism Rubric


Students should strive for excellence in their performance of required roles in their future profession.

Learning Outcomes specific to Professionalism competency


Demonstrate Accountability

take responsibility for own action honor commitments respond/grow from constructive criticism

Demonstrate Ethical Behavior

demonstrate honesty and trustworthiness understand perspectives of others treat all people equally and fairly

Portray a Professional Attitude

take initiative show enthusiasm for learning demonstrate respect for others

Maintain an Appropriate Appearance

groom and dress as required for the setting


Conduct Oneself in an Appropriate Manner

show respect to others works well with others encourages others interacts appropriately and positively with others

General Education and CTE Courses Level

Criteria Arrived - 4

Arriving - 3

Approaching - 2

Progressing - 1

Demonstrate Accountability

Consistently does all of the following: Takes responsibility for own actions. Honors commitments. Responds well to criticism/grows by responding to criticism.

Consistently does two of the following: Takes responsibility for own actions. Honors commitments. Responds well to criticism/grows by responding to criticism.

Consistently does one of the following: Takes responsibility for own actions. Honors commitments. Responds well to criticism/grows by responding to criticism.

Fails to consistently do any of the following: Take responsibility for own actions Honor commitments. Responds well to criticism/grow by responding to criticism.

Demonstrate Ethical Behavior

Not only demonstrates honesty & trustworthiness, but understands perspectives of others and treats all people equally and fairly regardless of demographics (examples- gender, race, ethnicity, religion, sex orientation, gender identity)

Demonstrates honesty and trustworthiness. Does one of these in addition: Treats all people fairly and equally regardless of demographics. Understands perspectives of others.

Demonstrates honesty and trustworthiness. Does one of these in addition: Treats all people equally regardless of demographics. Understands perspectives of others.

Does not demonstrate honesty or trustworthiness, but still treats all people equally regardless of demographics or understands perspectives of others.

Portray a Professional Attitude

Takes initiative. Shows enthusiasm for learning. Demonstrates a deep

Shows a willingness to participate. Shows enthusiasm for learning.

Hesitant but still willing to participate. Lacks commitment for learning.

Reluctant to participate. Does not show respect for others or tolerance for other viewpoints.


respect for others and is tolerant of other viewpoints.

Demonstrates respect for others and tolerance for other viewpoints.

Demonstrates limited respect for others and other viewpoints.

Maintain an Appropriate Appearance

Grooming and clothing is completely appropriate for a professional setting. Applicable industry standards are met.

Grooming and clothing is completely appropriate for a casual setting.

Minor issues with grooming and/or clothing reflect a need for improvement but are not disruptive to the learning environment.

Grooming and/or clothing is unacceptable for the setting but can be modified for the immediate situation.

Conduct Oneself in an Appropriate Manner

Does all of the following: Shows respect to others. Works well with others. Encourages others. Interacts appropriately and positively with others.

Does 3 of the following: Shows respect to others. Works well with others. Encourages others. Interacts appropriately and positively with others.



Overall Rating ILSLO- Professionalism


(4.00) (3.99-3.00) (2.99-2.00) (1.99-1.00)

*If grooming and/or clothing are both unacceptable and disruptive to the learning environment requiring the student’s removal from the learning environment, contact the Student Conduct Officer and/or DAS for information/guidance. *May also need to consult DAS office in cases involving medical situations This rubric was initially adapted from the Association of American Colleges and Universities (AAC&U) VALUE rubrics. The original VALUE rubrics may be accessed on their website at http://www.aacu.org/value-rubrics


Aims Community College Written Communication Rubric


Students should be able to demonstrate a high level of written communications skills as necessary for their future profession through the development and expression of ideas in writing.

Learning Outcomes specific to Written Communication competency


Main Idea/ Theme/Thesis formulate a thesis that is stated and content is appropriate for specific writing situations

Content and Context develop content specific for disciplinary or professional context

Organization organize written material to suit the purpose of the document and meet the needs of the intended audience

Language express ideas using language for the intended audience

Supporting Elements demonstrate the use and site sources for the specific writing situation

Conventions use conventions, grammar and punctuation that are appropriate for the specific writing situation


Level Criteria


Main Ideas/ Theme/Thesis Thesis is stated and content is appropriate for specific writing situation

Main Idea/Theme/Thesis is clear, descriptive, concise and appropriate.

Main Idea/Theme/Thesis is apparent and appropriate and is either clear or descriptive.

Main Idea/Theme/Thesis is apparent and appropriate.

Main Idea/Theme/Thesis is apparent but inappropriate.

Content & Context Develops content specific for the disciplinary or professional context

Uses appropriate, relevant, and compelling content to illustrate control and understanding of the topic which demonstrates the author’s ability to shape the context of work

Uses appropriate, relevant, and compelling content to develop and explore ideas within the context of the discipline to shape the whole work

Uses appropriate and relevant content to develop and explore ideas within the context of the discipline to shape most of the work.

Uses appropriate and relevant content to attempt to develop and explore ideas within the context of the discipline to shape some parts of the work.

Organization Organize written material to suit the purpose of the document and meet the needs of the intended audience

Uses the organizational and formatting conventions to promote coherence, cohesion, and flow in ways skillfully and completely suited to the context and purpose

Consistently uses organizational and formatting conventions to promote coherence, cohesion, and flow that is suited to the context and purpose

Follows appropriate expectations of basic organization and format, show awareness of different contexts and purposes

Attempts to use a consistent system for basic organization and presentation

Language Express ideas using language for the intended audience

Uses language that effectively communicates meaning and clarity. Adapts style successfully to audience, context, and purpose. Successfully engages audience. Conveys

Uses appropriate language that mostly communicates meaning and clarity. Adapts style adequately to audience, context, and purpose. Adequately engages the audience.

Uses language that generally conveys meaning with some clarity. Shows some awareness of audience, context, and purpose. Sporadically engages the audience.

Uses language that does not convey meaning and lacks clarity. Does not show awareness of audience, context, and/or purpose. Ineffectively engages the audience.


meaning with no confusion or distraction.

Conveys meaning with little confusion or distraction.

Ineffectively conveys meaning with some confusion or distraction.

Meaning is unclear, confuses and/or distracts the audience.

Supporting Elements Uses and cites sources for the specific writing situation

Accurately integrates credible, appropriate, and relevant sources to support ideas. Cites sources based on the appropriate conventions as directed by the writing situation.

Integrates credible, relevant and appropriate sources into the writing to support ideas, but minor inconsistencies exist. Cites sources based on appropriate conventions as directed by the writing situation.

Uses credible, relevant sources to develop content, but without consistent integration or appropriate citations OR Cites sources based on appropriate conventions as directed by the writing situation.

Uses sources that may not be appropriate, credible, or relevant. Sources may be cited but do not use appropriate conventions.

Conventions Uses conventions of grammar and punctuation that are appropriate for the specific writing situation

Finished work is free from distracting errors.

Finished work is nearly free from distracting errors.

Finished work is easily understood minor despite distracting errors.

Finished work has major distracting errors but can still be understood

Overall Rating ILSLO- Written Communication


(4.00) (3.99-3.00) (2.99-2.00) (1.99-1.00)



Appendix C: Assessment Planning Form

Office of Academic Assessment: Assessment Plan Form Page | 1 of 1

Aims Community College Assessment Plan (AP) Form

Instructions: Complete a separate form for each assessment project (learning outcome) you will assess during the upcoming academic year/ semester and submit to Ross Perkins, Chair of Academic Assessment by the end of September.

Academic Year: Semester of Assessment:

Start Date: End Date:

Program or Department:

Course/s Number, Name, & Section:

Student Learning Outcome:

Will this assessment assignment use a Common Learning Outcome (CLO) rubric? Yes: No:

If Yes, which CLO will be assessed: Formative: How Many Times: Summative:

Submitted By: Submission Date:

Instructions: Describe your research question(s) and plan below:

Research Question: (Should be related to a learning outcome, what do you know about your student's learning?)

Description of Assessment Project: (Please attach all supporting documents, such as, assignment and / or rubric)

Data Collection Procedure: (LiveText would be an example of data collection procedure)

Criteria for Success for Students: (Ex: 80% of students to score 75% or better on the major field test, 80% will cite sources properly)

Program / Departmental Chair Signature: Date:

Division / Dean Signature: Date:

Chair of Academic Assessment: Date:


Appendix D: Assessment Reporting Form

Office of Academic Assessment: Assessment Report Form Page | 1 of 1

Aims Community College Assessment Report (AR) Form

Instructions: Complete a separate Assessment Report (AR) for each Assessment Plan (AP) from the past academic year and submit to Ross Perkins, Chair of Academic Assessment by December / May.

Academic Year: Semester of Assessment:

Start Date: End Date:

Program or Department:

Course/s Number, Name, & Section:

Student Learning Outcome:

Will this assessment assignment use a Common Learning Outcome (CLO) rubric? Yes: No:

If Yes, which CLO will be assessed: Formative: How Many Times: Summative:

Instructions: Fill in descriptors below for each student learning outcome for which you are reporting assessment efforts:

Description of Assessment Procedure(s):

Report of Assessment Data and Results: (If LiveText was used to collect data, insert report(s) here.

Criteria for Success for Students: (Was the target met? Why or why not?)

Analysis and Interpretation / Reflection on Results or Trends:

Plan for Improving the Assessment Process and / or Student Learning: (Closing the loop)

Program / Departmental Chair Signature: Date:


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