LEARNING TO ASSESS
Featured Learning Outcome
Diversity and Global Awareness Rubric
Tips
Forms: Complete part 1 of the
assessment form within the first
month of the semester.
Stay in the Loop: Attend
Assessment Learning Week
sessions to get important
information and updates. For
information about assessment
contact your division AAT rep.
One of PVCC’s supporting
values is Inclusiveness and
Diversity. The Diversity and
Global Awareness rubric
helps measure learning
related to this area. Its design
is similar to the technology
rubric, so faculty can select
individual dimensions. Some
of the dimensions include
Self-Awareness,
Collaboration, Intercultural
Communication and
Ethnocentrism and Inclusion.
Announcements
The dimensions and learning
outcomes are vital to our
students’ understanding of
global issues and their ability
to interact successfully with
others. This area needs to be
further explored and
measured at PVCC, so we
encourage more faculty and
staff to use the Diversity and
Global Awareness rubric.
GEA Updates: With the help
of Carol Myers and Marc
Varner improvements were
made to the GEA online tool.
The forms were simplified,
new tracking features were
added, and database
information was improved.
These updates will make the
assessment process more
efficient and the results more
useful.
Featured Assessment
Last year, the English Division developed a common assessment for composition instructors.
GEA data collected over the last three years showed that students’ scored poorly on the
Style/Format dimension of the Written Communication rubric. As a result, Sandy Zapp and
John Nelson developed an MLA quiz that was distributed to full-time and adjunct faculty who
teach ENG 101 & 102 and ESL 107 & 108. All were encouraged to use the assessment tool and
report their findings using GEA and the General Education Assessment form. The results of the
assessment and instructor feedback will be a point of discussion for next year.
In an effort to acknowledge assessment efforts and learn from each other, AAT will feature examples of assessment projects.
Please send submissions to christine.tabone@paradisevalley.edu or felicia.ramirez@pardisevalley.edu
Summary of Results
Over the last three years PVCC has seen an
increase in General Education Assessment
participation. Total faculty participation has
increased by 42% since 2010-2011. Total
number of sections assessed has increased
by 47% since 2010-2011.
Term
Total
Faculty
Total
Sections
Participation
2010-11
2011-12
96
110
175
197
2012-13
156
288
General Education Rubrics 2012-2013
Rubric
Total
Sections
Critical Thinking
38
Diversity and Global Awareness
15
Information Literacy
22
Oral Communication
55
Problem Solving
98
Technology
67
Written Communication
65
Assessment should be an open, collaborative and ongoing dialogue. One of our goals is to
learn from assessment results and trends and work together on strategies to improve
student learning.
How can we improve learning in the areas of Self-Awareness and Ethnocentrism
and Inclusion?
How do I or can I incorporate these dimensions into my curriculum?
What questions do you have about Diversity and Global Awareness learning
outcomes? What inspires you about these dimensions?
CAT
The CAT instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. The
instrument is the product of extensive development, testing, and refinement with a broad range of institutions, faculty, and students across the country.
The National Science Foundation has provided support for many of these activities.
The CAT instrument is designed to assess a broad range of skills that faculty across the country feel are important components of critical thinking and
real world problem solving. The test was designed to be interesting and engaging for students. All of the questions are derived from real world
situations. Most of the questions require short answer essay responses and a detailed scoring guide helps ensure good scoring reliability.
The CAT instrument is scored by the institution's own faculty using the detailed scoring guide. Training is provided to prepare institutions for this
activity. During the scoring process faculty are able to see their students' weaknesses and understand areas that need improvement. Faculty are
encouraged to use the CAT instrument as a model for developing authentic assessments and learning activities in their own discipline that improve
students' critical thinking and real-world problem solving skills. These features help close the loop in assessment and quality improvement.
This spring was the second time
we administered the Critical
Thinking Assessment Test (CAT).
We identified five high impact
courses (Critical reading, public
speaking, English 102, physics and
calculus). Faculty administered a
pre-test, developed supplemental
critical thinking materials, and
then administered a post-test. This
chart shows a comparison of
PVCC scores to national
community college mean score.