Part of assessing is knowing that the students have acquired the knowledge and skills as designated by the course, program, and institution. Therefore assessment (the collection and evaluation of data and making improvements if needed) must occur at multiple levels: class, section, program, 通识教育, 和机构.
- Class-level Assessment: Assessment on this level occurs in the individual classroom where faculty clearly measure course outcomes and make changes for the students or the next time they teach that course.
- Section-level Assessment: Assessment at the section-level occurs across multiple sections of a single course. The faculty of all of the sections have agreed to use a common assessment tool to collect data of all of the students taking that course.
- Program-level Assessment: Assessment of programs requires a high-level of collaboration of faculty across multiple sections and multiple courses. 教师可以同意使用通用的评估工具, such as a rubric, or to collect the assessment data in particular courses within the program.
- 通识教育 (Institutional) Assessment: Assessment of the institution happens in a variety of ways and in a variety of college departments.
The intention of the assessment is to help the staff and faculty answer the question, “我怎么知道所需的学习已经完成??" It should focus on informing faculty pedagogical processes and student services evaluation.
课程学习成果(CLO)
All of the institution's courses have course-level learning outcomes. These outcomes are established when a course is first proposed and vetted through the college's Curriculum Committee and then through the state-wide articulation process to ensure transferability or workforce readiness.
These course-level learning outcomes are listed on each course outline and used regardless of instructional method or modality.
项目级学习成果(PLO)
学位/证书的结果
Each degree and certificate have established program-level learning outcomes. Degrees and certificates that utilize many of the same core courses share PLOs. These outcomes are established when a program is first proposed within the college and vetted through the Curriculum Committee. 此外, PLOs are focused and measured within the core courses of the degrees and certificates.
The program-level learning outcomes can be found on the individual degree pages under "What will I learn?":
转移度
劳动力度
- 司法行政(AAS)
- Business (AAS)
- 计算机技术、计算机技术员课程(AAS)
- 计算机技术，桌面支持跟踪(AAS)
- 计算机技术、图形学和网页设计方向(AAS)
- 计算机技术，网络管理员轨道(AAS)
- 建筑及工业贸易(AAS)
- 建筑技术(AAS)
- 网络安全(AAS)
- Environmental Technology: Alternative Energy Technician (AAS)
- 消防科学(AAS)
- 酒店管理(AAS)
- 医疗办公室管理(AAS)
- Nursing (AAS)
- 护理人员研究(AAS)
- 健康前职业(AAS)
- 可持续绿色建筑(AAS)
CERTIFICATES
- 会计证书
- 美国手语和口译学习证书
- 亚利桑那州通识教育课程艺术证书
- 亚利桑那州通识教育课程-商业证书
- 亚利桑那州通识教育课程科学证书
- 初级拘留学院证书
- 计算机技术员基本/高级证书 s
- Computer Technology - Google IT Support Professional Certificate
- 施工技术证书
- 幼儿教育证书
- Environmental Technology Alternative Energy Technician Intermediate/Advanced Certificates
- 消防科学中级/高级证书
- 消防科学扑灭野火证书
- 图形与网页设计证书
- Heating, Ventilation, Air Conditioning, Refrigeration (HVACr) Level 1 Technician Certificate
- Hotel and Restaurant Services Introduction/Intermediate Certificates
- 医疗助理证书
- 护士长证书
- 学前健康职业证书
通识教育学习成果)
CCC's students are required to complete 35 credits of their degrees with courses selected from the institution's 通识教育 program. The combination of these 通识教育 courses develop essential intellectual skills and introduces students to the broad understanding of the human experience.
These courses, 很大程度上是转学学位, assess learning as defined by the 通识教育学习成果 rather than more specific program-level learning outcomes, which focus more on discipline specific knowledge and skills.
The 通识教育学习成果 在学校的目录里有吗.
Thinking Skills
使用多种查询方法, resources, and reasoning skills that support and promote lifelong learning.
- Formulate vital questions and problems in a clear and precise manner.
- Gather, assess, and interpret information within a theoretical framework.
- 对问题提出合理的结论和解决方案.
- 认识和评估假设, implications, 以及各种理论框架的结果.
沟通技巧
Conveying of ideas using one or more methods of expression (written, oral, signed)
- Plan, construct, 并呈现出逻辑, coherent, well-supported arguments with consideration of target audience.
- Communicate clearly and effectively, orally and in writing, at a college-level.
- Demonstrate listening and comprehension skills for effective communication.
- Use appropriate technology for communication and information gathering.
多样性与全球意识
An understanding and appreciation of diverse cultures, values, beliefs, and historical perspectives
- Analyze the complexity of humanity and its significance for the individual and for society.
- Describe the interaction between individuals, their culture, and the physical environment.
- 评估事件/问题随时间的连续性.
道德与公民价值观
A better understanding of oneself and others in order to clarify individual and societal responsibilities, needs, and values
- Recognize the consequences and significance of one's actions.
- Understand social values and the implications of those values.