Assessment
The Assessment Office serves to help campus-wide assessment efforts.
The office assists faculty and staff with the assessment of academic and institutional program reviews, goals, and outcomes, and provides training for AWC's assessment activities and reporting. Faculty and staff can find more information, resources, and links related to assessment in MyAWC.
Statement of Purposes
The College...
- creates an environment for growth through impassioned teaching and learning that encourages higher orders of thinking and performance, advocates the free exchange of ideas and is responsive to changes in technology, delivery structures, and markets;
- awards associate degrees and certificates to students who successfully complete programs of study and prepares students for work, for meeting personal goals or for transition into other studies;
- enhances the cultural climate through visual and performing arts and offers physical and recreational development to the community;
- assists students to achieve success by providing support services, including academic advising, career counseling, financial direction, learning support and activities for student enrichment;
- establishes opportunities for lifelong learning through partnerships with public/private schools and colleges, universities, governmental agencies, and economic development organizations; and
- provides access to learning for students, staff, and community through environmentally safe and sound facilities and equipment.
Annual Report
| File Name | Downloads |
|---|---|
| 2023-2024 Assessment Report | Download |
Institutional Benchmarks
Quantitative Analysis: 70% or more of students enrolled in GE courses designated Quantitative Analysis will be able to identify and extract relevant data from given mathematical or contextual situations; and/or select known models or develop appropriate models that organize the data into tables or spreadsheets; and/or obtain correct mathematical results and state those results with appropriate qualifiers.
2016- 2017 Proficiency Results
| Competency | Measures | Proficient |
|---|---|---|
| Demonstrate a fundamental understanding of exponential and logarithmic functions | Set up and evaluate an exponential growth model | 48% |
| Find the doubling time | 45% | |
| Investigate linear functions and use them to model real world data | Finding the line of best fit | 60.6% |
| Finding the correlation coefficient and interpreting | 51.6% | |
| Using the line to make a prediction | 49.2% | |
| Average rate of change | 53.5% |
Freshman Composition I, ENG 101, benchmark: 75% of AWC students in Freshman Composition I classes will demonstrate a writing proficiency of a level of “3”(competent) or above (proficient, strong, and superior) on a writing artifact evaluated by a blind juried assessment team comprised of disciplinary scholars. This percentage will be determined by a random sample of ENG 101 writing artifacts.
Writing in the Discipline (Writing Intensive-WI) : 70% of AWC students in Writing in the Discipline (Writing Intensive) classes will demonstrate a writing proficiency of a level of “2”, or proficient, on a writing artifact evaluated by a blind juried assessment team comprised of disciplinary scholars. This percentage will be determined by a random sample of WI writing artifacts. Results are available on the Writing Assessment webpage.
State/National Exam Outcomes
| STATE/NATIONAL EXAM | ATTEMPTED EXAM | PASS | FAIL |
| Radiologic Technology National Registry, Spring 2023 graduates | 14 | 13 | 1 |
| Nursing NCLEX, Fall 2022-Spring 2023 | 63 | 62 | 1 |
| Nursing Assistant (C.N.A.) State Board, Summer 2022-Spring 2023 | 91 | 88 | 3 |
| Paramedic EMS- NREMT-EMS, Spring 2023 | 14 | 7 | 7 |
| EMT-B- NREMT, Fall 2022-Spring 2023 | 55 | 33 | 22 |
| International Fire Service Accreditation Congress, Firefighter 1 & 2, Fall 2022-Spring 2023 | 31 | 27 | 4 |
| International Fire Service Accreditation Congress, Hazmat First Responder Awareness (FRA) and Operations (FRO) | 31 | 25 | 6 |
| OSHA 30 Hour, Fall 2022-Spring 2023 | 30 | 30 | 0 |
| Culinary Arts ServSafe, Fall 2022-Spring 2023 | 38 | 11 | 27 |
| LETA, Arizona Peace Officers Standards & Training (AZPOST), Fall 2022-Spring 2023 | 25 | 25 | 0 |
| Air Conditioning EPA Section 608, Fall 2022-Spring 2023 | 29 | 29 | 0 |
| Refrigerant Handling Certification, EPA 609, Fall 2022 | 22 | 21 | 1 |
| Automotive ProCut, Spring 2023 | 17 | 17 | 0 |
| American Academy of Professional Coders (AAPC), Spring 2023 | 5 | 2 | 3 |
| Certified Clinical Medical Assistant (CCMA), Fall 2022-Spring 2023 | 32 | 28 | 4 |
| Certified Phlebotomy Technician (NHA), Fall 2022-Spring 2023 | 48 | 40 | 8 |
| AWS, D1.1 SMAW/FCAW/GMAW Welding Certification, Spring 2023 | 17 | 14 | 3 |
Institutional Assessment Plan
Institutional Departments use annual assessments of their goals and or student learning outcomes to drive their work forward each year. A collection of annual assessments is also very beneficial when working on a program review. Administrative Department Assessment Report Template
Academic and Entrepreneurial College units are following the 2023-2026 assessment plan approved by the Assessment Committee.
Year 1 – Fall 2023 and Spring 2024
- Review and Revise course Student Learning Outcomes (as needed) – Fall 2023
- Attend training on how to develop effective SLOs (training to be provided throughout fall 2023 and spring 2024)
- Review course SLOs for all courses in each area
- Revise SLOs if needed (no more than 5-7 SLOs per course
- Revised SLOs are sent to Curriculum for approval (as needed) – Fall2023/Spring 2024
- SLOs are updated in the syllabus available on AWC’s website
Year 2 – Fall 2024 and Spring 2025
- Attend training on linking assignments to SLO’s (training to be provided throughout fall 2024 and spring 2025)
- Add SLOs to Canvas courses
- Link assignments to SLOs in Canvas
- Determine benchmarks for assessment based on available data points from Canvas
Year 3 – Fall 2025 and Spring 2026
- Link course SLOs to Program SLOs in Canvas (training to be provided throughout fall 2025 and spring 2026)
- Begin collection of data against benchmarks from course SLOs – Fall 2025
- Determine benchmarks for program outcomes – Spring 2026
- Begin collection of data against benchmarks from PSLOs – Fall 2027
Student Learning Outcomes
Student Learning Outcomes (SLOs) are statements of observable and measurable student performance that provide the foundation for the assessment of student learning. "Students will be able to ..." They define what a student will be able to do at the end of a learning activity, course, or program.
Institutional outcomes (or goals) are statements of observable and measurable services provided by a department. They define how well a department is meeting the stakeholders' needs.
A Student Learning Outcome is a brief statement of what a student will know and be able to do. A Student learning Outcomes can be at the Course Level or Program Level.
Course level outcomes: what students know and can do at the end of the course
Program level outcomes: the aggregate knowledge and skills of the entire degree program.
The course level SLO’s are identified on all course syllabi, available on the course syllabi page, and the program learning outcomes are accessible via a learning outcomes link under the individual degrees and certificates on the Degrees and Certificates page.
The faculty who are responsible for a program and or the instructors who teach courses in the program. SLO's should be approved by all faculty members in the program as well as the academic division's supervisor.
The faculty decides the SLOs. Most faculty identify with their courses or their specialty, so it takes a unified effort to identify the knowledge and skills students should develop throughout a program. Faculty can complete this process over several faculty meetings.
Students, alumni, advisory committees, and community members can also benefit from discussing SLOs.