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Assessment of Student Learning - Faculty Resources

Welcome to the Faculty page of the Assessment of Student Learning site!  Here you will find all of the assessment information you need on the following topics:

  • Faculty assessment initiatives for 2017-2018
  • Curriculum mapping
  • Essential Learning Outcomes draft
  • "Closing the Loop" assessment project.
  • RCTC's participation in the Multi-State Collaborative to Advance Student Learning
  • The four levels of assessment at RCTC.
  • Valuable assessment resources.

Faculty Assessment Initiatives: Goals, timelines and professional development calendar for 2017-2018

These documents outline what faculty need to do at each of the four levels of assessment: classroom, shared course, program/discipline, and college-wide and when they can get the professional development they need to accomplish these tasks.

Curriculum Mapping

Mapping our curriculum is important because maps allow us to identify gaps in our curriculum, discover meaningful assessments, improve communication among faculty, encourage reflective practice, and provide students with a clear rationale for course sequencing. Here is the slide show that explains how to do curriculum maps. If you have any questions, feel free to contact Teresa Brown or Mike Mutschelknaus.

Essential Learning Outcomes (ELO) draft

Once finalized, our ELOs will allow us to assess student learning across campus, at all levels, inside and outside the classroom. The ELOs will be discussed and reviewed during the fall 2017 semester by faculty, administration, and staff.

"Closing the Loop" assessment project

Thanks for helping to improve student learning at RCTC! Here's what you need to know in order to complete your "Closing the Loop" classroom assessments.

Where do I go to submit the CTL Sharepoint form?

Click here to go to the "Closing the Loop" Sharepoint form. You may be asked to log in. When you finish the form, you may have to hit the submit button twice. If the form was truly submitted you will receive a notification on the screen. You will also receive an email indicating that the form was received. Recall that all faculty are expected to submit at least one "Closing the Loop" form each year to document ongoing classroom assessment. You can only view and edit the forms you have submitted.

What do I do if I need help?

If you need help, here are three different tutorials you can use. You can also always contact Teresa Brown or Mike Mutschelknaus.

  • This brief video explains how to fill out the Sharepoint form. Remember, the assessment should be meaningful to you. It can be can be embedded in activities you already perform. It can be shared with colleagues teaching the same course. (You all perform and document the same assessment. This is course level assessment). Finally, CTL has an initial assessment and a follow-up asessment to see if your actions lead to improved student learning.
  • The following diagram shows the types of questions you need to consider as you work on CTL.

  • Click on the image below to review a completed CTL Sharepoint report, along with how-to advice. You will learn how to specify your learning outcomes, explain your initial assessment results, and follow through with your actions/results/reflections.

RCTC's participation in the Multi-State Collaborative to Advance Student Learning

RCTC has just recently been accepted into the Multi-State Collaborative (MSC) to Advance Student Learning, one of the country’s largest assessment initiatives. The MSC is a faculty initiative to perform authentic, valid assessments of student learning in the undergraduate classroom. The powerpoint below explains MSC processes and shares current regional MSC assessment data.

RCTC's four levels of assessment

At RCTC, faculty members are responsible for assessing student learning at the following four levels.

  1. Classroom level. The systematic and on-going study of what and how students are learning in a particular classroom; often designed for individual faculty who wish to improve their teaching of a specific course. Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades (National Teaching & Learning Forum).
    • Goal: By May 2017, all RCTC faculty will have completed a classroom level assessment.
  2. Course level. The systematic and on-going study of what and how students are learning in a particular course; often a “shared assessment” designed for all faculty teaching sections of the same course regardless of course delivery (online vs. face-to-face).
    • Goal: By May 2017, half of the shared RCTC courses will have completed course level assessments. Shared courses are sections of the same course taught by more than one faculty member.
  3. Discipline/Program level. These assessments help determine whether students can integrate learning from individual courses into a coherent whole. It is interested in the cumulative effects of the education process (Palomba and Banta). Whereas classroom assessment focuses on gauging learning for individual students, discipline/program assessment gauges the learning of a group of students. These assessments are used to improve courses, programs, and services.
    • Goal: By May 2017, all RCTC disciplines/programs will have submitted discipline/program level outcomes. Half of the disciplines and programs will have completed curriculum maps.
  4. Institution level. Communication, critical thinking, personal and professional accountability, civic responsibility, global awareness and diversity, and aesthetic response are the major competencies, known as core learning outcomes (CLOs), developed through an RCTC education, inside and outside the classroom.
    • Goal: By May 2017, RCTC will have assessed one core learning outcome.

Links to Faculty Assessment Resources

RCTC's Core Outcomes. These outcomes and associated rubrics can be used at various levels of assessment.

To access RCTC's "Assessment 101" course, log in on Brightspace, expand the "Ongoing" courses section, then expand the "Academic Affairs" section, and select "Assessment of Student Learning".


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Rochester Community and Technical College, a member of Minnesota State.
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