Means of Assessment
Chaffey College uses Canvas as its primary platform for assessing student learning outcomes, using Canvas rubrics to support clear, consistent, and meaningful evaluation.
Learning outcomes are assessed at multiple levels:
- Institutional Learning Outcomes (ILOs), also known as ACES skills
- Program Learning Outcomes (PLOs)
- Course Learning Outcomes (CLOs)
Faculty develop and regularly review program and course outcomes within their disciplines. Course Learning Outcomes (CLOs) are published in each course’s official Course Outline of Record.
Instructors assess learning outcomes through course assignments aligned with CLOs and, when applicable, ACES skills. In Canvas, outcomes are connected to assignment rubrics, allowing instructors to evaluate student work using clear, consistent criteria as part of regular coursework.
Assessment results are collected and shared with departments to support ongoing review of student learning. Faculty use these results to identify strengths, address areas for improvements, and make thoughtful changes to curriculum and teaching practices to better support student success.
Using Grades for Assessment
Grades alone are not recommended for assessing learning outcomes.
Why?
- Not fully reliable: Grades often include factors like participation, effort, or attendance, which may not reflect specific learning outcomes. Differences in grading practices can also limit consistency.
- Limited detail: Grades show overall performance but do not identify specific strengths or areas for improvement.
Outcomes assessment focuses on specific skills and knowledge, providing more meaningful information to guide improvements in teaching and curriculum.
Faculty and staff select methods that best measure student learning. These fall into two categories:
Direct Assessment
Measures what students can demonstrate through their work. This provides clear evidence
of learning.
- Recommended approach:
Use course-embedded assessments (assignments, exams, performances) already part of instruction, supported by clear rubrics. - Examples:
Projects, portfolios, essays, presentations, lab work, clinical experiences, and standardized exams. - Pretest–posttest:
Optional. Most useful for measuring growth over time; a single assessment is often sufficient.
Indirect Assessment
Captures students’ perceptions of their learning and experience.
- Examples:
Surveys, focus groups, interviews, reflection, participation data, and institutional metrics (e.g., retention or completion).
Indirect methods provide context and help interpret direct assessment results.
At Chaffey College, outcomes assessment focuses on how well students can demonstrate what they’ve learned over the course of their learning experience. Instructors evaluate student work from across the course—such as projects, exams, portfolios, or other key assignments—to measure knowledge and skills.
While students build their skills through ongoing practice and feedback, these assessments provide meaningful evidence of overall learning and help guide improvements to courses and programs.
Assessment uses both quantitative and qualitative data:
- Quantitative (numbers): test scores, rubric ratings, survey results
- Qualitative (descriptive): written work, reflections, interviews, observations
Using both types provides a more complete picture of student learning.
Rubrics are a primary tool for outcomes assessment. They define:
- Criteria: skills or knowledge being assessed
- Levels of performance: degree of achievement
- Descriptors: clear expectations for each level
Clear rubrics improve consistency and provide meaningful feedback.
Chaffey College encourages the use of nationally recognized tools such as the AAC&U VALUE Rubrics, which support assessment of key learning outcomes including:
- Intellectual and Analytical Skills
- Communication Skills
- Integrative and Applied Learning
- Civic and Intercultural Learning
- Personal and Collaborative Learning
These rubrics can be used or adapted to support program-level assessment.
