Assessment and CWAs

The term "assessment" can be understood and defined in a variety of ways, depending on the perspective of the individual or the institution involved.  Often times, assessment is simply defined as what a learner knows and can do.  Assessment can further be defined as “the systematic collection and analysis of information to improve student learning.” according to Martha Stassen (2001, p. 5).  At SPSCC, assessment additionally refers to the process of gathering data about student learning at the course, program, and institutional level.  In addition, SPSCC’s assessment activities include analyzing student assessment data and continuously improving pedagogical practices and course design in order to maximize student success.    

Educational institutions and faculty members may interpret and apply the concept of assessment differently depending on their specific goals, contexts, and needs.  As a result, there is no single, universally agreed-upon definition of assessment.  Despite the varying definitions of assessment, it is universally recognized as a powerful tool that provides faculty, students, and institutions with valuable insights into how effectively students are achieving intended learning outcomes, thereby informing instructional decisions.  

Faculty are primarily responsible for assessing student learning outcomes at SPSCC.  Assessment is not only important for accreditation (see below), but also because teaching and learning are at the core of what educators do.  Faculty share the collective obligation to provide SPSCC students with a high-quality education and ensure that they attain the outcomes established by the faculty.  

The assessment cycle is a process of continuous improvement and consists of the following components:  

1. Define Outcomes: Define learning outcomes that are measurable and communicate what students are able to do after completing an activity, course, or program.
2. Assessment Plan: Create learning activities and assessment tools to measure how well students are attaining the outcomes. Assess: Students complete the assessments to provide data about their attainment of the learning outcomes.
3. Analyze the Results: Review student assessment data and look for strengths and areas in need of improvement. Improve: Decide what changes to curriculum, instruction, or the assessment process are needed to achieve desired results.
4. Repeat Cycle: After improvements have been made, repeat the cycle for continuous review and improvement of courses programs.  

SPSCC, through its assessment activities, aims to meet the following NWCCU standards:  

1.C.5 The institution engages in an effective system of assessment to evaluate the quality of learning in its programs. The institution recognizes the central role of faculty to establish curricula, assess student learning, and improve instructional programs.  

1.C.6 Consistent with its mission, the institution establishes and assesses, across all associate and bachelor level programs or within a General Education curriculum, institutional learning outcomes and/or core competencies. Examples of such learning outcomes and competencies include, but are not limited to, effective communication skills, global awareness, cultural sensitivity, scientific and quantitative reasoning, critical analysis and logical thinking, problem solving, and/or information literacy.  

1.C.7 The institution uses the results of its assessment efforts to inform academic and learning-support planning and practices to continuously improve student learning outcomes.  

The mission of the Student Learning Assessment Committee at SPSCC is to foster a culture of continuous improvement and to provide assessment guidance and support throughout the institution.

The SLAC committee is made up of faculty from all divisions and includes staff from the Center for Teaching and Online Learning, the Office of Institutional Research, and some division deans.  The Director of Student Learning Assessment is responsible for co-chairing the committee and facilitating the functions of assessment.  SLAC reports to the Instructional Council and the VP of Instruction at SPSCC. SLAC is a sub-committee of SPSCC’s Instructional Council.

SPSCC engages in assessment through the College Wide Abilities (CWAs), which are coordinated by the Student Learning Assessment Committee. Assessment results are compiled by the Office of Institutional Research.

College Wide Abilities (CWAs) are the general learning outcomes for the entire college. We use these to measure student learning broadly across the college, and to assess how we are doing as an institution in meeting our goals for educating students (you can find CWA related data on the data dashboard as “Student Learning Assessment—College Wide Abilities”).

CWAs are also a big part of our accreditation process. CWAs are also a good way to “norm” learning across disciplines and programs, especially when we use CWAs as a common language for understanding how a particular CWA might be contextualized or assessed in a specific discipline.

CWAs

Analytical Reasoning: Assess qualitative and quantitative information to discern patterns, solve problems, and justify conclusions.

Effective Communication: Convey and receive information applicable to interpersonal and public situations.

Information Literacy: Research and evaluate information to make informed decisions and conclusions.

Multicultural Awareness: Analyze diverse cultural values, beliefs, and practices that impact interactions, social frameworks, and institutional structures.

Social Responsibility: Analyze the ethical, environmental, and community impact of actions within local and global systems.

CWA Levels

At SPSCC, our CWAs have levels. The concept of “CWA levels” was initially proposed by faculty several years ago and was intended to capture the fact that different courses require a different skill attainment with the CWAs. Students who complete a degree at SPSCC should meet Level 3 in all 5 CWAs by the time they graduate. The CWA Levels are listed below

Level 1 – Foundational

Courses at this level generally:

• Introduce students to aspects of the outcome being assessed.
• Often use field or discipline specific language, terms, and/or values to teach the outcome.
• Often embed basic concepts and foundational skills for the CWA in the course content.

Level 2 – Growth and Development

Courses at this level generally:

• Increase the complexity of the CWA skill being assessed.
• Often use field or discipline specific language, terms, and/or values to teach the outcome.
• Expect students to have a basic understanding of, and facility with, the CWA.
• Offer students increased nuance and complexity with the CWA, as well as the space and time for students to practice aspects of the CWA.

Level 3 - Skill Attainment and Reinforcement

Courses at this level generally:

• Provide students with increased complexity and nuance within the CWA being assessed, often a high level of field or discipline specific language, terms, and/or values.
• Provide students with increased opportunities to practice and engage with the CWA at a high degree of complexity.
• Expect students to have some fluency and facility with the CWA, even if they are in a field or pathway outside of their own.
• Often involve higher level thinking within the CWA that includes more theoretical concepts.

The CWA rubrics have example skills and abilities, and example assessments, organized by CWA and level. You can use the rubrics to help you create assessments that are at the appropriate skill level for the CWAs in the courses you teach. You can ask your dean, program lead, your SLAC representative or the Director of Student Learning Assessment for help in designing any CWA-related assessments. You can also refer to the Leveling and Using the Rubrics Info Sheet.

There are five CWAs, so the assessment of each CWA takes place in five-year cycles. To evaluate the effectiveness of SPSCC’s CWAs, faculty collect student work samples (artifacts) from various courses across all disciplines/programs.  These artifacts are assessed by groups of faculty at professional development sessions.  SLAC reevaluates the artifact collection process every 2 years.  The artifact collection and related professional development sessions help identify any adjustments or improvements of CWAs that are needed across all disciplines.

What CWAs should I assess?

Make sure to check the course outline for each course you teach. Course outlines are housed in CourseLeaf.

How should I assess the CWAs on my course outline? First, take a look at the CWA rubrics, which have example skills and abilities, and example assessments, organized by CWA and level. If you need more help or want some more ideas, you should ask your dean, program lead, SLAC representative, or the Director of Student Learning Assessment.

Why are these specific CWAs listed on my class?

Ask your dean, program lead or the SLAC representative for your division. They can provide some insight and context for the CWAs assessed in your classes and program.

Are there CWA assessment examples?

We are working on creating a repository for CWA assessment examples. Often, faculty in specific programs and disciplines have CWA assessments that they are happy to share. You should ask your dean, department chair, or program lead if they have any they can share with you.

Why do I need to do this?

As part of our ongoing accreditation, SPSCC is required to assess student achievement of identified course, program, and degree level outcomes as detailed by NWCCU Standards 1.C.1-1.C.7 Assessing the achievement of College Wide Abilities for each student is part of this process.  These data will be compiled and made available to faculty through the Institutional Research dashboard.  The purpose of this assessment is to determine how well we, as a college, are preparing our students for life post-SPSCC. It is not used to evaluate individual faculty.

Understanding Types of Assessment

Assessment plays a central role in effective teaching and learning. Rather than serving only as a measure of performance, assessment is an ongoing process used to understand what students know, understand, and are able to do. When thoughtfully designed, assessments provide valuable information that guides instruction, supports student growth, and ensures learning outcomes are being met.

Effective courses use a variety of assessment types, each serving a distinct purpose in the learning process. The three primary types of assessment are diagnostic, formative, and summative. Together, these assessments create a coherent system that supports learning from the beginning of a course through its conclusion.

To illustrate the importance of varied assessments, we can use an athletic training analogy. A coach begins with a diagnostic assessment by recording an athlete’s initial race time and identifying strengths and weaknesses. Throughout the season, formative assessments occur as the athlete trains and competes, with the coach adjusting strategies based on ongoing performance data. Finally, a summative assessment takes place at the end-of-season race, where improvement is evaluated, and rankings are determined. This analogy highlights how relying only on summative assessments limits students’ opportunities for growth and improvement.

Diagnostic Assessment

Diagnostic assessments are used at the start of a course, unit, or learning activity to understand students’ prior knowledge, skills, and experiences. These assessments help instructors identify strengths, gaps, and misconceptions before instruction begins. Diagnostic assessments are typically low‑stakes and are not used for grading. Instead, they inform instructional planning, pacing, and support strategies, allowing faculty to meet students where they are and build on existing knowledge.

Examples of diagnostic assessments include pre‑tests, introductory writing prompts, surveys, or short skill checks.

Formative Assessment

Formative assessments are used throughout the learning process to monitor student progress and provide ongoing feedback. These assessments are essential for supporting learning, as they allow both students and instructors to assess understanding before moving forward. Formative assessments are often low‑stakes or ungraded and are used frequently to guide instruction, clarify misunderstandings, and help students improve their performance.

Because formative assessments focus on learning rather than evaluation, they create opportunities for reflection, revision, and growth. Feedback is a critical component of formative assessment, as timely and targeted feedback helps students understand what they are doing well and where improvements are needed.

Examples of formative assessments include quizzes, drafts, practice problems, discussions, reflections, peer review, or in‑class activities.

Summative Assessment

Summative assessments occur at the end of a course, unit, or major learning experience. These assessments evaluate student learning against defined learning outcomes and are typically used for grading. Summative assessments provide evidence of what students have learned and the extent to which they have met course or program expectations.

While summative assessments are important for evaluating achievement, they are most effective when they are supported by earlier diagnostic and formative assessments through scaffolding. Relying solely on summative assessment limits opportunities for learning and improvement.

Examples of summative assessments include final exams, projects, portfolios, presentations, or cumulative assignments.

Using Assessment Effectively

A balanced assessment strategy intentionally combines diagnostic, formative, and summative assessments. Formative assessments should be the most frequent, as they provide ongoing insight into learning and allow for timely instructional adjustments. Clear alignment between assessments and course learning outcomes is essential and making this alignment transparent helps students understand expectations and succeed.

When assessments are varied, aligned, and focused on meaningful learning, they enhance teaching effectiveness, support student success, and strengthen the overall learning experience.