At Chandler-Gilbert Community College, assessment is a collaborative, faculty-driven process focused on improving student learning and success. It takes place at the institutional, program and course levels using clearly defined learning outcomes to evaluate what students know and can do.
Faculty assess student work using rubrics aligned with institutional learning outcomes, program learning outcomes (where applicable) and course competencies. Results are collected through Canvas and used to reflect on instruction, identify learning trends, and inform curriculum planning.
The Center for Teaching, Learning, and Assessment (CTLA) works with faculty and staff across campus to evaluate instruction, support assessment efforts, and engage in a cycle of continuous improvement that strengthens teaching and promotes equitable student outcomes.
What is Assessment?
Assessment is the systematic, ongoing process of improving student learning by establishing measurable learning outcomes, collecting and analyzing data, and using that data to make informed decisions about teaching and curriculum. Effective assessment ensures that students have sufficient and equitable opportunities to achieve those outcomes.
At Chandler-Gilbert Community College (CGCC), assessment is aligned to outcomes and indicators selected at the district, institution, division, or discipline level. Faculty and staff use a range of instruments to produce objective data, which is then analyzed to identify areas of strength and improvement in student learning.
Purpose, Philosophy, and Commitments of Assessment at Chandler-Gilbert Community College
At Chandler-Gilbert Community College, assessment is more than a compliance requirement, it is a reflective, faculty-driven process grounded in our mission to empower student growth through learning and community engagement. The purpose of assessment is to support student learning and success through continuous improvement, not to evaluate individual performance
Culture of Assessment
CGCC fosters a culture of assessment in which all academic units engage in thoughtful, sustained reflection on student learning. This culture emphasizes:
- Data-informed decision making
- Transparent practices
- Institutional alignment from course to program to college-level goals
Steps Toward Creating a “Culture of Assessment” at an Institution*
Where is your unit in developing a culture of assessment?
| Stage | Typical attitude |
|---|---|
| Denial | It’s a fad. If I ignore it, it will go away. |
| Acceptance | OK. I guess we have to do it. |
| Resistance | I feel threatened. My department feels threatened. My campus feels threatened. Can I subvert it by not participating in the process or in some other way? |
| Understanding | Maybe we can learn something useful. Can we use what we’ve already been doing? |
| Campaign | We have a plan. Maybe it’s not perfect, but let’s get moving! |
| Collaboration | We have a plan with long-range objectives that are clearly defined. Based on our experiences with assessment, we believe it works. |
| Institutionalization | We can’t imagine working without assessment. It’s a permanent part of our institutional culture. |
*Adapted from Allen, M. J. (2004). Assessing academic programs in higher education, p.7. Anker Publishing Company: Bolton, MA.
Institutional Commitment
CGCC affirms the following institutional commitments to guide our assessment work:
- Non-punitive Use: Assessment results will never be used to make staffing, hiring, or evaluative decisions about faculty or staff.
- Faculty Autonomy: Faculty retain professional judgment over instructional methods and curriculum design.
- Respect for Complexity: Assessment is not expected to capture every dimension of every student’s experience.
- Internal Value First: While we meet external accountability requirements, our assessment efforts are primarily for internal improvement and reflection.
Program Review and Program Assessment
Program Review is a five-year cyclical process designed to evaluate the quality, effectiveness, and direction of academic programs. It integrates assessment findings into planning efforts and ensures alignment with strategic priorities and resource decisions.
- Reviews are evidence-based and include both qualitative and quantitative data.
- Programs are encouraged to prioritize improvements that can be made with existing resources. Requests for additional resources must be clearly justified.
- Program Review is closely tied to institutional planning, budgeting, and decision-making processes.
Program Review is managed by the Office of Research and Planning.
Faculty Role in Assessment
All faculty are expected to support and assess student learning outcomes as defined by their academic discipline. Faculty implement assessment plans developed collaboratively within their departments and are responsible for carrying out these plans across all course modalities, including in-person, hybrid, online, and dual enrollment formats.
- Faculty are responsible for integrating designated SLOs into course design and instruction, following the outcomes and measures determined by their discipline.
- Assessment results are used to inform teaching practices and improve student learning, aligning with CGCC’s commitment to continuous improvement and institutional effectiveness.
Discipline Assessment Teams
It is recommended that each discipline form an assessment team of key stakeholders for designing assessment projects, interpreting and reporting assessment results, and making changes to courses and curriculum. There is no limit to the number of participants. Each discipline is free to choose the composition of their assessment team according to the conditions unique to each discipline.
The Assessment Project
Each assessment project at CGCC is a faculty-led initiative designed to evaluate student learning using multiple, discipline-defined measures aligned with course competencies, program and institutional outcomes . Projects are collaboratively planned by Discipline Assessment Teams and implemented within the college’s five-year assessment cycle.
The Discipline Assessment Activity Template, shared via Google Docs by the CTLA, is the primary tool for planning and documentation. The cloud-based format supports real-time collaboration, transparency, and visibility across faculty and staff. Rather than being “submitted,” templates remain accessible for iterative planning, reflection, and refinement throughout the project lifecycle.
As a public institution, CGCC upholds transparency in assessment processes while maintaining the privacy of individual student data. Aggregated results from assessment projects are used to inform curricular improvements, instructional practices, and institutional planning.
Assessment projects serve as structured collections of direct and indirect measures that provide a holistic view of student learning and development. These projects are intentionally designed to capture student performance and growth in relation to specific learning outcomes and competencies.
Each assessment project includes:
- The course(s) participating in the assessment project
- The student learning outcomes or objectives being assessed
- The learning processes (e.g. activities, assignments) that support achievement of those outcomes, often documented through a curriculum map
- A long-range timeline for implementation and review
- The location where learning outcomes and goals are published (e.g., course materials, websites, advising resources)
Project planning also includes:
- The purpose of the assessment activities and how results will be used
- The data collection and analysis methods
- The specific outcomes/objectives assessed by each method
- The intervals for evidence collection and review
- The individuals responsible for implementation, review, and dissemination
Adapted from the Northern Illinois University Assessment Glossary
This comprehensive approach ensures alignment with CGCC’s commitment to continuous improvement and faculty-led assessment.
Collecting Assessment Data
Canvas is the official platform for collecting assessment data at CGCC. It enables faculty to link assignments to student learning outcomes within the HelioCampus Assessment Canvas Integration. This centralized structure allows the CTLA to aggregate, analyze, and report assessment results across courses, programs, and instructional modalities.
Every course section at CGCC, regardless of format (in-person, hybrid, or online), has a Canvas shell. This ensures that all instructors, including those who may not use Canvas for regular instruction, can participate fully in assessment activities.
Learn more by visiting the CGCC Assessment Process page.
