Cuyahoga Community CollegeResources
Below are a few resources that will answer any questions you may have, but please do not hesitate to reach out to your on campus CLOA member or the Office of Learning Outcomes Assessment for help!
| Assessment Toolkit |
The Assessment Toolkit information and training documents for the Assessment process here at Tri-C. |
| Assigment Library |
The Assignment Library houses ELO assignment samples for all 7 ELOs from a wide range of disciplines |
| When to map a course to an ELO |
ELO mapping guide will help you decide if your course should be mapped to an ELO. Mapping involves clicking a few boxes in a CIM proposal. |
| How to align an assignment to an ELO |
The alignment guide features instructions on how to align an assignment in Blackboard. |
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CAT Training |
Curriculum, Assessment, and TAG training is available as an on-demand video. Here you will experience an overview of Curriculum revision information, ELO mapping and alignment, Course and Program assessment plans, and TAG guides |
| Bloom's Taxonomy | |
| Links | |
| Tri-C Faculty |
Login to the Assessment KWeb Site for step-by-step instructions, a sample syllabus statement, and more.
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Assessment Artifact Retention Period |
The College will retain submitted student works (hereinafter called “Artifacts”) for general education outcome, course, and program assessments pursuant to its Records Retention Policy on Accreditation Files. Specifically, the College will retain the Artifacts during the active period (i.e. the period the College is assessing the Artifacts for accreditation and continuous improvement purposes) plus an additional ten (10) years. Students should submit their work without any personally identifiable information (e.g. first and last name, student number, social security number, etc.). By submitting work, students grant the College permission to use the Artifacts for accreditation and continuous improvement purposes throughout the retention period. Students do not assign the College any property rights to the Artifacts. |
Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work
