Rio Salado College
The 2004- 2005 Student Learning Outcomes Highlights Report
(Source: The 2004-05 Student Learning Outcomes Report, Rio Salado College)

Summary of Findings From 6 Years of Baseline Data Collection: 1998-2003
Six years of baseline data collection shows that Rio Salado students continue to perform well on the five college competency assessments.

  • In general, Rio Salado students demonstrate college-level skills for the five college competencies: Writing, Reading, Problem Solving, Critical Thinking, and Information Literacy. All of the competencies use a 4 point scale where college level is a 3.
  • Overall, 84.69% of our students score within the acceptable range of college-level performance on the competency assessments. Average scores remained relatively unchanged during the past three years on four of the five assessments. The average score on the Reading Assessment has increased slightly during each of the past three years.
  • In general, scores on the competency assessments positively correlate with the ages of the students. Overall, assessment scores, as evidence of skills, increase as students mature.

Evidence of Skill in the Writing Competency
While greater than 75% (76.2%) of students taking the Writing Assessment in 1998-1999 scored at or above college level, less than 65% (64.15%) were able to do so in 2000-2001 (data not available for 1999-2000). However, since that time, the percentage of students scoring at or above college level has increased
(72.10 % in 2001-2002; 88.53 % in 2002-2003; and 83.07 % in 2003-2004). Students performed best in 02-03 when the average score was 3.27. Overall, students have improved the average score by 0.16 points from 98-99 to 03-04.

Evidence of Skill in the Reading Competency
A substantial improvement in the percentage of students scoring at or above college level in Reading is evident. In 1998-1999, just 66% of students were able to achieve this goal, but over 90% (92.35%) did so in 2000-2001 (data not available for 1999-2000). College level skills have been maintained since this time with 91.72% of students in 2001-2002, 90.29% in 2002-2003, and 93.5% in 2003-2004. Students scored best on the assessment in the most recent year, 03-04. Their average test score of 3.12 was 0.04 points higher than the average score (3.08) students received the first year the assessment was given.

Evidence of Skill in the Problem Solving Competency
Since 2001-2002 (data not available before this time), about 90% of students have scored at or above college level in Problem Solving (90.23% in 2001-2002, 91.23% in 2002-2003, and 89.95% in 2003-2004). Students’ best year came in 02-03 when the average score was 3.35.

Evidence of Skill in the Critical Thinking Competency
While 78% of students scored at or above college level in Critical Thinking in 1998-1999, the percentage of students able to do so since then has remained at or near only 50% (54.03% in 2000-2001; 45.92% in 2001-2002; 54.88% in 2002- 2003; and 48.42% in 2003-2004 with no data available for 1999-2000). Students received the highest average score (3.06) in 98-99. Students’ average scores have fluctuated every year the assessment was given with the lowest average (2.31) in
99-00.

Evidence of Skill in the Information Literacy Competency
The percentage of students scoring at or above college level since 2000-2001 (data not available before this time) has remained close to 100% (97.01% in 2000- 2001; 99.08% in 2001-2002; 98.7% in 2002-2003; and 99.14% in 2003-2004). The average score on the information literacy assessment has not changed greatly with a high average of 3.40 in 2000- 2001 and an average low of 3.32 in 2001- 2002.

Academic Profile Summary: 2001 – 2004 Comparison
Three years of baseline data show that Rio Salado Students continue to perform well on the standardized Academic Profile Exam (AP).

  • Every year Rio Salado students scored higher, on average, on all sections of the AP than the national comparison sample.
  • In general, the difference between the overall group scores (dual, distance, graduate) on the AP is not statistically significant.
  • Overall average scores seem to be relatively stable with little movement over the past four years (453 to 456).
  • Rio students have performed best on the College Level Reading section when compared to the other sub-sections.
  • Every year, a majority of students scored at or above the college level for the local writing section.
  • Students’ average scores on the local writing section have decreased each year since 2002 (3.22 to 3.14).
  • On the local writing section, “Graduate” students have outperformed the other two student groups.

Highlights of 2004-05 Work on Teaching, Assessment and Learning

  • The 6th Annual Learning Experience On Assessment and Learning for Adjunct Faculty was held, with approximately 400 adjunct faculty attending.
  • Five Outstanding Adjunct Faculty were recognized for Contributions to Assessment.
  • A full time faculty learning goal became part of the college strategic plan.
  • All full time faculty meetings were conducted with Student Assessment and Achievement as a standing agenda item.
  • Five faculty chairs were involved in training for our work on a college and department level balanced scorecard (BSC).
  • The VP for Academic Affairs, the faculty co-coordinator for assessment and the Associate Dean for Applied Programs participated in the regional HLC / AAHE Assessment Conference in Chandler.
    80% of the full time faculty participated in a workshop on integrating rubrics into course design and assessment feedback purposes.
  • In May, the full time faculty end-of-the-year retreat focused on teaching, learning and assessment. As a result of this retreat, monthly Learning Luncheon Brown Bag discussions started in June with the purpose of talking about research, teaching, assessment, and learning issues at Rio.
  • The VP for Academic Affairs approved funding for Rio Learning Outcomes Grants for department or program level teaching, learning and assessment research and improvement projects. Six grants were approved and funded in June for work to occur during the 2005-06 academic year.
  • The Rio Salado College 2004-05 Student Learning Outcomes Report was written and distributed to all full time faulty.
    A Rio Salado College 2004-05 Student Learning Outcomes Highlights Report was written and distributed to all adjunct faulty.
  • More than 60% of full time faculty participated in district Fall and Spring Assessment Forum activities.
  • The college established an instructional design department to work with faculty chairs on curriculum development and revisions.