Assessment of Student Learning

Rio Salado College focuses on assessment-directed improvement by gathering evidence of student learning to evaluate the teaching and learning process. We believe that 1) learning is the primary purpose of assessment; 2) assessment should lead to improvement and not be an end unto itself; and 3) faculty and students who understand the value of assessment and participate in assessment activities benefit most from this work. Therefore, the College expects every individual to participate fully in this effort.

Rio has been recognized nationally for our integrated approach to student learning assessment. Notable achievements include WCET's Outstanding Work (WOW) award and the Excellence in Assessment designation from the National Institute of Learning Outcomes Assessment (NILOA). Watch the videos below to learn more about our assessment practices.

Student Learning Outcomes

Rio Salado College is committed to the assessment and improvement of the following College-wide Student Learning Outcomes:

Critical Thinking Student Guide

The student will demonstrate college-level critical thinking by analyzing information, evaluating materials, drawing conclusions based on logical reasoning, and thoughtfully reflecting on their own learning process.

Dimension High-level Expected, competent Minimally-acceptable Unacceptable
Analysis Analyzes key information, questions, and problems clearly and precisely Analyzes key information, questions, and problems competently Analyzes key information, questions, and problems superficially Does not analyze information, questions, and problems
Evaluation Thoroughly evaluates the quality and credibility of source material Adequately evaluates the quality and credibility of source material Evaluates source material inconsistently or superficially Does not evaluate source material
Logical Reasoning Consistently uses facts and evidence to draw reasonable conclusions Mostly uses facts and evidence to draw reasonable conclusions Uses facts and evidence inconsistently to draw conclusions that may or may not be reasonable Conclusions are unreasonable or not based on facts and evidence
Reflection Reflects on the learning process with insight Reflects on the learning process competently Reflects on the learning process superficially Does not reflect on the learning process

Information & Digital Literacy Student Guide

The student will demonstrate the ability to identify an information need and locate, evaluate, incorporate, and cite relevant sources appropriately, including AI-generated content when permitted. The student will also demonstrate ethical and effective use of digital tools to create and present information.

Dimension High-level Competent, expected Minimally acceptable Unacceptable
Identify an Information Need The student understands what information is needed and has narrowed the topic or research question to a specific and manageable focus. The student understands what information is needed but the topic is slightly too broad or too narrow to explore effectively. The student has a general idea of their topic or research question but it needs more focus or clarity to be researched effectively. The student has not identified a research question or focus.
Locate Information Effectively The student uses appropriate search strategies to locate a variety of high-quality sources that meet their information need. The student uses appropriate search strategies to locate sources, though some may lack relevance, variety, or depth. The student uses basic or inconsistent search strategies, relying on sources with limited relevance. The student uses ineffective search strategies, retrieving irrelevant or insufficient sources for their information need.
Evaluate Information The student critically evaluates information, including AI-generated content, demonstrating clear awareness of reliability, relevance, and bias. The student effectively evaluates information, including AI-generated content, recognizing reliability, relevance, and bias, though evaluation may lack depth or consistency. The student demonstrates basic or inconsistent evaluation of information, including AI-generated content, with limited attention to reliability, relevance, and bias. The student shows no evidence of critically evaluating information.
Use Information Appropriately The student skillfully incorporates information from outside sources and consistently cites sources appropriately, including AI content when permitted. The student effectively incorporates outside information and generally cites sources correctly, including AI content when permitted, with only minor errors. The student incorporates or cites information inconsistently, with frequent errors and unclear attribution at times. The student fails to incorporate or cite sources or uses AI inappropriately.
Use Digital Tools Effectively The student effectively engages with digital tools to create or present information in a way that enhances understanding, aligns with the task, and is appropriate for the intended audience and context. The student uses digital tools to create or present information, with generally clear and appropriate results, though there may be minor issues with tool selection, formatting, or alignment with purpose. The student uses digital tools inconsistently or with limited effectiveness; presentation may be unclear, poorly formatted, or not well-matched to the task or audience. The student fails to use digital tools effectively, or the chosen format is inappropriate, incomplete, or confusing for the task.

Oral Communication Student Guide

The student will demonstrate the ability to prepare and present oral communication in a variety of contexts as a college-level speaker.

Dimension High-level Competent, expected Minimally acceptable Unacceptable
Speech Organization The organization (specific introduction and conclusion, sequenced material within the body, and transitions) is cohesive and compelling throughout the presentation. The organization (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable throughout the presentation. The organization (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable throughout the presentation. The organization (specific introduction and conclusion, sequenced material within the body, and transitions) is minimally observable and inconsistent throughout the presentation.
Supporting Evidence Speaker integrates credible evidence from multiple sources and uses various source types to support positions. Visual media (if required) are compelling. Different types of support are used. Support adequately justifies speaker’s position. Visual media (if required) are used as appropriate. Speaker’s conclusions supported but not entirely justified. Sources lack credibility and variety. Visual media (if required) are lacking. Insufficient variety and amount of evidence used and lacks credibility. Visual media (if required) are distracting or missing when necessary.
Language Choices Language choices are memorable, compelling, and enhance the effectiveness of the presentation. Language choices are thoughtful and generally support the effectiveness of the presentation. Language choices are mundane and common and may lack clarity or compelling expression. Language choices are unclear, ineffective, and/or inappropriate to audience.
Oral Delivery Uses compelling and appropriate delivery techniques (posture, gesture, eye contact, and vocal expressiveness) that demonstrate that the speaker is prepared, polished, and confident. Uses delivery techniques (posture, gesture, eye contact, and vocal expressiveness) that demonstrate that the speaker is adequately prepared and comfortable. Uses delivery techniques (posture, gesture, eye contact, and vocal expressiveness) that demonstrate the speaker’s discomfort and minimal preparation. Uses delivery techniques (posture, gesture, eye contact, and vocal expressiveness) that demonstrate speaker’s lack of preparation and confidence.
Speech Content / Central Message Speech content has accurate information and is precisely stated, appropriately reinforced, and memorable. Speech content is clear and consistent with the supporting material. Speech content is basically understandable, but is not often reinforced nor memorable. Speech content can be deduced but is not explicitly aligned to the assignment instructions.

Social Responsibility Student Guide

The student will demonstrate awareness of varied cultural perspectives, knowledge of the principles of civic discourse, and understanding of the impact of individual and collective action on contemporary social issues.

Dimension High-level Competent, expected Minimally acceptable Unacceptable
Cultural Perspectives Demonstrates a high level of awareness of the history, values, politics, communication styles, beliefs, and practices of other cultures. Demonstrates adequate awareness of the history, values, politics, communication styles, beliefs, and practices of other cultures. Demonstrates basic awareness of the history, values, politics, communication styles, beliefs, and practices of other cultures. Demonstrates a low level of awareness of the history, values, politics, communication styles, beliefs, and practices of other cultures.
Civic Discourse Demonstrates a commitment to using effective strategies to discuss topics of public concern. Demonstrates adequate understanding of strategies for discussing topics of public concern. Demonstrates basic understanding of effective strategies for discussing topics of public concern. Demonstrates minimal understanding of effective strategies for discussing topics of public concern.
Social Issues Evaluates individual/local actions in light of their potential to impact broader social issues. Seeks to identify the consequences of individual/local actions and their impact on broader social issues. Demonstrates basic understanding of the consequences of individual/local actions and their impact on broader social issues. Demonstrates minimal understanding of the consequences of individual/local actions and their impact on broader social issues.

Writing Student Guide

On a written assignment, the student will demonstrate the ability to generate relevant and sufficient content; organize their thoughts coherently; adhere to the conventions of correct mechanics and sentence structure; and use correct terminology and rich vocabulary in the fulfillment, at the college level, of their writing assignments.

Dimension High-level Competent, expected Minimally acceptable Unacceptable
Content Maintains clear and obvious purposes; focuses clearly on one significant main idea or topic throughout; work meets or exceeds length requirements; demonstrates superior knowledge of resource documentation if required. Contains purpose but not consistently clear or obvious; presents one main idea or topic but the significance is less clear; work meets length requirements; documents resources but may not be error free. Presents a purpose that is confused, general, or vague; presents main idea but does not state it precisely or clearly; work comes close but does not meet length requirements; uses incorrect documentation (when required) or no documentation. Does not present a unified purpose; presents main idea but does not state it precisely or clearly; work does not meet length requirements; uses incorrect documentation (when required) or no documentation.
Organization Maintains clear and obvious organization; demonstrates effective paragraphing using appropriate transitions with emphasis upon conveying the relationship between ideas. Uses a suitable organizational plan; contains adequate paragraphing with some transitions that attempt to convey relationships between ideas. Inadequate paragraphing with few transitions; unclear or jumbled paragraphs; unclear or jumbled sentences; paragraphs are sometimes not balanced in amount of development and support. Uses no organizational plan; paragraphs are unclear and contain no transitions; unclear or jumbled sentences; paragraphs not balanced in amount of development and support.
Grammar and Mechanics Uses correct, varied sentences with few, if any, errors in mechanics, grammar, syntax, or spelling. Uses sentences that are usually correct but sometimes awkward; some errors in mechanics, grammar, syntax, or spelling that does not affect reader understanding. Writing that exhibits some difficulties with: fragments, person shifts, comma splices, in-text citation punctuation, subject-verb agreement, works cited punctuation, spelling errors, other distracting features in usage. Writing that exhibits multiple difficulties with: fragments, person shifts, comma splices, in-text citation punctuation, subject-verb agreement, works cited punctuation, spelling errors, other distracting features in usage.
Language Uses language effectively (applies terms correctly), with a consistent and appropriate tone for the intended audience. Uses language that is adequate but occasionally unclear; incorporates tone that may be uneven or inconsistent for the intended audience. Uses language that is sometimes inadequate and unclear; vocabulary is often unclear and repetitious; passive voice is used; diction is often nonstandard; inconsistent voice or tone; terminology is often difficult to understand or is misused. Uses language that is inadequate and unclear; vocabulary is unclear and repetitious; passive voice is used; diction is nonstandard; inconsistent voice or tone; terminology is difficult to understand or is misused.

Program Learning Outcomes

Program outcomes and the courses in which they are taught and assessed are available via Maricopa's Center for Curriculum & Transfer Articulation. After entering relevant keyword(s) in the Program Search field, users can select a Major Code to access the corresponding program description, outcomes, and associated courses. Entering information in the Quick Course Search field allows the user to drill down to the course-level competencies that support the program outcomes.

CCTA Program & Course Search

Program Review

The Program Review Model at Rio Salado College is a formal iterative process of self-study, evaluation, and planning completed by Academic and Occupational programs in consultation with the Learning Assessment Team. Programs are typically reviewed on a 3-5 year cycle, and Program Chairs are responsible for closing the loop on recommendations and decisions that surface during the review.

Recent reviews are accessible via the links below.

Assessment of Student Learning Annual Reports

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