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  • Screenshots from the CMC Assessment Tools Website

    (behind a firewall)

    Faculty log in and find the assessment instrument or packet for their discipline.

    Below is the “BASS Common Assessment Packet 2013” for the B.A. in

    Sustainability Studies.

    This packet demonstrates a comprehensive assessment plan for all 300- and 400-

    level courses with a rubic and assessment tool for every course.



    Enclosed please find the Common Assessment assignments and grading rubrics for each of the required BASS courses. These assessments are to be shared with both full-time and part-time faculty teaching the respective courses. Please take a moment to double check the assessments, as some descriptions and rubrics have been slightly refined and updated.

    During the first two years of implementation of the new Bachelor’s program, from Fall 2011 to Spring 2013, each semester that a required BASS course was offered, it was assessed. This was so that CMC would have a more detailed understanding of the successes and challenges of student learning, by way of the assessment of the outcomes across the college. From Fall 2013 forward, however, the assessments will take place based on a curriculum map (enclosed) that will specify which courses will be assessed each term. Discipline Coordinators and Lead Faculty will continue to play a key role in the assessment process each semester.

    When a course is slated to be assessed, each faculty member teaching the course must administer the common assignment to his/her students. It is not an optional assignment, but is required for all faculty to utilize, college-wide. This is an important part of CMC’s accreditation with the Higher Learning Commission.


    Instructions on how to use the Common Assessment in your classes:

    Administering: -Please administer the assessment-assignment (without modification) as you would any other assignment in your class.

    Grading: -Utilize the rubric provided as your grading tool. Allow the descriptions in each category of the rubric to serve as your guide for the students’ scores.

    -Submit scores to the Discipline Coordinator in an official list that includes the student ID number for each student. The ID numbers are essential because in the final assessment report, no student names are included. For each student, you will need to provide a score for each category of the rubric. A total score is not sufficient. A score for each individual category, for each student, must be provided as each category contributes in a different way to the select Student Learning Outcomes being measured.

    ! [Note: For your personal gradebook’s calculation (not the official submission), you may convert the rubric grading ! scale into something that equates to the way in which you grade on your syllabus. (i.e., Rubric lists the assignment as ! 9 points, you may convert that into a 45 point assignment in your gradebook.) Sometimes this is helpful to students ! because it is often difficult for them to understand how an essay, for example, amounts to only 9 points. The rubric ! tool uses low numbers for assessment reporting in an effort to keep things more simplified.]

    Submitting: -Please send your official submission to the Discipline Coordinator no later than the time/day final grades are due.

    Please contact your Instructional Chair, Dr. Tina Evans or Dr. Mercedes Quesada-Embid with any questions that you may have about the Common Assessment process.

    Last Revision: June 2013 Prepared by M.Quesada-Embid

  • Common Assessment Plan beginning Fall 2013 through Spring 2016

    Courses marked with an ‘x’ mean that they are slated for assessment that semester. Faculty members teaching a marked course are required to administer, grade and submit the Common Assessment during that term.*

    Fall 2013

    Spring 2014

    Fall 2014

    Spring 2015

    Fall 2015

    Spring 2016

    SUS 300 x x x

    SUS 301 x x x

    SUS 310 x x x

    SUS 311 x x x

    SUS 320 x x x

    SUS 321 x x x x

    SUS 330 x x x

    SUS 331 x x x

    SUS 410 x x x

    SUS 420 x x x

    SUS 421 x x x

    SUS 430 x x x

    SUS 431 x x x

    SUS 489 x x x x

    *Even if a course is not slated for assessment in a particular term, faculty are encouraged to administer the assessment-assignment in class as part of their compendium of assignments. This encouragement is based on the fact that the assignments were designed with the Student Learning Outcomes in mind, and the assignment may prove fruitful to facilitating overall student progress in the course.

    Last Revision: June 2013 Prepared by M.Quesada-Embid

  • Student Learning Outcome #1: Understand the history of the sustainability movement including key events, documents, and people

    Student Learning Outcome #4: Explain core principles of sustainability and apply principles toward a variety of settings and scales

    Format: This assessment should be embodied as a reflective, written essay.

    Description: Please select one historical event that you deem representative of sustainability. Explain why this particular event could be interpreted as significant to the movement – key to the sustainability paradigm shift. In other words, choose an event in history that represents a crucial moment for sustainability, without which, sustainability might not have evolved in the same way. Within this reflection explain how and why this event, the individuals involved, and its main ideas encompass ecological, social and economic sustainability. By doing this, you will also be describing the core principles of sustainability and how the event contributed to sustainability as a social movement. Due to the fact that nothing happens in true isolation, and sustainability is based on ideas of interdependence, you will essentially be setting the historical scene, as it were, and determining what other smaller happenings led to this main event and what were some of the implications of it.

    You may choose any historical event that you believe is appropriate. No matter which event you choose, you must defend your choice strongly, both critiquing and praising it as necessary, in order to give a well-rounded evaluation of it. Within your reflection essay, provide supporting evidence and specific examples from our class meetings, readings and discussions to help validate your response. This demonstrates your knowledge and understanding of the course material. Include a reference page and citations throughout your delivery method, so as to give credit to the work of others.

    The choices for this assignment are many. Have fun with it and demonstrate your creativity of thought! This is a neat opportunity for you to take the theories and principles within sustainability and see how they apply to actual, historical events, in specific settings and scales.

    SUS 300 Common Assessment SLO’s 1, 4 Total 25 points


  • SUS#300#Common#Assessment,#SLO’s#1#and#4#############################Total:#25#points


    1 Point 2 Points 3 Points 4 Points 5 Points

    Identifies historical event and describes how it is representative of sustainability (5pts)

    Ineffective; does not identify event accurately, provides vague, insufficient context; highly deficient in quality, misses major content areas

    Lacking; generally explanatory, though flawed, fails to draw appropriate conclusions regarding the event, the historical context and how it is representative

    Adequate; Impressive explanation, but lacks sufficient detail and discussion of chosen event; accurately identifies event and provides context but lacks some development

    Effective; Strong description and argument of the event’s representative nature, a few minor weak points; all in all identifies and synthesizes well

    Outstanding; Describes event and context in detail, successfully sets the historical scene; Excellent explanation of event; synthesizes and expands upon information well

    Explains and applies core sustainability principles (5pts)

    Ineffective; Student does not explain and/or apply principles accurately

    Lacking; Rarely explains and/or applies principles, demonstrates inconsistencies with what is applied

    Adequate; Good application and explanation of principles, but generalizations dominate

    Effective; Strongly explains and applies principles, recognizes key interconnections

    Outstanding; Excellently explains and applies principles, articulates appropriate interconnections

    Demonstrates critical analysis and reflective capabilities (5pts)

    Ineffective; Does not demonstrate critical thinking and reflection; imprecise awareness and understanding

    Lacking; Overwhelming deficiencies, fails to assimilate and understand the material fully, severe omissions in critical analysis and reflection

    Adequate; Reveals assimilation and understanding of the material, begins to critically analyze and reflect, but lacks development

    Effective; Skillful assimilation and understanding,