Academic assessment at DACC is a process which engages faculty in designing more effective teaching strategies. We aim to use these strategies to create meaningful learning experiences for our students and ultimately lead them in becoming life-long learners.

The General Education Outcomes, based on the DACC Mission Statement, are the "core skills" the college aims to impart to its students.


Learners express themselves clearly and concisely.
Performance Indicators:

Organization: Demonstrate organized communication through various modalities

Content: Use evidence to support main idea and use topic related terminology

Mechanics: Use appropriate grammatical structure

Presentation: Use tone, style, and conventions that are appropriate to the audience, context, and purpose


Learners evaluate the credibility and significance of information.
Performance Indicators:

Identification: Define problem, identify relevant information, define terms, and analyze assumptions

Usage: Frame questions, make predictions, and design data collection and analyze strategies

Position or Solution: Form a conclusion based on the evidence and analysis of data, information and/or viewpoints


Learners apply current and emerging technologies.
Performance Indicators:

Integration: Select the proper tool to perform the task and troubleshoot any difficulties encountered

Utilization: Apply proper usage of the tool

Evaluation: Analyze the effectiveness of the tool


Learners recognize cultural perspectives, beliefs, and attitudes different from their own.
Performance Indicators:

Cooperation: Foster a constructive team climate

Professional and Ethical Behavior: Display proper respect and consideration based on the situation

Self-Awareness: Articulate insight into own cultural point of view and biases

Cultural Awareness: Identify and acknowledge cultural perspectives and values different from their own

For questions concerning the DACC assessment process, please contact:
Dr. Penny McConnell, Assistant Vice President, Academic Affairs

For questions concerning DACC institutional assessment and effectiveness, please contact:
Thomas Carey, Director, Institutional Research

For division specific questions you may contact the DACC Assessment Champions:
Business and Technology: Jen Slavik
Liberal Arts and Developmental Education: Ryan Wyckoff
Math, Sciences and Health Professions: Wendy Brown
Department of Corrections: McKenna Allison
Co-Curricular: Stephanie Loveless

DACC Assessment Videos - The Jag Wire

Academic Assessment Manual

General Education Rubrics

Communications Rubric

Critical Thinking Rubric

Technology Rubric

Cultural Awareness and Social Skills Rubric

Assessment Reports

Program Assessment Report (PAR)

Curriculum Maps

Program to General Education Outcomes

Course to Program Outcomes

Assessment Rubrics and Reports are submitted to the Division's Champion electronically. For questions concerning your assessments contact your Division's Champions. Champion contact info is listed on the Assessment Home page.

DACC Co-Curricular Outcomes

The outcomes align with the General Education Outcomes.

Co-Curricular Report and Forms

Co-Curricular Report

Download the report and corresponding rubric to begin planning. All reports and rubrics should be submitted together to the Co-curricular champion.

Co-Curricular Rubrics

Navigating Processes

Teamwork & Professionalism

Personal Development

Critical Inquiry


Co-Curricular Resources

Co-Curricular Assessment Manual
Outlines the process and how to use the assessment forms for DACC Co-Curricular Assessment.

Additional resources forthcoming...

Interested in joining our co-curricular groups?

Complete the Questionnaire and email Stephanie at

Looking for ideas or tips?

These links will help you assess student learning

Program/Discipline Level Assessment

Course Level Assessment

Specific Assessment Links


Several databases offer rich troves of information on student learning assessment. In order to use them effectively, think carefully about the keywords you use. Remember that certain words will appear in almost every citation, so be specific and consider whether today's jargon might have had different "code words" a few years ago. "Rubrics" or "muddiest point" are going to be significantly more useful terms than either "student" or "education". Also, enclose phrases in quotation marks: "classroom assessment techniques". Most databases will then search the terms as a unit rather than as separate words.

Discussion Lists

Subscribe to discussion lists by sending an email message to the listserver. Make sure to turn off any automatic signature file you may use. In most cases, you will want to leave the subject line blank and put the following text into the body of the message (substituting your own name where appropriate): subscribe list-name your-first-name your-last-name

  • ASSESS — Listserver: (University of Kentucky-Lexington). Topic: assessment in higher education.
  • FYA-List — Listserver: (University of South Carolina). Topic: evaluating students' experiences and success in the first year of college.
  • ASSESS-W — Listserver: (University of Louisville). Topic: assessing writing.
  • PORTFOLIO-L — Listserver: (Kalamazoo College). Topic: portfolio assessment.