Use of Evidence of Student Learning


Student Learning Outcomes evidence is used to inform processes and committees for continuous improvement. 

Core assessment targets and benchmarks have been identified as 70% of all students attempting a course will meet or exceed expectations.  Existing programmatic criteria and course-embedded assessment targets have been informed by prior year’s assessment data and will continue for core curriculum assessment.  New assessment measures will evolve so that targets and benchmarks are identified from the baseline data collection.  Discipline best practices have been applied where appropriate.   

Every semester attainment results will be available at the section, course and program level through the eLumen software platform. The various reports will be available to the instructor, the discipline coordinator, the Chair of the Department, the Dean, the Vice President of Academic Success and to the Dean of Integrated Planning and Performance Excellence.  The data will be reviewed by each level during the fall and spring semester as part of the Learning Assessment Cycle. The core objective results will be reviewed by the Core Objective Committee (Marketable Skills Committee) and will report to the Vice President of Academic Success and to the Dean of Integrated Planning and Performance Excellence and will be comprised from the academic disciplines responsible for implementation of the assessment measures.   

Assessment activities overlapping core objectives and programmatic student learning assessment will be documented within the respective academic program’s annual assessment plan.  As part of the annual programmatic assessment of student learning outcomes, departments are required to document target attainment, specific action plans, and continuous improvement plans.  Programmatic assessment plans are subject to annual review in which program goals, objectives, findings, and actions are assessed resulting in feedback for assessment plan improvement.   


Discipline Assessment Validation Committees

Each discipline is responsible for validating their assessment methods and documenting that process. Current data on each disciples DAVC process is collected during the SAC SCORES Fall event. Common data shared should include but is not limited to 1) Review of: Assessments, Outcomes, Curriculum Mapping, Backward Design, 2) Documentation of meeting procedures 3) Process for action on findings.  

Learning Assessment Validation Committee

    Melissa Sutherland LPC-S, NCC, Psychology Faculty
    Jolinda Ramsey, M.A., Speech Faculty

Supported by Dean of Performance Excellence and the office of Learning Assessment 



The purpose of the Learning Assessment Validation Committee (LAVC) shall be to validate the connections between the assessment instruments and the Course Student Learning Outcomes (CSLO) and Program Student Learning Outcomes (PSLO). Further, the committee will make any recommendations and identify best practices by April 15 of every year. 

Expected Outcomes  

  • A process of validation is developed at San Antonio College 
  • Improvements in the assessment process are addressed at San Antonio College 
  • Improvement of student success at San Antonio College 

Improvement Process Cycle 


LAVC - Cycle of Improvement.jpg 

Number of Core Course Sections Peer Reviewed per Academic Year 

  • 2019-2020114 
  • 2018-2019: 88 
  • 2017-2018: 109 
  • 2016-2017: 87   


Faculty Submission Contents 

Committee Charter PDF 

Marketable Skills Assessment Committee

Chair(s): Julie Engel, M.A., Student Development Program Coordinator & Faculty  

Supported by Dean of Performance Excellence and the office of Learning Assessment 



The Marketable Skills Assessment Committee (MSAC) is a standing committee and recommending body with the purpose of reviewing each year the attainment of Marketable Skills by Core Curriculum completers and graduates with AA, AS, and AAT degrees.  

Expected Outcomes  

The committee assesses the Marketable Skills Outcomes for students who have completed the core curriculum, and students who have graduated with an AA, AS or AAT degree. The committee will triangulate the outcomes data, CCSSE data, and the Learning Validation Assessment Reports. Additional data can be requested. The committee is responsible for reviewing a minimum of three years of related data in order to make any recommendations. The four areas (Core, AA, AS, AAT) will be reviewed every year and separate recommendations will be given for each area. 

The committee makes recommendations to improve Marketable Skills outcomes for the AA, AS, AAT degrees and for the Core. The recommendations are submitted to the Vice President of Academic Services (VPAS) at the end of the Fall semester each year. The VPAS makes the final decision regarding the acceptance and implementation of any recommendations. 

The committee is tasked with creating action teams and appointing members to the action teams in order to ensure that the accepted recommendations of the committee are implemented. The committee will give the action teams a specific charge, deadline, and report-back expectations. 

Improvement Process Cycle 

MSAC - Cycle of Improvement.jpg


Current Marketable Skills Review Cycle:  

  • Critical Thinking  
  • Performance 


Committee Charter PDF 

Sharing Best Practices


On an annual basis, the Program Coordinators, along with discipline teams will meet to generate review assessment results and develop appropriate action plans. These action plans will be documented through the assessment process, and for programmatic assessment, within the college’s SLO assessment platform, eLumen.    

As action plans will vary by assessment method and target attainment, a plan for improvement of student learning should result as the assessment process progresses.  Course-embedded assessment results tend to tie more directly to course-based improvement strategies.  The college will aggregate results at the college, department, and discipline levels where possible.  In the event targets are not met for the student body or for a particular program, this approach will allow for a more in-depth examination of course-taking patterns by student group.  Analysis of course-taking patterns should allow for a more targeted course-based improvement strategy. 


Workshops & Training 

  • Academic Success -Faculty Training/Workshops 
  • Student Success Marketable Skills Workshops 

For more information, visit eLumen Support 


Conference Presentations 

Association of American Colleges and Universities - Annual Conference 

  • 2020“Help Students Take Charge of Learning: Utilizing high impact practices & technology tools to empower students to achieve success” 


  • 2020 “Ready, Set, CREATE! Portfolios 
  • 2019 “Lighting the Way with the eLumen Student Dashboard” 
  • 2019 “Steering the Ship Toward Student Engagement” 
  • 2018 “Move BACKWARD to step FORWARD in Assessment Design” 



  • 2019 “Ready, Set, CREATE! Faculty & Discipline ePortfolios 



  • 2018 “Students Building Marketable Skills Through a Student Dashboard and Portfolio” 


League of Innovation  

  • 2018 “Move BACKWARD to step FORWARD in Assessment Design”  


The Community College Conference on Learning Assessment 

  • 2018 “Changing the “What” in Student Support Services Assessment