We are dedicated to improving student learning and cultivating a culture of assessment at Highline College.

• We believe student performance improves when outcomes are clearly identified, meaningful assessment measures are developed and the results of those measures are used to guide curricular and methodological decisions.
   
• We believe that departmental performance improves when departments institute procedures to assess their departmental outcomes. 
   
• We believe that a vigorous and sustained campus-wide assessment dialog improves program- and department-level effectiveness, thus aiding in the institutional goals of increased student enrollment, retention and transfer success.

We hope this site will serve you in your assessment efforts and that you will visit it often. We have links to practical materials (i.e. rubric development, rubric samples, web resources, etc.) to assist you in your work.  Thanks for checking it out.

Assessment All-Stars!

From left to right:  Gregory Reinemer (Physics), Eric Baer (Geology), Chris Gan (Biology), Kate Skelton (Math)

Quantitative Literacy?  What's that? Wendy Swyt convinced Gregory Reinemer, Eric Baer, Chris Gan, and Kate Skelton into offering their expertise on this topic in a workshop in January.  As Eric Baer said, "It’s like writing across the curriculum – if we all did a little bit in our courses, students would be a lot farther along. We can’t just depend on the writing courses to address writing, and we can’t just depend on the math courses to address quantitative literacy."

For view a live feed of the workshop,  click here and scroll down to "Quantitative Literacy: What Does It Mean for Student Writing -- Insights, Tips, Warnings, Sample."