Academic Assessment - Dine College -
Source: https://www.dinecollege.edu/academics/academic-assessment
Archived: 2026-04-23 17:18
Academic Assessment - Dine College -
Skip to content
About DC
About Diné College
Educational Philosophy
History
Locations
Research
Research Innovation and Practice
Convoy
NARCH
NSF-TCUP
Summer Research Enhancement Program (SREP)
Indigenous Summer Enhancement Program (ISEP)
Undergraduate Student Internship Program
Institutes
Diné Policy Institute (DPI)
Institutes and Grant Programs
Institutional Planning and Reporting
Navajo Language Immersion Institute
Accreditation
Board of Regents
Office of the President
Athletics
Go Warriors
About Athletics
Join Athletics
Fitness Center
Archery
Cross Country
Rodeo
Land Grant Office (LGO)
Land Grant Office (LGO)
Agriculture
Youth Development
Pasture to Plate Expo
Marketing and Communications
Marketing & Communications
Alumni
Meet the Marketing Team
The Higher Education Opportunity Act
Student Consumer Information
Commencement
Academics
Academic Calendar
Our Schools
School of Arts and Humanities
School of Business and Social Science
School of Diné Studies and Education
School of Science, Technology, Engineering and Math
School of Transformation
T’áá hó ‘ájí t’éego
Innovation Hub
Dual Credit Program
Student & Family
New Students
Continuing Students
Instructors & Administrators
Frequently Asked Questions (FAQ)
Contact
General Education Core
Academic Affairs
Academic Assessment and Accreditation
Academic Assessment and Accreditation
Academic Accreditation
Academic Assessment
Academic Policies
Diné College Placement Rate Methodology
Adult Education Program
Student Consumer Information
Library
Admissions
Admission Information
Admissions FAQs
International Students
Transfer Students
Course Catalog
Course Schedule
Fees
Fees
Tuition
Refund Schedule
Fall and Spring Semesters
Summer Sessions
Financial Aid
Financial Aid and Scholarship
Aid and Scholarship
SAP Policy
Financial Aid Contact
Residence Life
Registration Information
Student Right to Know Act
Placement Assessments
Summer Institute Program
Current Students
ASDC
Student Mental Health Support
Advisement
Student Code of Conduct [pdf]
Student Complaint Process
Student Activites
Campus Safety
Campus Safety
Campus Safety Statistics
Learning Center
Academic Recognition
Transcript Requests
Career Education Program
IT Services
IT-Help
Information Technology
Office 365
MyDC Portal
Security Awareness Portal
Contact us
IT-Help
Support DC
Locations
Career
MyDC Portal
Academic
Assessment
Academic assessment
is the process of evaluating students’ learning, skills, and progress within an academic program. It includes various methods like exams, assignments, and projects to measure understanding and achievement of learning objectives. The goal is to improve teaching and learning by identifying strengths and areas for improvement.
Learn More
Diné College
Assessment
Diné College Assessment is a continuous cycle of self-evaluation and self-reflection. The purpose of engaging in assessment at Diné College is to transform and enhance the quality of learning, instruction, curriculum, and institutional effectiveness. Student learning is at the forefront of DC and we place student learning at the center of our Mission. In doing so, all college support systems—teaching, research, and support services—revolve around the goal of assisting students to achieve their learning outcomes.
Methods of Assessment
Resource Videos
Culture
Education Paradigm
Methods of Assessment
Degree Program Assessment Report 1 (DPAR1): The DPAR 1 is an overview of a degree program. Each degree program is required to submit a complete evaluation of their program(s) that students have declared as their major. These documents include selected courses from the program; not all courses are to be evaluated in one year. A program should evaluate two to four courses within the school to avoid overload of gathering artifacts. Within the assessment, there are various ways for a program to be evaluated to ensure the quality of learning is taking place.
See DPAR1 Schedule
.
Degree Program Assessment Report 2 (DPAR2): The DPAR2 is a snapshot of what courses will assess and the implementation of this process. The committee reviews this information and this accountability of program evaluation. This document also includes an artifact sheet for gathering information for the programs that have a limited amount of students enrolled.
General Education Assessment: Assessment in the general education courses follows the cycle of: assessing the outcomes, evaluating the results, and taking in the form of instructional and/or curricular review and change.
Academic Program Review (APR): The purpose of Academic Program Reviews (APR) at Diné College is to assess the quality, viability, and effectiveness of degree programs within each academic school, comprehensively. The APR process is one piece among numerous assessment measures utilized by the institution to prioritize and strategize improvements. Every degree program (Certificate, Associate and Bachelor) at Diné College is scheduled to complete APR proceedings every ‐4 years.
See
APR Schedule
.
Resource Videos
The following video provides steps to navigate through the Warrior Web for assessment related items.
https://vimeo.com/430562516
(Navigating Warrior Web)
The following video(s) example the development of learning outcomes and program matrix/map.
https://vimeo.com/434536966
(Learning Outcomes)
The following videos thoroughly explain the DPAR1 Template, Example and an overview of the Rubric used for the evaluation of a degree program.
https://vimeo.com/430874658
(DPAR1 Rubric Explanation)
https://vimeo.com/430864411
(DPAR1 Example & Explanation)
https://vimeo.com/430785382
(DPAR1 Tutorial Video)
The following URL thoroughly explains the DPAR2 Template and Example.
https://vimeo.com/430805604
(DPAR2 Tutorial Video)
https://vimeo.com/430870135
(DPAR2 Example)
Culture
A Culture of Assessment
Student Learning is Everyone’s Mission
*Figure 1. The flow chart illustrates a model by which student learning occurs from academic and non-academic programs.
The assessment process allows for data-driven decisions it is here student achievement is documented and institutional goals and mission of the College is fulfilled.
Education Paradigm
In accordance with the DC Institutional Assessment follows the Institutional education paradigm of Nitsahakees (thinking) Naha’ta (planning), Iina (living), and Sih Hasin (assurance).
Sih Hasin (Reflection): Assess, review, and reflect on the current academic quality and rigor of the degree programs.
Nitsahakees (Thinking): Openly engage in dialogue and critical thinking about ways to improve the degree programs.
Nahat’a (Planning): Prioritize and create a plan of action to address any areas of concern identified.
Iina (Living): Implement and achieve goals and objectives for the degree programs outlines in a multi-year action plan.
Degree Program Assessment Report 1 (DPAR1): The DPAR 1 is an overview of a degree program. Each degree program is required to submit a complete evaluation of their program(s) that students have declared as their major. These documents include selected courses from the program; not all courses are to be evaluated in one year. A program should evaluate two to four courses within the school to avoid overload of gathering artifacts. Within the assessment, there are various ways for a program to be evaluated to ensure the quality of learning is taking place.
See DPAR1 Schedule
.
Degree Program Assessment Report 2 (DPAR2): The DPAR2 is a snapshot of what courses will assess and the implementation of this process. The committee reviews this information and this accountability of program evaluation. This document also includes an artifact sheet for gathering information for the programs that have a limited amount of students enrolled.
General Education Assessment: Assessment in the general education courses follows the cycle of: assessing the outcomes, evaluating the results, and taking in the form of instructional and/or curricular review and change.
Academic Program Review (APR): The purpose of Academic Program Reviews (APR) at Diné College is to assess the quality, viability, and effectiveness of degree programs within each academic school, comprehensively. The APR process is one piece among numerous assessment measures utilized by the institution to prioritize and strategize improvements. Every degree program (Certificate, Associate and Bachelor) at Diné College is scheduled to complete APR proceedings every ‐4 years.
See
APR Schedule
.
The following video provides steps to navigate through the Warrior Web for assessment related items.
https://vimeo.com/430562516
(Navigating Warrior Web)
The following video(s) example the development of learning outcomes and program matrix/map.
https://vimeo.com/434536966
(Learning Outcomes)
The following videos thoroughly explain the DPAR1 Template, Example and an overview of the Rubric used for the evaluation of a degree program.
https://vimeo.com/430874658
(DPAR1 Rubric Explanation)
https://vimeo.com/430864411
(DPAR1 Example & Explanation)
https://vimeo.com/430785382
(DPAR1 Tutorial Video)
The following URL thoroughly explains the DPAR2 Template and Example.
https://vimeo.com/430805604
(DPAR2 Tutorial Video)
https://vimeo.com/430870135
(DPAR2 Example)
A Culture of Assessment
Student Learning is Everyone’s Mission
*Figure 1. The flow chart illustrates a model by which student learning occurs from academic and non-academic programs.
The assessment process allows for data-driven decisions it is here student achievement is documented and institutional goals and mission of the College is fulfilled.
In accordance with the DC Institutional Assessment follows the Institutional education paradigm of Nitsahakees (thinking) Naha’ta (planning), Iina (living), and Sih Hasin (assurance).
Sih Hasin (Reflection): Assess, review, and reflect on the current academic quality and rigor of the degree programs.
Nitsahakees (Thinking): Openly engage in dialogue and critical thinking about ways to improve the degree programs.
Nahat’a (Planning): Prioritize and create a plan of action to address any areas of concern identified.
Iina (Living): Implement and achieve goals and objectives for the degree programs outlines in a multi-year action plan.
Provost
Alysa Landry, Ph.D.
alandry@dinecollege.edu
928-724-6814
Mail to:
Provost Diné College, Box C09, Tsaile, AZ 86556
Sign in
Sign up
Sign in
Don’t have an account?
Sign up
Sign up
Already have an account?
Sign in
Skip to content
About DC
About Diné College
Educational Philosophy
History
Locations
Research
Research Innovation and Practice
Convoy
NARCH
NSF-TCUP
Summer Research Enhancement Program (SREP)
Indigenous Summer Enhancement Program (ISEP)
Undergraduate Student Internship Program
Institutes
Diné Policy Institute (DPI)
Institutes and Grant Programs
Institutional Planning and Reporting
Navajo Language Immersion Institute
Accreditation
Board of Regents
Office of the President
Athletics
Go Warriors
About Athletics
Join Athletics
Fitness Center
Archery
Cross Country
Rodeo
Land Grant Office (LGO)
Land Grant Office (LGO)
Agriculture
Youth Development
Pasture to Plate Expo
Marketing and Communications
Marketing & Communications
Alumni
Meet the Marketing Team
The Higher Education Opportunity Act
Student Consumer Information
Commencement
Academics
Academic Calendar
Our Schools
School of Arts and Humanities
School of Business and Social Science
School of Diné Studies and Education
School of Science, Technology, Engineering and Math
School of Transformation
T’áá hó ‘ájí t’éego
Innovation Hub
Dual Credit Program
Student & Family
New Students
Continuing Students
Instructors & Administrators
Frequently Asked Questions (FAQ)
Contact
General Education Core
Academic Affairs
Academic Assessment and Accreditation
Academic Assessment and Accreditation
Academic Accreditation
Academic Assessment
Academic Policies
Diné College Placement Rate Methodology
Adult Education Program
Student Consumer Information
Library
Admissions
Admission Information
Admissions FAQs
International Students
Transfer Students
Course Catalog
Course Schedule
Fees
Fees
Tuition
Refund Schedule
Fall and Spring Semesters
Summer Sessions
Financial Aid
Financial Aid and Scholarship
Aid and Scholarship
SAP Policy
Financial Aid Contact
Residence Life
Registration Information
Student Right to Know Act
Placement Assessments
Summer Institute Program
Current Students
ASDC
Student Mental Health Support
Advisement
Student Code of Conduct [pdf]
Student Complaint Process
Student Activites
Campus Safety
Campus Safety
Campus Safety Statistics
Learning Center
Academic Recognition
Transcript Requests
Career Education Program
IT Services
IT-Help
Information Technology
Office 365
MyDC Portal
Security Awareness Portal
Contact us
IT-Help
Support DC
Locations
Career
MyDC Portal
Academic
Assessment
Academic assessment
is the process of evaluating students’ learning, skills, and progress within an academic program. It includes various methods like exams, assignments, and projects to measure understanding and achievement of learning objectives. The goal is to improve teaching and learning by identifying strengths and areas for improvement.
Learn More
Diné College
Assessment
Diné College Assessment is a continuous cycle of self-evaluation and self-reflection. The purpose of engaging in assessment at Diné College is to transform and enhance the quality of learning, instruction, curriculum, and institutional effectiveness. Student learning is at the forefront of DC and we place student learning at the center of our Mission. In doing so, all college support systems—teaching, research, and support services—revolve around the goal of assisting students to achieve their learning outcomes.
Methods of Assessment
Resource Videos
Culture
Education Paradigm
Methods of Assessment
Degree Program Assessment Report 1 (DPAR1): The DPAR 1 is an overview of a degree program. Each degree program is required to submit a complete evaluation of their program(s) that students have declared as their major. These documents include selected courses from the program; not all courses are to be evaluated in one year. A program should evaluate two to four courses within the school to avoid overload of gathering artifacts. Within the assessment, there are various ways for a program to be evaluated to ensure the quality of learning is taking place.
See DPAR1 Schedule
.
Degree Program Assessment Report 2 (DPAR2): The DPAR2 is a snapshot of what courses will assess and the implementation of this process. The committee reviews this information and this accountability of program evaluation. This document also includes an artifact sheet for gathering information for the programs that have a limited amount of students enrolled.
General Education Assessment: Assessment in the general education courses follows the cycle of: assessing the outcomes, evaluating the results, and taking in the form of instructional and/or curricular review and change.
Academic Program Review (APR): The purpose of Academic Program Reviews (APR) at Diné College is to assess the quality, viability, and effectiveness of degree programs within each academic school, comprehensively. The APR process is one piece among numerous assessment measures utilized by the institution to prioritize and strategize improvements. Every degree program (Certificate, Associate and Bachelor) at Diné College is scheduled to complete APR proceedings every ‐4 years.
See
APR Schedule
.
Resource Videos
The following video provides steps to navigate through the Warrior Web for assessment related items.
https://vimeo.com/430562516
(Navigating Warrior Web)
The following video(s) example the development of learning outcomes and program matrix/map.
https://vimeo.com/434536966
(Learning Outcomes)
The following videos thoroughly explain the DPAR1 Template, Example and an overview of the Rubric used for the evaluation of a degree program.
https://vimeo.com/430874658
(DPAR1 Rubric Explanation)
https://vimeo.com/430864411
(DPAR1 Example & Explanation)
https://vimeo.com/430785382
(DPAR1 Tutorial Video)
The following URL thoroughly explains the DPAR2 Template and Example.
https://vimeo.com/430805604
(DPAR2 Tutorial Video)
https://vimeo.com/430870135
(DPAR2 Example)
Culture
A Culture of Assessment
Student Learning is Everyone’s Mission
*Figure 1. The flow chart illustrates a model by which student learning occurs from academic and non-academic programs.
The assessment process allows for data-driven decisions it is here student achievement is documented and institutional goals and mission of the College is fulfilled.
Education Paradigm
In accordance with the DC Institutional Assessment follows the Institutional education paradigm of Nitsahakees (thinking) Naha’ta (planning), Iina (living), and Sih Hasin (assurance).
Sih Hasin (Reflection): Assess, review, and reflect on the current academic quality and rigor of the degree programs.
Nitsahakees (Thinking): Openly engage in dialogue and critical thinking about ways to improve the degree programs.
Nahat’a (Planning): Prioritize and create a plan of action to address any areas of concern identified.
Iina (Living): Implement and achieve goals and objectives for the degree programs outlines in a multi-year action plan.
Degree Program Assessment Report 1 (DPAR1): The DPAR 1 is an overview of a degree program. Each degree program is required to submit a complete evaluation of their program(s) that students have declared as their major. These documents include selected courses from the program; not all courses are to be evaluated in one year. A program should evaluate two to four courses within the school to avoid overload of gathering artifacts. Within the assessment, there are various ways for a program to be evaluated to ensure the quality of learning is taking place.
See DPAR1 Schedule
.
Degree Program Assessment Report 2 (DPAR2): The DPAR2 is a snapshot of what courses will assess and the implementation of this process. The committee reviews this information and this accountability of program evaluation. This document also includes an artifact sheet for gathering information for the programs that have a limited amount of students enrolled.
General Education Assessment: Assessment in the general education courses follows the cycle of: assessing the outcomes, evaluating the results, and taking in the form of instructional and/or curricular review and change.
Academic Program Review (APR): The purpose of Academic Program Reviews (APR) at Diné College is to assess the quality, viability, and effectiveness of degree programs within each academic school, comprehensively. The APR process is one piece among numerous assessment measures utilized by the institution to prioritize and strategize improvements. Every degree program (Certificate, Associate and Bachelor) at Diné College is scheduled to complete APR proceedings every ‐4 years.
See
APR Schedule
.
The following video provides steps to navigate through the Warrior Web for assessment related items.
https://vimeo.com/430562516
(Navigating Warrior Web)
The following video(s) example the development of learning outcomes and program matrix/map.
https://vimeo.com/434536966
(Learning Outcomes)
The following videos thoroughly explain the DPAR1 Template, Example and an overview of the Rubric used for the evaluation of a degree program.
https://vimeo.com/430874658
(DPAR1 Rubric Explanation)
https://vimeo.com/430864411
(DPAR1 Example & Explanation)
https://vimeo.com/430785382
(DPAR1 Tutorial Video)
The following URL thoroughly explains the DPAR2 Template and Example.
https://vimeo.com/430805604
(DPAR2 Tutorial Video)
https://vimeo.com/430870135
(DPAR2 Example)
A Culture of Assessment
Student Learning is Everyone’s Mission
*Figure 1. The flow chart illustrates a model by which student learning occurs from academic and non-academic programs.
The assessment process allows for data-driven decisions it is here student achievement is documented and institutional goals and mission of the College is fulfilled.
In accordance with the DC Institutional Assessment follows the Institutional education paradigm of Nitsahakees (thinking) Naha’ta (planning), Iina (living), and Sih Hasin (assurance).
Sih Hasin (Reflection): Assess, review, and reflect on the current academic quality and rigor of the degree programs.
Nitsahakees (Thinking): Openly engage in dialogue and critical thinking about ways to improve the degree programs.
Nahat’a (Planning): Prioritize and create a plan of action to address any areas of concern identified.
Iina (Living): Implement and achieve goals and objectives for the degree programs outlines in a multi-year action plan.
Provost
Alysa Landry, Ph.D.
alandry@dinecollege.edu
928-724-6814
Mail to:
Provost Diné College, Box C09, Tsaile, AZ 86556
Sign in
Sign up
Sign in
Don’t have an account?
Sign up
Sign up
Already have an account?
Sign in