<p>Rubric for Evaluating Program Assessment Reports</p><p>Score No evidence Beginning Developing Proficient 1. Program Intended No evidence - PLOs not functional (e.g. - Written in a way that they can be measured. Written in a way that they can be Learning Outcomes presented of incomplete, overly detailed, - Most outcomes are clearly defined or the meaning is measured intended disorganized, or not measurable). easily discernable. All outcomes are written as * Learner-centered learning - Describe a process or delivery of - Most outcomes are written as learner-centered learner-centered statements statements of what outcomes education (i.e., what the instructor statements. with action verbs. students will know, be able does for students) rather than intended - Encompass the mission of the program and/or the Encompass program, college, to do, and value or student learning (i.e., what the central principles of the discipline. and university mission and appreciate as a result of completing the program intended result is to be). - Focus is too narrow to represent the cumulative goals. (e.g., students will [action - Do not address the breadth of effect of the program. Align with professional standards, verb] ). See Blooms knowledge, skills, or services as appropriate. Taxonomy. associated with the cumulative effect Focus on the cumulative effect of of the program. the program.</p><p>2. Measures (the No evidence - Measures apply to too many - At least one measure per outcome. Multiple measures for at least some evidence that is used to presented of outcomes at once. - A variety of direct and indirect measures used to assess outcomes. evaluate outcomes measures - Few or no direct measures used. outcomes. Direct and indirect measures achievement) used - Methods are mismatched, - The evidence used is mostly linked to the used; emphasis on direct (i.e., inappropriate, or otherwise do not intended outcomes. data gathered is primarily provide evidence linked to the intended - Measures section lacks clear description and focused on student learning learning outcomes. detail. activities). Purposeful; clear how results could be used for program improvement. Measures section is described in 3. Key Findings No findings - Lack of connection between the - Some findings are reported that address outcomes and Complete,sufficient detail. concise and well- or analysis outcomes, the data gathered, and results evaluate student achievement of them. organized. presented reported. - Degree of proficiency met is included. Aligned with proficiency targets as - Degree of proficiency met is unclear appropriate. from report. Includes interpretation of the degree to which desired outcomes were met. Compares new findings with past results, 4. Actions Taken or No evidence - Limited evidence that findings from - Some evidence that findings from assessment have Actions or plans have been Planned based on presented of assessment have been used to improve been used to improve the curriculum, individual courses, implemented and documented Findings actions the curriculum, individual courses, pedagogy, etc. and/or detailed plans for taken or pedagogy, etc. - At least one concrete action has been documented implementation have been * NOTE: You will refer planned - No actions are documented; or or planned with relevant details, timelines, etc. provided. back to these action items there are too many plans to Actions or plans clearly follow from in your next assessment reasonably manage. assessment results and state report. directly which finding(s) motivated </p>