<p> GENERAL EDUCATION ASSESSMENT FEEDBACK RUBRIC Insufficient (1) Rudimentary (2) Good (3) Exemplary (4) 1.a. Assessment Plan ● No assessment plan is provided ● Measure stated, but not described ● Minimal description of measure ● Detailed description of measure ● If provided, little or no relationship ● Relationship of measure to G-PAC ● Clear relationship to G-PAC learning ● Clear relationship to learning between G-PAC learning outcome learning outcome unclear outcome outcome and assessment plan ● Assignment attached ● Target for achievement ● Time administered 1.b. Types of Assessment Measures ● No assessment measures ●Indirect measures only ● One direct measure ● Two measures, including one direct listed 2.a. Assessment Findings ●No information on total number of ● Includes only one of the following: ● Includes two of the following: ● Information on total number of students assessed - Information on total number of - Information on total number of students assessed provided ●Distribution of scores not provided students assessed students assessed ● Distribution of scores provided ●Grading rubric not attached - Distribution of scores - Distribution of scores ● Grading rubric or questions and - Grading rubric or questions and answer - Grading rubric or questions and answer key attached key as appropriate answer key as appropriate 2.b. Interpretation of Assessment Findings ● No interpretation of how well ●Interpretation irrelevant to the G-PAC ●Interpretation relevant to the G-PAC ● Relevant and detailed interpretation students achieved G-PAC learning learning outcome learning outcome ● Details where students are strong and outcome ●Includes one of the following: where improvement is needed ● No information on whether - Acceptable target ● States if the target was met students met acceptable target - Timing of assessment (if relevant) ● States how timing of assessment ● No interpretation of how timing - Student strengths and weaknesses influenced findings (if relevant) of assessment influenced findings 3. Action Plan ● No action plan ●Action plan’s relevance to findings ●Action plan clearly relates to findings ● Well-developed action plan related ● If provided, action plan content and interpretation of findings is and interpretation of findings to findings and interpretation of irrelevant to findings and interpretation unclear ●Plan to improve student learning is findings of findings ●No plan to improve student learning provided, although lacks specificity ● Specific next steps for is provided improving/sustaining student Ex. “I’ll discuss readings more in class.” learning and/or the measure </p>