Rubric for Improving Programs through Use of Assessment Data
Georgia State University
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Rubric for Improving Programs through Use of Assessment Data Georgia State University |
Introduction
The process of developing learning outcomes for students and then an assessment plan to determine the extent to which the outcomes have been achieved and how courses and programs might be modified to improve achieving the outcomes is a continuing process. The best evidence of how to do this work in an effective and efficient manner suggest beginning by specifying the desired end results (i.e., student learning outcomes) and then work backwards from those outcomes to align courses and plan assessments.
The rubric which follows is designed to provide a framework for assisting departments to think through the process of developing and assessing student learning outcomes. It consists of a series of questions and indications of how they might be answered. The rubric assumes a four-point scale: (4) full implementation cycle of exemplary components has been completed; (3) implementation is operating and components are appropriate; (2) initial implementation and/or individual components need revision, and (1) planning is occurring. Progress along the rubric is one of continuing modifications and adjustments to programs, courses and assessment of student learning.
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1--Evidence of planning |
2--Evidence of initial implementation/revisions |
3--Evidence of completed implementation /revisions |
4 Evidence of exemplary full implementation cycle |
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3.1 Modifications: Program has established a forum for faculty to review results from assessments and suggest curricular and programmatic changes. |
Program is planning for the program to review the assessment plan results and make programmatic modifications. |
Program has established the structures needed to interpret assessment plan results. |
The program has an established forum, including faculty, that reviews results from the assessment plan and suggests program modifications. |
The program documents curricular changes based on data collected by the Assessment Plan and acted upon by faculty. |