Rubric for Departmental Learning Outcomes

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.


1. What should students who successfully complete my program know, be able to do, and value?

 

 

1--Evidence of planning

2--Evidence of  initial implementation/revisions

3--Evidence of  completed implementation/ revisions

4 Evidence of  exemplary  full implementation cycle

1.1 Structure: Program has developed a set of student learning outcomes.

 

Plan for specifying learning outcomes has been developed

 

Learning outcomes have been written for major and general education outcomes within program

Learning outcomes are in place and accurately reflect program and faculty expectations

Program documents operating with learning outcomes in the major and general education that are anchored in discipline standards and/or validated practices.

1.1.1 Outcomes cover major content, skills, and values/attitudes*.

Learning outcomes cover only content in the major

 

 

Learning outcomes cover student mastery of content, skills, and, if appropriate, values/attitudes.

1.1.2 Outcomes in major address GSU general education learning outcomes (e.g., communication skills, critical thinking skills).

Learning outcomes only address major.

 

 

Major outcomes include skills in communication, analytic, critical thinking, and addressing contemporary problems.

1.1.3 Core course offered by the program address GSU general education learning outcomes.

Learning outcomes for courses in GSU core address only outcomes in the discipline.

 

 

Learning outcomes for courses in GSU core address GSU general education learning outcomes in addition to disciplinary-specific outcomes.

1.2 Alignment: Program has identified courses in which outcomes will be taught and assessed.

Program has plans to align courses with program learning outcomes.

Learning outcomes accurately reflect expectations for graduates

Program and faculty courses and activities are aligned with outcomes for graduates

Program and faculty document operating with a matrix showing the contribution of individual courses to program learning outcomes.

1.2.1 Course syllabi in program reflect the learning outcomes outlined in the program learning outcomes plan.

Program has a plan to demonstrate the relationship between program outcomes and objectives and requirements on course syllabi

 

 

Program course syllabi reflect and document objectives and assessments that correspond to program’s learning outcomes.

1.2.2 Program has sequenced courses and student learning experiences to systematically develop mastery of outcomes.

Program has a plan for how courses fit into an organized system for developing learning outcomes

 

 

Program is operating with learning outcomes which reflect the sequence of learning experiences.

1.3. Format: Learning outcomes are expressed using measurable terms.

Program has a plan to make learning outcomes measurable (e.g., student will know, learn, understand).

Learning outcomes for program are in measurable terms.

Learning outcomes at program and course levels are measurable.

Program documents using measurable learning outcomes at program and course levels (e.g., Student will write, solve, describe).

1.3.1 Learning outcomes cover a range of learning levels.

Learning outcomes are primarily at the knowledge level (e.g., student will describe)

 

 

Learning outcomes cover multiple levels of mastery, including analysis and evaluation.

1.4. Process: Program faculty have participated in the development and refinement of learning outcomes.

No documentation of faculty involvement or awareness of program learning outcomes

 

 

Program has documented faculty participation in the development and alignment of learning outcomes

 

*Values and attitudes might include topics such as professional ethics, honesty, respect for diversity, or attitudes toward life-long learning.