Rubric for Assessment Plans
Georgia State University
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Rubric for Assessment Plans 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.
2. How do we know that students have mastered the program learning outcomes?
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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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2.1 Structure: Program faculty have established an assessment plan to assess mastery of learning outcomes |
Program is developing a plan to assess program outcomes. |
Program has defined the components of the program’s assessment plan as students exit the program (e.g., capstone course). |
Program has completed an assessment plan that covers multiple levels and is linked to documenting program learning outcomes in the major and general education. |
Program documents having completed and interpreted all assessment data (e.g., a capstone experience) which measure learning outcomes. |
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2.1.1 Assessment results on students are aggregated for the purpose of program assessment. |
Assessment results for students remain in individual formats |
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Results from mastery of learning outcomes are pooled in order to assess overall performance of program graduates. |
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2.2 Assessment Methods: Assessment plan includes instruments and rubrics to document student learning, skills, values/attitudes when students graduate. |
Program is planning for instruments selected or developed to assess graduating students. |
Program has identified appropriate instrumentation for assessing learning outcomes (observation forms, rubrics, examinations, portfolios, etc.) |
Program is assessing student performance on program learning outcomes using selected instruments and procedures. |
Program has documented assessing student performance on program learning outcomes using appropriate instrumentation and procedures and has evaluated the effectiveness and efficiency of each method. |
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2.2.1 Program collects assessment data on all graduating students. |
Program is planning to collect assessment data on students. |
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Program collects assessment data on all students. |
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2.2.3 Program has identified benchmarks to assess student progress through the program. |
Program is planning programmatic assessment of students during program. |
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Program assesses students’ progress at several points (entry, during, and program completion). |
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2.2.4 Assessment plans include multiple sources of data about student mastery of learning outcomes. |
Program is planning the use of a variety of data sources for documenting learning outcomes. |
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Assessment results are drawn from multiple sources, including courses, GSU institutional data, graduate interviews/surveys. |
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2.3 Assessment Process Program has completed an annual assessment plan. |
Program is planning the assessment of student learning outcomes. |
Program has begun collecting assessment data on graduating students |
Program is collecting all data on graduates according to assessment plan. |
Program has documented completing the steps of their approved assessment plan by gathering and analyzing information about learning outcomes. |
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2.3.1 Program has developed a plan for collecting, tabulating, and analyzing assessment results. |
Program is developing a process for tabulating and analyzing assessment results has been developed |
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Program has developed and implemented the process for aggregating assessments from individual students and tabulating and analyzing the results. |