Mississippi Valley State University



Mississippi Valley State University

Rubric for Assessing Academic Assessment Plans/Report

(Adapted from the rubric used by Christopher Newport University)

Program Reviewed: Date Reviewed:

|Items |Rating Scale with Anchors and Examples |Comments |

|1. Faculty Involvement The unit |1 pt – BEGINNING (There is no record of any meetings by the units in developing the plan.) | |

|met regularly and developed its annual plan |2 pt – DEVELOPING (There is a record of meetings in the unit but the dates are not specific and the nature of the | |

|by soliciting active participation from each|meetings is not fully specified. The unit has not attached minutes to substantiate regular meetings.) | |

|member in the unit |3 pt – ACCOMPLSHED (There are records of meetings including substantiating minutes attached to the plan indicating | |

| |who attended, when and for what purpose; but there is no full assurance that everyone had the opportunity to assist | |

| |in developing the plan.) | |

| |4 pt – EXEMPLARY (Records (including minutes attached to the plan) indicate that the unit met regularly to develop | |

| |and monitor the plan and the unit clearly used democratic planning methods allowing everyone a voice in designing and| |

| |implementing the plan.) | |

|2. Unit Mission Statement – Quality |1 pt – BEGINNING (There is not unit mission statement or its statement of purpose is so unclear that it is tantamount| |

|The unit mission statement states a clear |to having no mission at all.) | |

|and meaningful purpose that the unit |2 pt – DEVELOPING (The unit has an intelligible statement of purpose, but the statement is unclear and uninspiring.) | |

|fulfils. |3 pt – ACCOMPLSHED (The unit has a clear statement of purpose, but the statement is not inspiring enough to cue the | |

| |reader that this unit serves as a vital component of the university.) | |

| |4 pt – EXEMPLARY (The unit mission statement is clear and inspiring – the reader comes away knowing where the unit | |

| |wants to go and why it is important for this unit to exist.) | |

|3. Unit Mission Statement – Vertical |1 pt – BEGINNING (No guiding document is references linking the unit mission with the mission of MVSU.) | |

|Linkage |2 pt – DEVELOPING (Excerpts from the University Mission statement are included, but the connection between the unit | |

|The unit mission statement makes clear that |mission and the mission of MVSU is not clear.) | |

|it fits well into the mission of Mississippi|3 pt – ACCOMPLSHED (Excerpts from the University Mission statement are included; but the connection between the unite| |

|Valley State University |mission and the mission of MVSU is not clear.) | |

| |4 pt – EXEMPLARY (Excerpts from the University Mission statement are included, and connections between the unit | |

| |mission and the mission of MVSU are clear.) | |

|4. # of SLOs |YES or NO (circle) | |

|The academic department/program stated three| | |

|intended student learning outcomes. | | |

|5. SLOs (Contents) |1 pt – BEGINNING (No outcomes aligned with what MVSU wants students to know, do or exhibit as attitudes or | |

|The student learning outcomes were |dispositions as a result of their MVSU educational experiences.) | |

|formulated in terms of what students should |2 pt – DEVELOPING (One outcome aligned with what MVSU wants students to know, do, or exhibit as attitudes or | |

|be able to know, do or exhibit as attitudes |dispositions as a result of their MVSU educational experiences.) | |

|or dispositions as a result of their MVSU |3 pt – ACCOMPLSHED (Two outcomes aligned with what MVSU wants students to know, do, or exhibit as attitudes or | |

|educational experiences. |dispositions as a result of their MVSU educational experiences.) | |

| |4 pt – EXEMPLARY (Three outcomes aligned with what MVSU wants students to know, do, or exhibit as attitudes or | |

| |dispositions as a result of their MVSU educational experiences.) | |

| | | |

| |Example: students will be able to identify major biological concepts including X, Y, and Z – Framed in terms of what| |

| |students should know, do or exhibit. | |

| | | |

| |Non-example: Faculty will teach chapters two and three out of the textbook to emphasize comprehension in written | |

| |work. | |

|6. # of Means of Assessment for SLO |1 pt – BEGINNING (No second means of assessment described for any intended student outcome.) | |

|The program described both first and second |2 pt – DEVELOPING (One second means of assessment described for an intended student outcome.) | |

|means of assessing outcomes. |3 pt – ACCOMPLSHED (Two second means of assessment described for intended student outcomes.) | |

| |4 pt – EXEMPLARY (Three second means of assessment described for intended student outcomes.) | |

|7. Assessment Methods |1 pt – BEGINNING (Little connection between the assessment methods and the outcomes.) | |

|The assessment methods measure the intended |2 pt – DEVELOPING (The assessment methods appear to address the outcomes, but little or no supporting evidence is | |

|student learning outcomes. |given to support the match.) | |

| |3 pt – ACCOMPLSHED (Generally able to identify use, and defend appropriate assessment methods to measure the | |

| |outcome.) | |

| |4 pt – EXEMPLARY (Consistently uses appropriate assessment methods to measure all outcomes as verified by convincing | |

| |evidence.) | |

| | | |

| |Example: | |

| |“1” response: | |

| |Seniors were evaluated by asking them about their writing skills. | |

| |“2” response: | |

| |One faculty member rated senior essays, paying special attention to content, organization, and conventions. | |

| |“3” response: | |

| |Faculty rated senior essays using a rubric that covered content, organization, and conventions. | |

| |“4” response: | |

| |Three faculty members rated each senior essay using a rubric that contains behavioral anchors for various ratings of | |

| |content, organization, and conventions. The rubric comes from the National Writing Foundation, but our department | |

| |changed a few of the behavioral anchors to be more consistent with what our department values. The changes we made | |

| |were validated externally by a local panel of experts and tested for inter-rater reliability. | |

|8. Data Collection |1 pt – BEGINNING (No information is given about data collection process and/or data were not collected.) | |

|The program collects data appropriately for |2 pt – DEVELOPING (Limited information is given about data collection such as who and how many took assessment, but | |

|its Student Learning Outcomes. |not enough to judge the veracity of the data collection process.) | |

| |3 pt – ACCOMPLSHED (Enough information is given to understand the data collection process. Nevertheless, several | |

| |methodological flaws are evident such as unrepresentative sampling or inappropriate testing conditions.) | |

| |4 pt – EXEMPLARY (The data collection process is clearly explained and is appropriate to the outcome.) | |

| |Example: | |

| |“1” Response: Nothing about data collection or data not collected. | |

| |“2” Response: Thirty-five seniors took test. | |

| |“3” Response: Half of our seniors (35 out of 70) volunteered to take the test. They were given 60 minutes to | |

| |complete the exam. 80% of those volunteers scored at least 70% on the aggregate and in all sub-scores. | |

| |“4” Response: 100% of the random sample “”All” is great too) of seniors (35 out of 70) took the test. They were | |

| |given an hour. All but one finished in this time period and all but two exhibited behavior indicating they gave a | |

| |good effort throughout testing. 80% of those volunteers scored at least 70% on the aggregate and in all sub-scores | |

| |from the test. | |

|9. Criteria for Success with Rationale |1 pt – BEGINNING (There are no criteria articulated for identifying that the outcomes have been met.) | |

|The program specified a criterion (e.g., 3 |2 pt – DEVELOPING (Criteria have been stated, but no rationale is given) | |

|out of 4; 75%) for success for each Means of|3 pt – ACCOMPLSHED (Criteria have been stated and a rationale has been attempted.) | |

|Assessment with rationale |4 pt – EXEMPLARY (Criteria have been stated and the rationale for choosing the criteria is clear and reasonable.) | |

| |Example: | |

| |“1” Response: Nothing about criteria | |

| |“2” Response: Seniors will average 70 or higher on x assignment/project etc. | |

| |“3” Response: Seniors will average 70 or higher on x. The faculty who made up the test tried to make it so that a | |

| |score of 70 would signify excellence in the subject matter. | |

| |“4” Response: Seniors will average 60 or higher on x. The score of 60 was derived as a result of a standard setting| |

| |workshop. | |

|10. Data Collection and Analysis |1 pt – BEGINNING (The department presented no results for stated outcomes.) | |

|The program provided clear results |2 pt – DEVELOPING (The department reported results but it is unclear to what degree they indicated success.) | |

|indicating the degree to which the student |3 pt – ACCOMPLSHED (The department reported results, which indicated the degree to which the learning outcomes were | |

|learning outcomes were successfully |successfully accomplished, but they could have been presented more clearly.) | |

|accomplished. |4 pt – EXEMPLARY (The department reported in an organized, easy-to-follow manner assessment results that indicated | |

| |the degree to which the learning outcomes were successfully accomplished.) | |

|11. Program Improvement |1 pt – BEGINNING (Often stated opinion without evidence; unable to align facts with the decision; facts/evidence seem| |

|The program adequately explained how the |out of context; unable to defend a decision with evidence.) | |

|assessment results were used for |2 pt – DEVELOPING (Able to produce facts/evidence to fit most decisions, though sometimes the facts/evidence are not | |

|instructional improvements. |the best (most persuasive, best organized, etc.) support for the decision.) | |

| |3 pt – ACCOMPLSHED (Able to produce and use results that support continuous improvements.) | |

| |4 pt – EXEMPLARY (Consistently used appropriate and verifiable facts throughout to defend well organized concepts | |

| |and/or principles in support of decisions made for continuous improvements.) | |

|12. Continuing Process |1 pt – BEGINNING (Little or limited understanding of the need and/or commitment to continue the assessment cycle.) | |

|The program understands the continuing |2 pt – DEVELOPING (Some evidence of understanding the need and/or commitment to continue the assessment cycle.) | |

|nature of the assessment process and |3 pt – ACCOMPLSHED (General understanding of the need and commitment to continue the assessment cycle.) | |

|demonstrates a commitment to continue it. |4 pt – EXEMPLARY (Demonstrated commitment to continue the assessment cycle. Timeline and milestones established; | |

|(Look for evidence of past assessment |search for improved strategies, data sources, and decision-making process.) | |

|mentioned in the reports. The more | | |

|integrated, such as relating last year’s | | |

|assessment to this year’s, the better. Were| | |

|suggestions from previous assessment reviews| | |

|addressed?) | | |

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