ࡱ> ^`]] bjbjjj 8T)b)b   8lJr-,,,,,,,$/1--,-+++F,+,++r-%T &u5%,B-0r-%zh2h2 & &8h2A&+--r-h2 B X: ý, Rubric for Reviewing Program Assessment Plan and Report College: Department: Program: Level: Undergraduate / Graduate Date: Plan: 18-19___ Report: 18-19___ Components and Characteristics to Consider RatingMeets RequirementsPartially Meets RequirementsDoes Not Meet Requirements1Learning Outcomes are put into a degree program, general education, national benchmark and/or accreditation standards context. Curriculum matrix/table is strongly recommended. Curriculum matrix/table links courses to program learning outcomes, identifying where content and skills are Introduced, Reinforced and Mastered as well as assessing the content and skills more than once. In undergraduate assessment plans, learning outcomes should be linked to their Academic Learning Compact (ALC) degree program goals. In graduate programs, degree learning outcomes should be provided (e.g., curriculum matrix). General Education learning outcomes should be linked to Intellectual Foundations outcomes.Additional Feedback/Recommendations:2Program Learning Outcomes are specific and measurable. Program learning outcomes are student-centered and are stated in specific, measurable and observable terms of what the student should know and/or understand and be able to do upon graduation. Number of outcomes should be 3 to 5 (no more than 8 maximum). Outcome statements describe how students can demonstrate their learning, (e.g., specific writing criteria learning outcomes as in the WAC rubric, critical thinking skills such as identify assumptions, evidence).Additional Feedback/Recommendations: 3Measures/Levels of Expectations Targeted level of performance (not grade) is clearly stated for each learning outcome. Even if target is met, improvements should be suggested. For future plan, provide new goals?Additional Feedback/Recommendations: 4Assessment Methods The program identifies and describes multiple assessment methods (direct and indirect) used by program faculty to determine whether students have achieved the programs student learning outcomes. Criteria and/or rubrics articulate specific levels of performance required to meet expectations. Student assessment activities should be specified. Students should be acquainted with program outcomes (even participate in creation and use of rubrics). Students may use rubrics to guide their own learning and peer formative assessments.Additional Feedback/Recommendations: 5Assessment Results Results are summarized in aggregate form for each outcome with clearly defined performance levels identified. Interpretations of the assessment results identify weaknesses/areas for improvement. Results indicate sufficient evidence to formulate recommendations.Additional Feedback/Recommendations: 6Use of Assessment Results for Program Improvement The plan provides description of how assessment results have been used to improve student learning through changes in instruction and curriculum. Improvements may include curriculum changes, additional teaching and learning techniques: e.g., use of clickers, peer to peer grading with rubrics, use of rubrics as a teaching tool, increased time in practice lab versus lecture. 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[ @Verdana5. .[`)Tahoma7@CambriaA$BCambria Math"1hhh&    !x4  3QHP ?R-b2!xxSC *Academic Program Review Plan for 2007-2008fwaoMaggie Goodlin    Oh+'0 ( H T ` lx,Academic Program Review Plan for 2007-2008fwaoNormalMaggie Goodlin2Microsoft Office Word@@sTV@To5@To5   ՜.+,0 hp|  USF  +Academic Program Review Plan for 2007-2008 Title  !"#$%&'()*,-./012456789:;<=>?@ABCDEFGHIJKLNOPQRSTVWXYZ[\_Root Entry FP#u5aData +1Table32WordDocument8TSummaryInformation(MDocumentSummaryInformation8UCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q