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iRubric: Five-year Strategic Plan rubric
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Five-year Strategic Plan
Rubric for grading a Five-Year Plan for improving one aspect of a school library
Rubric Code:
KX8X263
By
SMStauffer
Ready to use
Public Rubric
Subject:
Education
Type:
Assessment
Grade Levels:
Graduate
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Five-Year Strategic Plan
Exceeds Expectations
3 pts
Meets Expectations
2 pts
Approaches Expectations
1 pts
Aspect needing improvement
Exceeds Expectations
Identifies an aspect that needs long-term improvement
The aspect impacts multiple other areas of the library
Clearly defines the aspect and how it relates to other areas of the library
Clearly defines and delineates the needed improvement and how improvement will impact the related areas
Meets Expectations
Identifies an obvious aspect that needs long-term improvement
Clearly defines the aspect
Clearly defines and delineates the needed improvement
Relates the aspect few or no other areas of the library
Approaches Expectations
Identifies an obvious aspect that needs short-term improvement
Vaguely defines the aspect
Incompletely defines and delineates the needed improvement
Does not relate the aspect to other areas of the library
Vision and Mission statement
Exceeds Expectations
Vision statement is short statement of values and hopes currently and in the future.
Mission statement is a concise declaration of the purpose of the library
Meets Expectations
Vision statement is statement of current values and hopes, but lacks long-term value
Mission statement is a description of current purpose, but is wordy and either overly broad or too specific
Approaches Expectations
Vision and mission statement are misidentified
Statements are vague
Statements lack necessary specificity, but may also be unnecessarily wordy
Goals
Exceeds Expectations
Desired outcomes are clearly identified
Outcomes relate to the aspect being improved and to the related areas
Goals encompass the vision of the library
Meets Expectations
Desired outcomes are clearly identified
Outcomes relate to the aspect being improved
Goals relate to the specific aspect being improved
Approaches Expectations
Outcomes are not clearly identified
Outcomes do not relate to the aspect being improved
Goals may have been confused with objectives
Objectives
Exceeds Expectations
Number of objectives per goal varies with the goal
Each objective is designed to implement at least one goal
Each objective clearly defines how it will be done, who will do it, and when and under what
conditions
Objectives are measurable
Methods of measurement are clearly defined
Multiple methods of measurement are employed
Meets Expectations
One objective per goal
Each objective is designed to implement only one goal
Each objective defines how it will be done, who will do it, and when and under what conditions
Objectives are measurable
Methods of measurement are clearly defined
Only one or a few methods of measurement are employed
Approaches Expectations
Less than one objective per goal
Objectives may not relate to any goals
Objectives are poorly defined
Objectives are not measurable
Methods of measurement are inappropriate or unusable
Activities
Exceeds Expectations
Number of activities per objective varies with the objective
Each activity relates directly to at least one objective
Each activity is directly measurable
Methods of measurement for each activity are clearly defined
Multiple methods of measurement are employed
Meets Expectations
One activity per objective
Each activity relates directly to one objective
Each activity is directly measurable
Methods of measurement are clearly defined
Only one or a few methods of measurement are employed
Approaches Expectations
Less than one activity per objective
Activities may not relate directly to any objectives
Activities are poorly defined
Activities are not measurable
Methods of measurement are inappropriate or unusable
Indicators
Exceeds Expectations
Number and type of indicators are appropriate to activities and objectives
Indicators are clearly defined, valid and reliable
Methods of measurement for each indicator are defined adn appropriate to the indicator
Multiple methods of measurement are employed
Meets Expectations
Number and type of indicators are adequate to activities and objectives
Indicators are clearly defined, valid and reliable
Methods of measurement for each indicator are defined
Only one or a few methods of measurement are employed
Approaches Expectations
Number and type of indicators are inadequate to activities and objectives
Indicators are vaguely defined and are neither valid nor reliable
Methods of measurement for are inappropriate or unusable
Subjects:
Education
Types:
Assessment
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