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iRubric: SLO Assessment 2014-2015 - feedback rubric

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SLO Assessment 2014-2015 - feedback 
SLO Assessment 2014-2015 - feedback
NWC rubric for feedback on departments' Student Learning Outcomes Assessment Reports. Adapted from Coe College.
Rubric Code: V247423
By cg91246
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: (none)

Powered by iRubric SLO Assessment 2014-2015 - feedback
NWC rubric for feedback on departments' Student Learning Outcomes Assessment Reports. Adapted from Coe College.
  No Progress Reported

0 pts

Partial Progress

1 pts

Basic Structure in Place

2 pts

Strong and Integrated

3 pts

A. Program learning outcomes

No Progress Reported

No outcomes have been identified.
Partial Progress

• Program-wide outcomes are identified.

• However, measurability may be difficult given the current wording of the outcomes.

• The link between program outcomes and college-wide General Education outcomes may not be explicit or obvious to an outside reviewer.

• Additional effort is appropriate.
Basic Structure in Place

• Program-wide outcomes are identified.

• Outcomes are worded in a way that is measurable.

• However, the link between program outcomes and college-wide General Education outcomes may not be explicit or obvious to an outside reviewer.
Strong and Integrated

• Program-wide outcomes are identified.

• Outcomes are worded in a way that is measurable.

• The link between program outcomes and college-wide General Education outcomes are explicit and obvious to an outside reviewer.
B. Assessment measures (tools)

Suskie 2009:
• Direct measures yield direct evidence: tangible, visible, self-explanatory, & compelling evidence of exactly what students have and haven't learned.

• Indirect measures yield indirect evidence: proxy signs that students are probably learning.

Anderson: "power tools" = rubrics & test blueprints
No Progress Reported

No assessment measures have been identified.

OR it is unclear whether the identified measures are useful for assessment as opposed to grading alone.
Partial Progress

• Assessment measures have been identified but may be limited in scope or quality. (They are more like “hand tools” than “power tools”).

• Identified measures are designed for direct or indirect assessment, but not both.

• Measures may not be well-tied to learning outcomes.
Basic Structure in Place

• One “power tool” has been developed to gather direct evidence of student learning;

• One measure has been developed to gather indirect evidence of student learning;

• At least one direct measure and one indirect measure are directly tied to a learning outcome.
Strong and Integrated

Multiple, robust, outcome-appropriate assessment measures designed to yield both direct and indirect evidence of student learning have been developed and implemented at key points throughout the curriculum.
C. Evidence-Based observations

*See above (Row B) for clarification on direct/indirect evidence.
No Progress Reported

No evidence-based observations of student learning have been reported.
Partial Progress

• Rough estimates or general observations of student learning are reported.

• However, estimates/ observations are not based on systematically compiled evidence. (E.g., not based on actual tallies or frequencies).

• Evidence may not be overtly related to learning outcomes.
Basic Structure in Place

• Some evidence of student learning has been systematically compiled and reported.

• Evidence is overtly related to learning outcomes.

• Direct OR indirect evidence of student learning is reported, but not both.
Strong and Integrated

• Substantial evidence of student learning has been systematically compiled and reported.

• Evidence is overtly related to learning outcomes.

• Direct AND indirect evidence of student learning is reported.
D. Department-wide Review Process

*In the case of single-faculty departments, the faculty member should arrange an annual meeting with at least one other colleague for the purpose of reviewing assessment observations and devising an action plan.
No Progress Reported

No collaborative review of assessment evidence is presented.
Partial Progress

Department faculty collectively reflect on student learning. However, the reflective process:

• Is not formalized as a scheduled meeting with the explicit purpose of reviewing assessment evidence.

• May not be overtly related to learning outcomes;

• May not be designed to produce a collective set of goals for outcome-based action and follow-through;

• Is not recorded in minutes.
Basic Structure in Place

Department faculty convene at least 1x/year for the explicit purpose of reviewing outcome-related strengths & weaknesses discovered through the assessment process. However:

• The review process may not be designed to produce a collective set of goals for outcome-based action and follow-through;

• Minutes were either not recorded or not submitted.
Strong and Integrated

A deliberate process has been established in which department faculty convene at least 1x/year for the explicit purpose of:

• Reviewing outcome-related strengths & weaknesses discovered through the assessment process;

• Determining which actions will be taken to improve student learning; &

• Establishing a timeline for follow-through.

Minutes from the meeting(s) were recorded and submitted.
E. Actions Taken

No Progress Reported

• No new actions were reported from the 2014-2015 year
• OR reported actions do not address an area in which students are recognized to be struggling.
Partial Progress

At least one action was taken to address an area in which students are recognized to be struggling. However:

• The action may not have been directly related to a student learning outcome;

• AND/OR the action was minimal in scope;

• AND/OR the action was not “new” in a meaningful way. (The action was reported previously or reflects a standing practice. “We will continue to implement x, but with greater intensity/frequency” is not considered new here.)
Basic Structure in Place

• At least one new and robust action was taken during 2014-2015 to address an area in which students are recognized to be struggling.

• The action was directly related to a student learning outcome.

• However, the action was not a follow-through from the previous year’s “planned actions.”
Strong and Integrated

• At least one new and robust action was taken during 2014-2015 to address an area in which students are recognized to be struggling.

• The action was directly related to a student learning outcome.

• The action was a follow-through from the previous year’s “planned actions.” (It was a step toward “closing the loop”)
F. Actions Planned

No Progress Reported

No new actions have been planned for the 2015-2016 year.
Partial Progress

• Planned actions may not be practical to implement.

• AND/OR they may have limited potential for addressing outcome-based challenges in student learning.

• AND/OR they are only loosely related to the evidence-based observations noted above.
Basic Structure in Place

• Planned actions are practical to implement.

• They show reasonable potential for addressing outcome-based challenges in student learning.

• They are directly related to the evidence-based observations noted above.
Strong and Integrated

• Planned actions are practical to implement.

• They are informed by other promising practices and show strong potential for addressing outcome-based challenges in student learning.

• They are directly related to the evidence-based observations noted above

• Intentions to systematically measure the effect of the action on student learning are clearly outlined.




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