program and level Action Plan: Required for of and all “Area Improvement” “Significant Issue” Measurable and MPOs are measurable MPOs are not measurable, MPOs are not explicit, Meets “Satisfactory” Performance Objectives MPOs scaffold learning performances assessed in do not represent coherent or measurable (MPOs) throughout each mapped the module and all map to at performances assessed in CCPOs least one of the CCPOs the module, or do not all map to at least one of the CCPOs Action Plan: Required for all of and “Area Improvement” “Significant Issue” Course Activities and the All course activities are Some course activities are Course activities are Meets “Satisfactory” contextual purpose of the pedagogically appropriate not pedagogically systemically inappropriate course activities are for the type of student appropriate for the type of or impair the student’s transparently communicated performance or experience student performance ability to successfully desired experience desired complete the assignment Action Plan: Required for all of and “Area Improvement” “Significant Issue” Cohesive Design and the Employs central themes, There are missed Course content is siloed in Meets “Satisfactory” course narrative draws connections to opportunities for threading disparate modules, giving purposefully and previous topics, and stages course themes, drawing the impression that the meaningfully guides future learning to create connections to previous component parts of the students along the learning cohesion between modules topics, or staging future course are not connected path learning Action Plan: Required for all of and “Area Improvement” “Significant Issue” Introduction and Introduction situates the Course introduction is a Introduction is erroneous, Meets “Satisfactory” introduction situates the course within the larger body basic description of course misaligned, or not explicit. course within the larger body of knowledge and topics and activities or lacks of knowledge and defends references its relevance for relevance to professional or its relevance for professional professional or personal personal contexts and personal contexts contexts
program and level Action Plan: Required for all “Area of Improvement” and “Significant Issue” Measurable Performance Objectives (MPOs) Meets “Satisfactory” and MPOs scaffold learning throughout each mapped CCPOs MPOs are measurable performances assessed in the module and all map to at least one of the CCPOs MPOs are not measurable, do not represent performances assessed in the module, or do not all map to at least one of the CCPOs MPOs are not explicit, coherent or measurable Action Plan: Required for all “Area of Improvement” and “Significant Issue” Course Activities Meets “Satisfactory” and the contextual purpose of the course activities are transparently communicated All course activities are pedagogically appropriate for the type of student performance or experience desired Some course activities are not pedagogically appropriate for the type of student performance experience desired Course activities are systemically inappropriate or impair the student’s ability to successfully complete the assignment Action Plan: Required for all “Area of Improvement” and “Significant Issue” Cohesive Design Meets “Satisfactory” and the course narrative purposefully and meaningfully guides students along the learning path Employs central themes, draws connections to previous topics, and stages future learning to create cohesion between modules There are missed opportunities for threading course themes, drawing connections to previous topics, or staging future learning Course content is siloed in disparate modules, giving the impression that the component parts of the course are not connected Action Plan: Required for all “Area of Improvement” and “Significant Issue” Introduction Meets “Satisfactory” and introduction situates the course within the larger body of knowledge and defends its relevance for professional and personal contexts Introduction situates the course within the larger body of knowledge and references its relevance for professional or personal contexts Course introduction is a basic description of course topics and activities or lacks relevance to professional or personal contexts Introduction is erroneous, misaligned, or not explicit.
Quality-Assurance-Rubric.docx