High-Impact Practice Evaluation Rubric Introduction The purpose of this form is to serve as a guide to the high-impact course auditor. Contained within this document is a guide to each of the questions on the High-Impact Practice Exit Form. Under each question is a rationale for its inclusion, what the question is measuring, and what the evaluator should be looking for in the question answers. In addition, a rubric for each question has been provided for quality comparison purposes. Answers may provide information useful for the evaluation of multiple questions, so any answers can be consulted and considered for the evaluation of any question. Each question is worth four points, with evident” valued at 0 points and “not “exemplary’ valued at 4 points. Points should be tallied as the interviewer evaluates the form. It is up to the faculty’s institution to decide what point value/level should be the goal. The purpose of this quality assurance measurement is for institutions to challenge faculty to find ways to improve and, as such, a score of exemplary cannot be realistically attained in every category. Finally, it should be noted not every course topic can be evaluated equally using this rubric; STEM courses, in particular, will possibly not score as highly as a humanities course will. If this evaluation is conducted at the course level, rather than the section level, ensure that each faculty has contributed two artifacts and co-authored the form. Due to the nature of coding at the course level, quality assurance should be determined by the weakest section in the course. Rubrics Student Outcomes Under-represented minorities have less access to HIPs and receive more benefits from the practice, so it is imperative that institutions are addressing this equity issue at the course level. By looking at the data provided in the tables, student outcomes should be approximately equal after accounting for institutional and national trends, which can be researched as part of this process if desired. If one or more demographics achieve significantly less than another, then the course cannot be high-impact for all students. Comparing demographic data for the course you are evaluating with a similar course not designated high-impact may yield useful comparative data for evaluative purposes.
High-Impact Practice Evaluation Rubric Introduction The purpose of this form is to serve as a guide to the high-impact course auditor. Contained within this document is a guide to each of the questions on the High-Impact Practice Exit Form. Under each question is a rationale for its inclusion, what the question is measuring, and what the evaluator should be looking for in the question answers. In addition, a rubric for each question has been provided for quality comparison purposes. Answers may provide information useful for the evaluation of multiple questions, so any answers can be consulted and considered for the evaluation of any question. Each question is worth four points, with “not evident” valued at 0 points and “exemplary’ valued at 4 points. Points should be tallied as the interviewer evaluates the form. It is up to the faculty’s institution to decide what point value/level should be the goal. The purpose of this quality assurance measurement is for institutions to challenge faculty to find ways to improve and, as such, a score of exemplary cannot be realistically attained in every category. Finally, it should be noted not every course topic can be evaluated equally using this rubric; STEM courses, in particular, will possibly not score as highly as a humanities course will. If this evaluation is conducted at the course level, rather than the section level, ensure that each faculty has contributed two artifacts and co-authored the form. Due to the nature of coding at the course level, quality assurance should be determined by the weakest section in the course. Rubrics Student Outcomes Under-represented minorities have less access to HIPs and receive more benefits from the practice, so it is imperative that institutions are addressing this equity issue at the course level. By looking at the data provided in the tables, student outcomes should be approximately equal after accounting for institutional and national trends, which can be researched as part of this process if desired. If one or more demographics achieve significantly less than another, then the course cannot be high-impact for all students. Comparing demographic data for the course you are evaluating with a similar course not designated high-impact may yield useful comparative data for evaluative purposes.
Rubric%20FINAL.DOCX