thoroughly all of outcomes, using For Rubrics: The For Rubrics: The outcome are the outcomes, using clear and distinct rubric domains rubric domains only used. clear and distinct performance levels, primarily cover the partially cover the performance levels despite one or two outcomes, though outcomes. Several For Rubrics: The and cogent language. vague terms. one domain could be performance levels rubric domains more directly tied to overlap, and there do not connect the outcomes. The are multiple uses of to any of the performance levels, vague language that outcomes. The aside from two hinders clarity. performance descriptors, are levels are distinct. The redundant, and language is clear, vague terms despite 3-4 vague hinder clarity. terms. The percentage of The percentage of The percentage of The percentage of Students do not Assessment Data: students who are students who are students who are students who are show desired SLOAR Success successful* meets successful* meets successful* meets successful* meets success rates for – Rate the department the department the department the department any of the preset target for all preset target for preset target for preset target for only course outcomes course outcomes 70% of course of course some (<50%) of outcomes outcomes course outcomes *Successful is defined as the sum of the Excellent, Good, and Average percentages on the SLOAR graph Students’ assessment Despite one or two student’s Overall, students’ There are no Assessment Data: scores directly align discrepancies, a clear overall course grades assessment scores correlations Overall Course with their overall majority of the are not as strong as do not align with between Performance course grades, students’ assessment assessment scores overall course assessments including F, W, and scores align with (or vice-versa), there performance (for scores and FX grades. overall course are no glaring instance, of students’ overall grades, including F, problems (students students scored course grades, W, and FX grades scoring and “excellent” “excellent”
thoroughly all of the outcomes, using clear and distinct performance levels and cogent language. outcomes, using clear and distinct performance levels, despite one or two vague terms. For Rubrics: The rubric domains primarily cover the outcomes, though one domain could be more directly tied to the outcomes. The performance levels, aside from two descriptors, are distinct. The language is clear, despite 3-4 vague terms. For Rubrics: The rubric domains only partially cover the outcomes. Several performance levels overlap, and there are multiple uses of vague language that hinders clarity. outcome are used. For Rubrics: The rubric domains do not connect to any of the outcomes. The performance levels are redundant, and vague terms hinder clarity. Assessment Data: SLOAR – Success Rate The percentage of students who are successful* meets the department preset target for all course outcomes *Successful is defined as the sum of the Excellent, Good, and Average percentages on the SLOAR graph The percentage of students who are successful* meets the department preset target for of course outcomes The percentage of students who are successful* meets the department preset target for of course outcomes The percentage of students who are successful* meets the department preset target for only some (<50%) of course outcomes Students do not show desired success rates for any of the course outcomes Assessment Data: Overall Course Performance Students’ assessment scores directly align with their overall course grades, including F, W, and FX grades. Despite one or two discrepancies, a clear majority of the students’ assessment scores align with overall course grades, including F, W, and FX grades student’s overall course grades are not as strong as assessment scores (or vice-versa), there are no glaring problems (students scoring “excellent” Overall, students’ assessment scores do not align with overall course performance (for instance, 70% of students scored “excellent” and There are no correlations between assessments scores and students’ overall course grades,
Rubric%20for%20Reassessment.docx