Rubric for the Assessment of Program Outcomes Category Problematic Some questions Adequate Excellent Student Little or no sense of Sense of other Inclusion of students Consistently and focus (that any student faculty as audience as audience although clearly student is, with audience, or for some PO’s, not in a consistent centered in its students as inappropriate sense minimal awareness way; students and sense of audience; the primary of audience, for all of of student non-professionals avoids jargon and audience for the PO’s perspective may have difficulty defines key terms the PO’s) with some (such as “critical terminology thinking”) to clarify expectations Program PO’s are PO’s be PO’s are largely PO’s are fully and level (within inappropriate for this appropriate for this appropriate for this clearly appropriate the overall particular curriculum curriculum although curriculum, although for this curriculum curriculum) not adequately some of this match is clear on this point still not fully specified Mastery Unclear sense of the Emerging but still The main elements Clearly defined level (that level of mastery at unclear sense of are clear about the and described set is, the extent which the learning the level of mastery level of mastery at of expectations to which the should occur at which student which student about the level of learning learning should learning should mastery that should be occur occur, although student learning mastered specific applications should upon remain unspecified demonstrate graduation) Observable Impossible to Possible to observe Possible to observe The PO’s are all and observe or measure or measure some or measure the main clearly observable measurable any of the PO’s or to of the learning but elements of the PO’s, and measurable; behavior (to apply the learning in not all; unclear how but unclear how the PO’s avoid be observed the curriculum the levels of some areas will be terms such as and through any activity mastery are observed or “understands, measured observable or measured. Still not values, and upon measurable fully articulated how appreciates,” and graduation) the student will apply instead uses terms the learning from the such as “identifies, curriculum. compares, or explains” Overall Missing PO’s, or PO’s are unclear or PO’s are clearly PO’s are evaluation unrelated to (or seem incomplete written and also observable, of the PO’s inappropriate for) the compatible with the measurable, and program curriculum program curriculum useful for both description Developed by the Center for the Enhancement of Teaching & Learning at the University of Cincinnati (April 2013)
Category Problematic Some questions Adequate Excellent Student focus (that is, with students as the primary audience for the PO’s) Little or no sense of any student audience, or inappropriate sense of audience, for all of the PO’s Sense of other faculty as audience for some PO’s, minimal awareness of student perspective Inclusion of students as audience although not in a consistent way; students and non-professionals may have difficulty with some terminology Consistently and clearly student centered in its sense of audience; avoids jargon and defines key terms (such as “critical thinking”) to clarify expectations Program level (within the overall curriculum) PO’s are inappropriate for this particular curriculum PO’s be appropriate for this curriculum although not adequately clear on this point PO’s are largely appropriate for this curriculum, although some of this match is still not fully specified PO’s are fully and clearly appropriate for this curriculum Mastery level (that is, the extent to which the learning should be mastered upon graduation) Unclear sense of the level of mastery at which the learning should occur Emerging but still unclear sense of the level of mastery at which student learning should occur The main elements are clear about the level of mastery at which student learning should occur, although specific applications remain unspecified Clearly defined and described set of expectations about the level of mastery that student learning should demonstrate Observable and measurable behavior (to be observed and measured upon graduation) Impossible to observe or measure any of the PO’s or to apply the learning in the curriculum through any activity Possible to observe or measure some of the learning but not all; unclear how the levels of mastery are observable or measurable Possible to observe or measure the main elements of the PO’s, but unclear how some areas will be observed or measured. Still not fully articulated how the student will apply the learning from the curriculum. The PO’s are all clearly observable and measurable; the PO’s avoid terms such as “understands, values, and appreciates,” and instead uses terms such as “identifies, compares, or explains” Overall evaluation of the PO’s Missing PO’s, or unrelated to (or inappropriate for) the program curriculum description PO’s are unclear or seem incomplete PO’s are clearly written and also compatible with the program curriculum PO’s are observable, measurable, and useful for both Rubric for the Assessment of Program Outcomes Developed by the Center for the Enhancement of Teaching & Learning at the University of Cincinnati (April 2013)
Creators%20Instructions_LT_7-30-13.docx