ࡱ> TVSg +bjbj** 58HibHib#ll$"t4JJJJg!g!g!m"o"o"o"o"o"o"$b$'x"g!E!"g!g!g!"JJ""""g!"JJm""g!m""""J &w! "Y""0""'!p'"""'%"4g!g!"g!g!g!g!g!"""g!g!g!"g!g!g!g!'g!g!g!g!g!g!g!g!g!lB : HYPERLINK "http://www.taskstream.com/" \t "_blank"ɫֱ Annual Outcomes Assessment Report Rubric Top of Form Needs Attention Approaches Standard Meets Standard Exceeds Standard Score/LevelProgram or Unit MissionDoes not provide or only provides weak mission in support of those of the University and/or are not aligned to the applicable accreditation and accountability standards. Fails to articulate clear connection(s) between the plan and the College/School/Division Strategic Plan. Fails to articulate clear connection(s) between the plan and the Universitys Strategic Plan. Fails to identify stakeholders. Provides mission that somewhat supports those of the University and/or are loosely aligned to applicable accreditation and accountability standards. Vaguely articulates a logical connection(s) between the plan and the College/School/Division Strategic Plan. Vaguely articulates a weak connection(s) between the plan and the Universitys Strategic Plan. Vaguely identifies stakeholders. Provides specific mission that moderately supports those of the University and/or are aligned to applicable accreditation and accountability standards. Articulates logical connection(s) between the plan and the College/School/Division Strategic Plan but connections are weak. Articulates connection(s) between the plan and the Universitys Strategic Plan. Identifies stakeholders. Provides specific mission that strongly supports those of the University and are clearly aligned to all applicable accreditation and accountability standards. Clearly articulates logical connection(s) between the plan and the College/School/Division Strategic Plan. Clearly articulates logical connection(s) between the plan and the Universitys Strategic Plan. Clearly identifies stakeholders. Goal(s)Does not provide goals or provides goals that are not aligned with those of the University and/or are not aligned to the applicable accreditation and accountability standards. Provides goals that vaguely flow from, and are somewhat aligned with, the program mission statement. The goals support those of the University and are somewhat aligned to all applicable accreditation and accountability standards. Provides goals that flow from, and are aligned with, the program mission statement. The goals support those of the University and are aligned to all applicable accreditation and accountability standards. Provides goals that clearly flow from, and are clearly aligned with, the program mission statement. The goals support those of the University and are clearly aligned to all applicable accreditation and accountability standards. Student Learning Outcome(s) (SLOs) or Unit Outcome(s) (UOs)Does not provide outcomes or provides outcomes that are not aligned with the programs mission and goals. Outcomes are missing or are poorly formulated in terms of the student knowledge, skills, or attitudes, or in terms of program performance relative to student development, quality of services, or constituent perceptions. Provides outcomes that vaguely flow from, and are somewhat aligned with, the programs mission and goals. Outcomes are somewhat formulated in terms of the knowledge, skills, or attitudes that students should demonstrate, or in terms of program performance relative to student development, quality of services, or constituent perceptions. Provides outcomes that flow from, and are aligned with, the programs mission and goals. Outcomes are formulated in terms of the knowledge, skills, or attitudes that students should demonstrate, or in terms of program performance relative to student development, quality of services, or constituent perceptions. Provides outcomes that clearly flow from, and are clearly aligned with, the programs mission and goals. Outcomes are clearly formulated in terms of the knowledge, skills, or attitudes that students should demonstrate, or in terms of program performance relative to student development, quality of services, or constituent perceptions. Measure(s)Measures are missing or are not sufficiently accurate / valid or consistent / reliable to yield meaningful information for improvement. Some measures somewhat accurately assess intended outcomes (validity); results are somewhat consistent (reliable) across administrations; direct measures are used for most SLO; results may yield some meaningful information for improvement(s) Most measures accurately assess intended outcomes (validity); results are consistent (reliable) across administrations; direct measures are used for SLO; results should yield meaningful information for improvement(s) All measures quite accurately assess intended outcomes (validity); results are quite consistent (reliable) across administrations; direct measures are consistently used for SLO; results will yield meaningful information for improvement(s) Achievement TargetsTargeted levels of performance are missing or are not appropriate for the related outcomes and/or are not clearly stated Some targeted levels of performance are appropriate to the related outcomes and are clearly stated Most targeted levels of performance are appropriate to the related outcomes and are clearly stated All targeted levels of performance are appropriate to the related outcomes and are clearly stated Findings / ResultsAssessment results are missing or are not accurately and thoroughly summarized. There is insufficient evidence to determine if criteria for success were met or unmet. Assessment results will likely not lead to an evidence based improvement plan Fails to articulate the results of changes made based on the results of previous assessment cycles. Some assessment results for direct/indirect measures are accurately and thoroughly summarized. There is reasonable evidence to determine if criteria for success were met or unmet. Assessment results may lead to an evidence based improvement plan Weak articulation of the results of changes made based on the results of previous assessment cycles. Most assessment results for direct/indirect measures are accurately and thoroughly summarized. There is evidence to determine if criteria for success were met or unmet. Assessment results lead to an evidence based improvement plan Articulation of the results of changes made based on the results of previous assessment cycles. All assessment results for direct/indirect measures are accurately and thoroughly summarized. There is good evidence to determine if criteria for success were met or unmet. Assessment results clearly lead to an evidence based improvement plan Clear articulation of the results of changes made based on results of previous assessment cycles. Action Plan to Strengthen UnitDoes not provide an action plan or only addresses a few unmet criteria. Among the actions planned most do not appear feasible and do not include a realistic timeline; identify available resources; or specify the roles, responsibilities and involvement of faculty and staff for the implementation. Addresses some unmet criteria Some of the planned actions appear feasible and include a realistic timeline; identify available resources; and specify the roles, responsibilities and involvement of faculty and staff for the implementation. Addresses most unmet criteria Most of the planned actions appear feasible and include a realistic timeline; identify available resources; and specify the roles, responsibilities and involvement of faculty and staff for the implementation Addresses each unmet criteria Each planned action appears feasible and includes a realistic timeline; identifies available resources; and specifies the roles, responsibilities and involvement of faculty and staff for the implementation Achievement Summary and Use of Results for Improvement Does not reflect on what has been learned during the assessment cycle. Unable to identify key areas that need to be monitored, remediated, or enhanced. Does not offer a clear next step. Reflects, with little depth, on the analyses regarding student learning outcomes, program outcomes, and the assessment process where applicable Identifies one or two key areas that need to be monitored, remediated, or enhanced. Defines a next step for the program based on the findings to improve student learning and/or efficiency and effectiveness Reflects, with sufficient depth, on the analyses regarding student learning outcomes, program outcomes, and the assessment process where applicable Identifies some key areas that need to be monitored, remediated, or enhanced. Defines a next step for the program based on the findings to improve student learning and/or efficiency and effectiveness Reflects deeply on the analyses regarding student learning outcomes, program outcomes, and the assessment process where applicable Identifies most key areas that need to be monitored, remediated, or enhanced. 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