IU South Bend Assessment Third Year Review Evaluation Rubric -  Mathematics,   May 2006                        pg 1

Scores

Educational Goals

Assessment
Techniques

Data

Analysis

1

Undeveloped

Absence of clearly defined educational goals

Assessment techniques still being identified; Assessment techniques not currently in use.

No data reported

Little or no analysis of assessment data

2

Developing

Goals are not measurable

Assessment mostly dependent on a single assessment technique or tool;  mostly narrative assessment techniques

Only partial data included

Some analysis done, but not shared or discussed with entire program faculty

3

Established

List of clear measurable educational goals for the program

Assessment techniques include a variety of direct and indirect measures of student learning.

All data or representative data included

Assessment data carefully collected, analyzed and shared with all department faculty

4

Exemplary

List of measurable educational goals clearly tied to departmental, general education and campus strategic documents

Assessment techniques include a variety of direct and indirect measures of student learning with a rationale for choice of techniques relative to educational goals.

All data or representative data included.  Data submitted in an electronic format.  Individuals cannot be identified.

Assessment data is carefully collected, analyzed and discussed by all program faculty.  Departmental Assessment Committee active.

Score

3

3

4

3

Comments

Clearly stated goals

- Variety of techniques used
- A rubric for evaluating the portfolios would  provide a direct measure of student learning
- Electronic portfolios could increase ease of collecting and usefulness of the portfolios
- Survey questions should be explicitly connected  to educational goals

Survey results included

Some way to measure and track changes in student performance would  provide stronger assessment support for the program

IU South Bend Assessment Third Year Review Evaluation Rubric – Mathematics, May 2006                     pg 2

Scores

Response

Constituencies

Record Keeping and Communication

1

Undeveloped

No changes to the program reported; no rationale for maintaining current program given

Faculty unaware, uninvolved or unsupportive of educational goals and assessment of student learning.  Students have no input into or awareness of educational goals.

Assessment data and analysis is not shared beyond the department faculty.  Reports to Assessment Committee lacking or very late.  No established departmental assessment files.  Assessment plan lacking or badly out of date.

2

Developing

Some program changes reported, but not clearly connected to evaluation of assessment data

Faculty knowledgeable about and have input into educational goals and support assessment of student learning.   Student input collected and considered informally.

Assessment goals and analysis shared with all faculty, deans, and other parties on request.  Assessment plan occasionally evaluated and updated.  Annual assessment reports submitted.

3

Established

Program changes made in response to assessment analysis.

Faculty are knowledgeable about the latest theories and techniques for assessing student learning, and actively incorporate that knowledge into course planning and evaluation.  Educational goals for courses included on all syllabi.  Students have a clear idea of the purpose of assessment and have formal input into the process.

Assessment goals, analysis and actions taken are readily available in an easy to understand format.  Assessment annual reports are timely and complete.  Assessment plan regularly updated and changes reported to the Assessment Committee.

4

Exemplary

Program changes made, (or status quo confirmed,) clearly and directly supported by assessment analysis.  Resources directed to identified weaknesses and successes publicly acknowledged and celebrated.

Students are not just objects of assessment, but know and contribute to program educational goals.  Alumni, employers and community have input into and know the results of assessment activities through a website, focus groups and surveys.

Website showcasing educational goals, assessment data, analysis and program changes.  Assessment information is highlighted in departmental newsletters. Assessment Annual reports are timely and complete.  Assessment plan updated annually, and submitted with the Third Year Review.

Score

4

3

3

Comments

The survey was used to support changes

- Student awareness of educational goals, and participation in selecting materials for the portfolio would increase their participation in the assessment process

- Assessment data could be part of communications with graduates
- A link to the assessment data from the departmental home page would make it more accessible