IUSB Assessment Third Year Review Evaluation Rubric – History  2007

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

3.5

4

2

2

Comments

Goals are simple but VERY practical.  Ties made to dept. goals and it can be inferred how they tie to Gen Ed.

There is not measurement of the goal – “Students should be able to apply historical reasoning and knowledge of the past to other disciplines”

Tools were well chosen and the resulting changes made were logical and in response to feedback from both students and faculty

Tie goals to specific assessment techniques

Some data provided, but additional information such as how many students’ portfolios were submitted and analyzed and summaries of the evaluations would be useful. Other techniques in their infancy

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

3

3

3

Comments

The report was somewhat confusing on the justification for the curricular changes.  Changes should be made based on assessment evidence, rather than on the expertise of new faculty.
However, The dept. embraces change and does it in response to both changing times and curriculum.