PROGRAM REVIEW SIX-YEAR REPORT RUBRIC
Criteria
Previous Program Review
Recommendations
and/or Action Plan
Evidence and Analysis of
Student Learning
Curriculum
Alumni Satisfaction
Program Sustainability
Highly Developed
Developed
Emerging
Initial
Completely addresses and
reflects on all items that were
previously identified.
Addresses and reflects on
many but not all items that
were previously identified.
Addresses and reflects on a few
of the items from the previous
program review.
Does not address previous
recommendations or action
plan.
The report contains a welldocumented, meaningful and
data-driven analysis of student
learning in relation to each
program learning outcome. An
explicit, well-reasoned
connection between the
assessment results and closing
the loop activities or proposed
changes.
Thorough and excellent
analysis of the
appropriateness, rigor, quality
and currency of the curriculum
and pedagogy including
national discipline specific
standards and program
assessment. Includes an
excellent plan for curriculum
improvement and innovation.
The report contains a
meaningful data-driven
analysis of student learning in
relation to each program
learning outcome. An adequate
connection between the
assessment results and closing
the loop activities or proposed
changes.
The report contains a meaningful
analysis of student learning in
relation to most program
learning outcomes. However
there is no clear connection
between the assessment results
and closing the loop activities or
proposed changes.
Adequate analysis of the
program curriculum, design,
pedagogy, discipline standards
and program assessment.
Includes an adequate plan for
curriculum and program
improvement.
Minimum analysis of the
curriculum and program design,
discipline standards, appropriate
pedagogy. A basic plan for
curriculum and program
improvement is included.
An analysis of student learning
in relation to some program
learning outcomes is included.
However, the quality of
evidence and/or analysis
requires improvement. The
connection between the
assessment results and
proposed changes is difficult to
discern.
Little or no analysis of the
curriculum and program without
a clear plan for improvement.
Excellent analysis and data
regarding post-graduation
outcomes with a discussion on
how data will be used for
program improvement.
Excellent analysis of the trends
and projections for enrollment
in the programs including
majors, minors, and General
Education courses if applicable.
A thoughtful and appropriate
response to challenges and
opportunities.
Adequate analysis and data
about post-graduation
outcomes, including an alumni
survey with analysis.
Minimal analysis and knowledge
of post-graduation outcomes
based on an alumni survey.
Little or no discussion or analysis
of post-graduation and no
alumni survey.
Analysis of the enrollment
trends and projections for
majors, minors, and General
Education courses if applicable.
An adequate response that
gives some rationale but not
completely addresses
challenges and opportunities.
Basic analysis of the enrollment
trends and projections but
exhibits only a limited
understanding of challenges and
opportunities. The analysis of
the enrollment trends does not
clearly follow from the data.
Little analysis or understanding
of the enrollment trends, as well
as challenges and opportunities.
.
Key Questions for the
Next Six-Year Program
Review Cycle
Compliance
Action Plan (draft) for
Improvement
Thorough analysis that leads to
meaningful lines of inquiry for
continuous improvement. Key
Questions have the potential of
adding significant value to the
student’s education and the
academic/co-curricular unit.
Adequate analysis that leads to
future lines of inquiry for
continuous improvement. Key
Questions have the potential of
adding some value to the
student’s education and the
academic unit.
Analysis does not clearly lead to
future lines of inquiry for
continuous improvement. Key
Questions have do not appear to
add value to the student’s
education and/or the academic
unit.
Key Questions are not included
in the self-study.
The Inventory of Educational
Effectiveness Indicators clearly
and convincingly demonstrates
how faculty expectations for
student learning align with
student performance.
Action items exceptionally
address the findings of the sixyear report and are
appropriately placed in
timeline for next six years. The
program review findings are
integrated into planning
through the Action Plan.
The Inventory of Educational
Effectiveness Indicators
adequately demonstrates how
faculty expectations for
student learning align with
student performance.
Action items adequately
address the findings of the
program review but may not
be realistically planned or
sequenced.
The Inventory of Educational
Effectiveness Indicators shows
vague alignment between faculty
expectations for student learning
and student performance.
The Inventory of Educational
Effectiveness provides does not
show alignment between faculty
expectations for student
learning and student
performance.
Action items are missing, or
those identified do not flow
from findings of the program
review.
Action items flow from the
program review but do not fully
address findings.