Student Affairs Assessment Review Rubric
Name of Unit: _____________________________
Category
Date: ________________________
Beginning
Developing
Proficient
OUTCOMES
□ Outcomes often incongruent with the
□ Outcomes somewhat aligned with the goals
□ Outcomes clearly aligned with goals and
goals and mission
and mission
mission
□ Outcomes are not defined, or are not
□ Outcomes are somewhat defined with respect □ Outcomes are clearly defined (program, service
clearly defined, with respect to program,
service or student development &
learning
to program, service or student development &
learning
or student development & learning)
□ Outcomes do not distinguish what
□ Outcomes intermittently distinguishes what
□ Outcomes clearly distinguish what designees
designees should know, experience,
appreciate or to be able to do
designees should know, experience, appreciate
or to be able to do
should know, experience, appreciate or to be able
to do
□ Outcomes lack detail to be useful in
□ Outcomes suggest some general directions
□ Outcomes consistently detailed and meaningful
decision-making
for decision-making but not uniformly or
comprehensively
enough to guide decision-making in program
planning and improvement
Measurable/Observable
□ Outcomes are not measurable/
□ Outcomes are somewhat measurable/
□ Outcomes are measurable/observable
observable
observable
Criteria for Achievement
□ Criteria for achievement not stated or
□ Criteria for achievement for outcomes are
clear
somewhat clear
Related to Goals and
Mission
Clarity
Utility
□ Criteria for achievement are stated clearly
COMMENTS:
ASSESSMENT METHODS
Appropriate
Methods
COMMENTS:
□ Methods did not measure the outcome □ Some or most of the assessment methods
□ Consistently identified and used appropriate
or are not appropriate to measure
outcomes
assessment method to measure outcomes and are
valid, realistic and reliable
were appropriate to measure outcomes
□ No methods reported or limited use of □ Limited use of observable measures, or
□ Both measurable/observable methods of
only one type of measure
evidence used and multiple sources of evidence
used
occasionally used multiple methods
Category
Beginning
Developing
Proficient
Analysis
□ Results not reported or analyzed
□ Results reported and somewhat analyzed
ineffectively or inappropriately
effectively and appropriately
Reporting
□ Results either not reported or reported □ Results reported with some attention to the
□ Results reported and presented in the context of
outside the context of outcomes
context of outcomes
outcomes
□ No interpretation given to historical,
□ Results reported and some interpretation
□ Results reported and interpreted with
organization, and longitudinal context
given to historical, organization, and
longitudinal context
consideration given to historical, organization,
longitudinal context
□ Includes no or little explanation for
□ Includes some explanation for how the
□ Includes detailed explanation for how the
how the assessment results were or could
be used by the unit
assessment results were or could be used by the
unit
assessment results were or could be used by the
unit
RESULTS
Evaluation/Interpretation
□ Effective and appropriate analysis of results
COMMENTS:
IMPLICATIONS FOR
PRACTICE
Implications of Results
Sharing of Results and
Implications
Budgetary Issues
□ No or limited evidence of consultation □ Some or limited sharing of assessment
□ Thorough sharing of assessment strategies,
and collaboration with constituents
regarding assessment strategies, decision
making and use of results
strategies, evidence, and decision-making with
relevant constituents
evidence, and resulting decisions regarding
improvements with relevant constituents
□ No consideration for budget
□ Plan of action seems to have budget
□ Budget implications for plan of action are
implications
implications, but they are not discussed
discussed where relevant
□ No or little understanding of the need
□ Some general understanding of the need and
□ Demonstrated commitment to continue the
and/or commitment to continue the
assessment cycle
commitment to continue the assessment cycle
assessment cycle (timelines set, search for
improved strategies, etc.)
□ Plan lacking involvement of
□ Some degree of input of stakeholders, but
□ Plan to involve stakeholders in discussions,
stakeholders in development and
implementation
unclear or limited participation of them in the
assessment cycle
input and implementation of the assessment cycle
COMMENTS:
ASSESSMENT
CYCLE
Looping
Involvement of
Stakeholders
COMMENTS: