Rubric for Assessment Committee Review of Programmatic Assessment Plans Revised 2/10/16 Status Undeveloped Student Outcomes Student learning outcomes are not defined. Developing Student learning outcomes are defined but need refinement (too broad, too specific, not measurable, or not written in terms of what students will know and be able to do by the time of graduation). Established Outcomes are written in terms of what students will know or do, or how they will act. When applicable, they have been mapped to the ABET criteria. Benchmarks or performance standards (which specify faculty members’ expectations for the proportion of students that have achieved a certain level of performance) have been established for each outcome. Outcomes are specific, measureable, and relevant (which requires a greater level of specificity than the ABET-defined outcomes.)The outcomes relate to the skills, knowledge, and behaviors that students acquire as they progress through the program. Exemplary Plan The plan does not include a description of assessment methods and/or a timeline for ongoing implementation of assessment activities. Some methods of assessment have been defined and procedures for implementation, including a timeline, are developed. There may not be a clear relationship between the assessment methods and the student outcomes. Implementation Assessment activities have not been implemented. Action/Response There is no evidence that the program is using assessment results to improve student learning. There has been limited or periodic implementation of assessment methods to assess some student learning outcomes. There may be an absence of direct or indirect measures. A cycle of direct and indirect assessment measures is in place and procedures for implementing these measures are defined. The plan includes frequency, sample size, strategies for recruiting students, rubrics for evaluating papers/projects, and a plan for analyzing results. Required courses should be the focus of the assessment plan. The plan should include descriptions of how these courses are assessed. Implementation of some assessment methods has occurred, but there may not be a variety of indirect and direct measures or multiple measures of student outcomes. The relationship between actions taken and assessment results is tentative, the faculty are discussing ways to use information, but have not yet made adjustments, or assessment results are not consistently used as the basis for discussions related to curriculum, student success, advising, etc. The faculty are beginning to make and document improvements to student outcomes in response to information gathered from assessment activities. Direct and indirect quantitative and qualitative measures are defined for each student learning outcome. Faculty measure achievement of all outcomes by implementing multiple assessment methods. The plan for implementing these measures is manageable and sustainable. Assessment measures are implemented at various course levels and at various points of time throughout the program. There is alignment between the breadth/depth of the assessment measure and the breadth of the outcome/ learning that students will demonstrate. There is ongoing implementation of a variety of direct and indirect quantitative and qualitative measures. These measures are related to all of the student outcomes. Multiple faculty within the program take ownership of the assessment process. Faculty have documented improvements to student learning, which are clearly related to multiple assessment methods. There is ongoing discussion and use of assessment information for the improvement of student learning outcomes.