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Schedule and Rubrics
Annual Report Assessment Schedule
Please see Faculty or Support for instructions, contact assessment@lasierra.edu with any questions.
Final Draft Due Date | 5pm Monday, July 15, 2024 |
Submission & Scoring |
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Reports and summaries will then flow through the plan outlined by the Academic Master Plan.
Assessment Committee Rubrics for Scoring Assessment Reports
- Support Department Submission (link available starting in Spring Quarter each year).
- You will need to be signed in to your @lasierra.edu account to view.
- You should get a confirmation receipt to your e-mail. Please save this e-mail in case you need to make any edits to your submission.
- Rubric is available at the submission link and summarized below.
Section 0: Background and Context
- Unit (department or division) described.
- Staff names, titles, and job functions inclu
Section 1: Unit Alignment with University Mission & Strategic Plan
- There is some relationship between the unit's work and the university's mission
- Mission statement demonstrates convincingly that it supports at least some elements of the university's mission.
- Well articulated mission statement.
- Clear alignment between goals of unit and relevant aims/strategic plan of the university
- The unit's mission and goals clearly contribute to the overall aims of the university in meaningful and measurable ways and these links are unambiguous.
- The unit's activities have demonstrated contribution to strategic plan and ongoing university operations.
Section 2: Goals & Targeted Outcomes
- Some unit goals and targeted outcomes are stated.
- All goals have targeted outcomes.
- Targeted outcomes are stated in measurable terms.
- The list of targeted outcomes seems reasonable and appropriate
- Timelines are given for reaching measurable targeted outcomes.
- An explanation (concise) of why targeted outcomes were set is included.
Section 3: Current Year Data Collection
- Some evidence is collected in order to evaluate the success of the unit.
- Data collection is consistent and continues to be fine-tuned.
- Reliable and appropriate methods are being developed and used to evaluate progress toward some of the targeted outcomes.
- Reliable and appropriate methods are used consistently (including, but not limited to such methods as standardized surveys, audits, structured interviews).
- Reliable and appropriate methods are being consistently used to measure progress toward all targeted outcomes.
Section 4: Use of Data & Planning
- tion 4a: Use of Data
- Assessment data from Section 3 is summarized.
- Assessment data (including audit information, customer service surveys, consultant reports) from the prior year are shared with the unit staff.
- Sharing of assessment data with staff and tracking of changes being implemented is routine.
- Assessment data is used to make necessary changes.
Section 4b: Planning
- The unit has a reasonable, plan for next year's evaluation of some goals or targeted outcomes.
- The unit has a reasonable, multi-year plan for evaluation of multiple goals or targeted outcomes.
- The unit has a comprehensive, sustainable, multi-year assessment plan.
- Plan describes when and how each targeted outcome will be assessed and how improvements based on findings will be implemented.
- The plan is routinely examined and revised.
- Academic Department Submission (link available starting in Spring Quarter each year).
- You will need to be signed in to your @lasierra.edu account to view.
- You should get a confirmation receipt to your e-mail. Please save this e-mail in case you need to make any edits to your submission.
- Rubric is available at the submission link and summarized below.
Section 0: Background and Context
- Program faculty listed.
- Classes & faculty classification listed.
- Class coverage summarized & projected.
- Faculty Senate Academic Master Plan and/or University Strategic Plan addressed.
Section 1: Program Learning Outcomes
- Some—or all—program learning aims/goals are stated.
- A complete list of PLOs exists.
- PLOs are connected to mission/values and are for the program as a whole.
- PLOs lend themselves to demonstrations of student learning.
- Outcomes are related to university learning outcomes.
- PLOs are well organized.
- PLOs focus on the most important knowledge, skills, and values of the program.
- PLOs express learning that can be demonstrated.
- Faculty agree on explicit criteria—such as rubrics—for assessing students' mastery.
- Faculty have identified exemplars of student performance at varying levels for each outcome.
- Descriptions sufficient to be able to distinguish between undergraduate and graduate SLOs are clear.
Section 2: Curriculum Alignment with Program Learning Outcomes
- There is at least a minimal relationship between the program/department learning outcomes and the overall curriculum
- Included matrix shows alignment between program learning outcomes and courses—including introduction to, development of, and mastery of each learning outcome
- There is at least a minimal opportunity to develop some learning outcomes—at least some PLOs are aligned with at least one course
- There is at least a minimal opportunity to develop each learning outcome—each PLO is aligned with at least one course
- There are reasonable opportunities to develop each of the outcomes—Each PLO is aligned from I to D to M over more than one course
- Course sequencing and frequencies are sufficient to allow students to finish a degree in four years
- Program learning outcomes (PLOs) assessed in this report are aligned with course learning outcomes and evidence of this is in the included sample syllabi
- Program outcomes assessed in this report are aligned with course learning outcomes to ensure opportunity to achieve introductory, developing, and mastery levels
- Program learning outcomes (PLOs) are aligned with university learning outcomes (ULOs)
- Included matrix shows alignment between program learning outcomes and university learning outcomes
- There is evidence that all aspects of department effort and energy—curriculum development, pedagogy, grading, advising—contribute in some way toward mastering learning outcomes
Section 3: Student Awareness
- Program outcomes are readily available in the Bulletin.
- Program outcomes are readily available on the website.
- Course outcomes and reference to program outcomes are included in at least some syllabi.
- Course outcomes and reference to program outcomes are included in most (or all) syllabi.
- Course outcomes and reference to program outcomes are included in all syllabi.
- Students may have opportunity to participate in creation or use of rubrics to evaluate outcomes.
- Student's knowledge of PLOs is evaluated.
- Evidence suggests that students have a good understanding of program outcomes.
Section 4: Assessment Implementation
- Evidence to assess outcomes is collected and included.
- Faculty have developed relevant criteria for assessing each outcome.
- Appropriate evidence of student learning is collected.
- Faculty use explicit criteria—such as rubrics—to assess student attainment of each outcome and the criteria is included.
- Assessment criteria are anchored—faculty meet to agree on how the criteria are applied consistently.
- Assessment criteria—such as rubrics—are pilot-tested and refined over time and they usually are shared with students.
- Reviewers of student work are calibrated, and faculty routinely find high inter-rater reliability.
- Faculty take comparative data into account when interpreting results and deciding on changes to improve learning.
Section 5: Use of Last Year's Assessment Data
- Assessment results are summarized and included.
- The chair or a faculty member examines results—they may or may not be examined collectively.
- Results from this or last year's outcomes were discussed by relevant faculty this year.
- Faculty customarily discuss assessment results.
- Program changes are considered based on assessment results.
- Supporting discussion of how the program can be improved shows evidence of thoughtful analysis.
- Timeframe is included for implementing changes based on findings.
- Results are used to evaluate department resources and suggest adjustments, as needed.
- Current PLO assessment results reference previous assessment of these PLOs.
- Follow-up studies indicate whether changes have improved learning.
Section 6: Assessment Planning
- A plan for program learning outcomes (PLOs) to be assessed in the coming academic year is included.
- A longer-term plan is included.
- Five-year assessment plan where all PLOs are scheduled to be assessed is included.
- Schedule is reasonable and attainable.
- Five-year plan is fully articulated, including both when and how each PLO will be assessed.
- Plan is routinely examined and revised—as needed.
- Department allocates time and resources for developing rubrics and data gathering.
- Department systematically collects and archives student work.
Program Review Assessment Schedule (Academic Departments Only)
Please see Instructions for Academic Departments for instructions, contact assessment@lasierra.edu with any questions.
7- Year Program Review Schedule (voted Assessment Committee 2018-05-29)
Reports will flow through the plan outlined by the Academic Master Plan.
Additional Resources
Sample Rubrics For student Work
Sample Communication-Speaking Simple Rubric UNST
Sample Communication-Speaking Detailed Rubric UNST
Sample Poster Rubric SDSU/SDCC
Program Assessment Resources
Sample Alignment Matrix (Course to Program to University)
Peer Review of Teaching - Overview (from the Society of Teaching Psychology)
Useful Links
Office Location
Administration Building
Suite 225