© 1999 by Dr. Thomas W. MacFarland -- All Rights Reserved
Academic Center ..... XXXXXXXXXX
Dean ................ XXXXXXXXXX
Contact ............. XXXXXXXXXX
Reviewer ............ XXXXXXXXXX
Major(s) ............ XXXXXXXXXX
XXXXXXXXXX
Draft # _ ........... X of X
Due Date ............ XXX-XX-XX
Review Date ......... XXX-XX-XX
Greetings:
Place a general greeting and broad comments here.
The completed rubric comes after the comment section.
Best wishes.
Tom MacFarland
Typical Comments
----------------
1. Avoid acronyms.
2. Identify individuals by title, not name.
3. Provide discussion about enrollment trends and do not say "Review Table
X for information about five-year enrollment trends."
4. Be sure to compare your document against the University style sheet.
As an example, be sure to review the appropriate use of the word
"percent" v. use of the percent symbol. Did you use the University
Style Manual for this presentation?
5. It might be better to say "part-time faculty" instead of "adjuncts."
6. Are you sure that you want to go into detailed discussion on breakout
faculty evaluation by type of terminal degree?
7. In Section X you offer Mean and SD for student satisfaction with the
distance education delivery format. That is grand. Do you have a
similar set of statistics for face-to-face instruction. If you do,
please add it to offer comparison and context.
8. Do you need to add any additional information to the introduction?
9. For Assessment Area 1, please write "Using data provided by the Office
of [ ]" if another University office provides the data.
10. Throughout this report, you mention the use of inferential statistics,
such as the use of Analysis of Variance (ANOVA). I'll ask three
broad questions:
(1) Why do you wish to use ANOVA?
(2) How will you effect the analysis?
(3) Have you selected .05 or .01 as the declared significance level?
13. You also mention the use of graduate survey. Let me ask:
(1) Can you please edit your discussion on the survey? You have more
detail than needed in the Methods of Assessment section.
(2) Are you OK with time and process on survey distribution and data
entry/analysis?
(3) Will you be able to present survey outcomes, specific for your
program, in table format?
Rubric
------
Section I
Program Goal
01. Y or N Does the report identify the primary goal of
the major?
Yes or No
02. Y or N Was the goal stated in a single sentence?
Yes or No
03. Y or N Did the single goal statement capture the
primary purpose of the program?
Yes or No
Program Overview
04. Y or N Does Section I include an overview/history of
the program at the University?
Yes or No
05. Y or N Does Section I provide the reader with a sense
of the program, especially for an outside reader
who is not familiar with the discipline or the
University?
Yes or No
06. Y or N Does Section I address questions that are
frequently asked by outside constituencies:
general information, enrollment trends, degrees
awarded, information on program faculty?
Yes or No
07. Y or N Does Section I include additional information
and/or subsections?
Yes or No
08. Y or N Does Section I provide any interpretation
of the data?
Yes or No
09. Y or N Does Section I provide any discussion on the
significance of observed trends?
Yes or No
Program Overview - General Information
10. Y or N Does Section I include a listing of professional
or special accreditations for the program?
Yes or No
11. Y or N Does Section I include a listing of any other
special recognitions on the quality of the
program?
Yes or No
12. Y or N Does Section I include any reference to the
following:
-- target populations for the major
Yes or No
-- admissions requirements (GPA, SAT, etc.)
Yes or No
-- graduation requirements
Yes or No
13. Y or N Does Section I discuss the delivery modes used
in the major?
Yes or No
14. Y or N Does Section I discuss if the entire degree program
can be completed online or through any other unique
delivery format?
Yes or No
Program Overview - Enrollment and Degrees Awarded
15. Y or N Does Section I include enrollment trends data,
focusing on the last five years and including
breakouts by race/ethnic and gender? Was the
data resource identified?
Yes or No
16. Y or N Does Section I include an interpretation and
discussion of enrollment trends data?
Yes or No
17. Y or N Does Section I include data on the number of
degrees awarded in the major during the
previous academic year. Was the data resource
identified?
Yes or No
Program Overview - Program Faculty
18. Y or N Does Section I include a brief overview of faculty
teaching courses in the major:
-- N full-time faculty teaching courses in the
major during Fall Term 20XX
Yes or No
-- N part-time faculty teaching courses in the
major during Fall Term 20XX
Yes or No
-- student:faculty ratio in the major, using the
algorithm
(N Fall Term 20XX Enrollment)
-----------------------------------------------
((N Full-Time Faculty) + (N Part-Time Faculty))
Yes or No
-- information on faculty diversity
Yes or No
-- information on faculty quality
Yes or No
Section II
Assessment of the Expected Results of the
Curriculum
01. Y or N Does Section II have any discussion on the
use of alternate delivery methods and subsequent
comparison of non-traditional format(s) v.
traditional format(s)?
Yes or No
02. Y or N Was Section II organized using the format:
(1) statement of expect results, (2) methods
of assessment, (3) results of assessment?
Yes or No
03. Y or N Were expected results presented in measurable
terms, written in future tense?
Yes or No
04. Y or N Were expected results focused on expected
levels of student achievement?
Yes or No
Assessment Area 1 - Graduation Rates
05. Y or N Did the report include an expected result
for graduation rates over a prescribed period
of time? Was the data resource identified?
Yes or No
Assessment Area 2 - Summative Evaluation of
Student Knowledge
06. Y or N Did the report include an expected result
specific to levels of student achievement
in areas as diverse as mastery of the
knowledge base, competencies, and skills
associated with the program? As data apply,
student achievement data could include:
-- pass rates in capstone course(s)
Yes or No
-- pass rates in standardized exams
Yes or No
-- pass rate for internship/practicum
Yes or No
-- pass rate for comprehensive examinations
Yes or No
-- pass rate for thesis research
Yes or No
-- pass rate for dissertation research
Yes or No
-- pass rate for external examinations
(i.e., state boards, national boards,
licensing exams, certification exams)
Yes or No
Assessment Area 3 - How Well the Program
Prepared Graduates
07. Y or N Did the report include an expected result
specific to student achievement and consequent
levels of employment, advanced study, or other
indicators associated with career development
and career/personal advancement?
Yes or No
08. Y or N Did the presentation for Assessment Area 3
focus on methods and data that allowed some
level of quantification? Specifically, did
the presentation for Assessment Area 3 avoid
anecdotal comments that may not represent
group outcomes?
Yes or No
As data apply, student achievement data could
include results from:
-- exit survey of current graduates
-- followup survey of prior graduates
-- employer survey
Is a copy of any survey instrument(s) on file
with appropriate University offices?
Yes or No
09. Y or N If a survey instrument were used for Assessment
Area 3, was the instrument described in adequate
detail? Was survey design explained? Were the
response scales identified? Was a table of
results provided and did the table provide
descriptive information for all statements:
N, Mode, Median, Mean/SD, Percent Response, etc.
Yes or No
Other Issues
10. Y or N Did the report include other statements of
expected results, beyond the three measures
that are required?
Yes or No
11. Y or N Did the assessment method(s) meet standard
reporting requirements, such as identification
of time period, description of participants,
description of data and methodology?
Yes or No
12. Y or N Do the results summarize the data that were
actually collected?
Yes or No
13. Y or N Overall, does Section II meet the methodology
and reporting requirements typically associated
with social research?
Yes or No
Section III
How Assessment Findings Were Used to Guide
Changes for Improvements in the Program/Major
01. Y or N Does the report include a discussion on the
significance and implications for each of the
three (or more) expected results?
Yes or No
02. Y or N Does the report include an analysis of how
results had an impact on the curriculum?
Yes or No
03. Y or N Does the report include an analysis of how
results can be used to effect improvements?
Yes or No
04. Y or N Does the report include a discussion on
strengths and weaknesses of the program?
Yes or No
05. Y or N Does the report include discussion that links
assessment results with changes to the curriculum
(or policy, administrative practices, etc.) that
were implemented, as a result of this reporting
process, either in the short-term or the long-term?
Yes or No
06. Y or N Was any historical information provided that
demonstrated improvements over time?
Yes or No
Editorial Notes and Conventions
Report Template
Did the writer use the standardized report
template, prepared by the Office of XXX?
Yes or No
Was the interim report presented in paper-copy
only?
Yes or No
Was the final report presented in both paper-copy
and electronic format (using the template prepared
by the Office of XXX)?
Yes or No
Report Length
Was the report restricted to 15 pages in
length?
Yes or No
Were all data and tables included in the
report and NOT presented in attachment/appendix
format?
Yes or No
Stylistic Conventions
Did the program goal start with "To ..."?
Yes or No
Were statements of expected results of
the curriculum presented as "It is expected
that ..."?
Yes or No
Reports from all units will be published as a
compendium. Therefore, it is important that all
reports are in the same layout and format, and
that the writing is of publishable quality.
Yes or No
Were acronyms and abbreviations avoided?
Yes or No
Was technical jargon avoided?
Yes or No
Were individuals identified by position title,
not name?
Yes or No
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