UAAAC Reports

UAAAC Assessment Rubric

Thank you for your continued efforts to strengthen student learning in your program through assessment. Based on its review of your report, the University Academic Assessment Advisory Committee (UAAAC) offers the following feedback to help your program further develop its assessment and academic planning.

1. Mission Statement

The program’s mission statement concisely articulates its guiding purpose and identity, clarifies the educational value of its curriculum, and aligns with the university’s broader public mission.

DEVELOPED DEVELOPING NEEDS DEVELOPMENT ABSENT
Clear statement of program’s purpose and identity, the educational value of curriculum, and its link to university’s mission Mission statement articulates program’s purpose but may lack broader context Vague mission statement with little connection to specific program No mission statement

Comments:

 

2. Program Learning Objectives

Learning objectives should reflect the program’s distinct mission in connection with the university’s broader educational goals, as well as aligning with the individual courses in which they are addressed. They should allow faculty to communicate their expectations, students to reflect on their own growth, and programs to measure and improve their educational results.

DEVELOPED DEVELOPING NEEDS DEVELOPMENT ABSENT
Learning goals are clear and can be accurately assessed Learning goals are mostly clear; some can be assessed Learning goals are present but vague; unclear how an evaluator could determine whether goals met Program learning objectives are absent or incomplete

Comments:

 

3. Faculty Involvement

Learning objectives should reflect the program’s distinct mission in connection with the university’s broader educational goals, as well as aligning with the individual courses in which they are addressed. They should allow faculty to communicate their expectations, students to reflect on their own growth, and programs to measure and improve their educational results.

DEVELOPED DEVELOPING NEEDS DEVELOPMENT ABSENT
All/most faculty involved
 
Faculty use assessment to plan courses and assignments
Assessment involves critical mass of faculty
 
Assessment results discussed by faculty
Assessment completed in isolation by single or few faculty members
 
Assessment results reported but not discussed in the program
No evidence of faculty involvement

Comments:

 

4. Measures

Effective measures include a variety of data collection strategies designed to measure student learning—including portfolios, capstone projects, and summative examinations. Indirect measures such as surveys, focus groups, and interviews can offer supplemental context but do not suffice on their own.

DEVELOPED DEVELOPING NEEDS DEVELOPMENT ABSENT
All assessment measures are sound and yield usable results
 
Measures are clearly linked to student learning goals and provide usable insight into program’s success or growth
Some outcomes linked to sound measures
 
Measures are present but not clearly linked to student learning goals
Few outcomes have measures
 
Measures are inadequate to meaningful assessment of student learning goals
No measures or analysis shown

Comments:

 

5. Findings and Analysis

Reports should analyze and summarize the results of the assessment: how well did students meet the program’s learning objectives? How well did assessment capture that learning?

DEVELOPED DEVELOPING NEEDS DEVELOPMENT ABSENT
Findings offer evidence that goals were met, partly met, or not met
 
Findings used to improve student learning and program quality
Findings are mostly aligned with assessment goals and results
 
Findings directed at improving student learning and program outcomes
Findings unrelated to assessment results
 
Findings do not indicate ongoing engagement with student learning
No findings are given

Comments:

 

6. Use of Assessment for Program Improvement and Planning

The quality of a program’s assessment is determined by its usefulness and application. While assessment should reveal a program’s strengths, it is equally (and perhaps even more) valuable if it can help programs identify, reflect on, and address areas where continued development and improvement are needed.

DEVELOPED DEVELOPING NEEDS DEVELOPMENT ABSENT
Assessment clearly drives program planning and curriculum development
 
Program improvements result from assessment
 
Evidence of program-level reflection on assessment results
Assessment results directed toward program planning
 
Program’s curriculum has changed (and changes) as a result of assessment
 
Assessment report includes reflection on larger lessons learned from assessment
Assessment describes the existing program
 
Assessment used to defend status quo
 
Assessment is primarily procedural and needs reflection
No use of assessment evident

Comments:

 

Download an editable version of this page

UAAAC Rubric for Department Assessment Reports

(415) 338-2206

Division of Undergraduate Education and Academic Planning
ADM 447 | San Francisco State University | 1600 Holloway Avenue | San Francisco, CA 94132