SAMPLE LEARNING OUTCOMES & RUBRICS

A printable document of these SAMPLES can be found here. 

The following are sample program learning outcomes and rubrics to provide some guidance in the development of assessment standards.  These are merely examples and can be modified to fit the needs of your program.  The outcomes and measurements MUST be relevant and meaningful to your program, providing information that will be useful in continuing quality improvement. Remember, when developing of rubrics, consider the thresholds that will demonstrate PLO’s are being met.

Examples of Program Learning Outcomes
Some learning outcomes will require a rubric with perimeters for achievement, some will be percentage achievement, and still others may be designed as milestones completed (with time or percentage as unit measured).  Ideally, your assessments will combine direct and indirect measures.  The following are examples of some assessment ideas which are fairly typical of graduate assessment.  Depending on your program, what works for you will vary, but most programs should address the following assessment themes:

 

Demonstrate  Subject Content Knowledge (Generally in written or oral form, portfolio, project completion, or other demonstration of content knowledge)

Demonstrate oral communication skills representative of their disciplinary field.

Demonstrate skills in oral and/or written communication sufficient to;

  1. publish in a peer-reviewed journal
  2. present work in their field
  3. prepare grant proposals.

Demonstrate, through service, the value of their discipline to the academy and community at large.

Demonstrate a mastery of skills and knowledge at a level required for college and university undergraduate teaching in their discipline and assessment of student learning.

 

Critical Thinking
Analyze and evaluate the literature relevant to their area of study.

Critically apply theories, methodologies, and knowledge to address fundamental questions in their primary area of study.

 

Demonstrate knowledge progression

Develop research objectives and hypotheses

Collect, summarize and interpret research data.

Pursue research of significance in the discipline or an interdisciplinary or creative project.

 

Applications
Apply research theories, methodologies, and disciplinary knowledge to address fundamental questions in their primary area of study.

Produce and defend an original significant contribution to knowledge
Develop professional curriculum vitae with required skills to secure a profession position appropriate to their degree.

 

Demonstrate Ethical Standards

 Follow the principles of ethics in their field and in academia.

 Interact productively with people from diverse backgrounds as both leaders/mentors and team members with integrity and professionalism.
Be able to conduct scholarly activities in an ethical manner. 
Familiarly with guiding principles and strategies in the ethical conduct of research and/or teaching

Understand ethical issues and responsibilities especially in matters related to professionalism and (if applicable) in matters related the laboratory setting and in writing and publishing scientific papers.

 

Measurement Examples

The assessment of program-level learning outcomes should be formative, providing information on students as they work toward achieving required outcomes, and summative, determining satisfactory progress toward degree completion.  

Response Threshold (short list of examples)

  • At least 80% of students will be ranked at acceptable or exceptional in subject content knowledge, written communication, and oral communication skills. (Threshold based on rubric)
  • At least 90% of students will pass their defense on their first attempt.
  • 100% of students will successfully complete the ethics training and lab safety training.
  • 90% of students will successfully complete foundation classes (those required by the department) with a grade of “B” or higher.
  • By second year, 80% of graduate students will have participated in a Poster Presentation
  • By their final year, 80% of students will have a published in a peer-reviewed journal
  • Develop a sliding scale for students in different levels within the graduate program. 80% of students score at “mastery” level on department rubric.
  • 80% of students will successfully complete courses specified in program of study by end of (period of time – will depend on nature of program, but time is a valuable measurement)
  • 60% of Plan A grad students will submit final signed thesis by end of fifth semester.

Note: Rubrics must not be used to asses or evaluate individual students, and should not inform the decision regarding whether a student passes a defense or course.  The data should be aggregated for all students in the program over a two-year period in order to assess the success of the program in meeting its program learning outcomes

 

Use of Rubrics
Rubrics are a more precise means of establishing student performance.  Depending on the assessment measures for your program learning outcomes, they can be invaluable in seeing trends in the attainment of student achievement.  The following are rubrics are from various sources, and they are certainly not the limit your option.  The basic concept of a rubric is
1) The assessment outcome (what’s being assessed)
2) Levels of achievement (poor, limited, acceptable, and exceptional) between 4-5 levels are sufficient.  Levels can be descriptive (as above), numerical (1-5), or a combination of both.

 

Sample Rubrics (Developed by CLS):

Rubricfor the Assessment of Subject Content Knowledge

 

Level of Achievement

Score

 

1

2*

3

4**

5

 

Indicatorsof Subject Content Knowledge

Little inquiry; limited knowledge shown

 

Explores topic with curiosity; adequate knowledge from variety of sources displayed

 

Knowledge base displays scope, thoroughness, and quality

 

Examine& Identify the problem/question

Does not identify or summarize the problem/ question accurately, if at all

 

The main question is identified and clearly stated

 

The main question and subsidiary, embedded or implicit aspects of a question are identified and clearly stated

 

Analyzes& Synthesize: Identifies & evaluates the quality of supporting data/evidence; detects connections and patterns

No supporting data or evidence is utilized; separates into few parts;  detects few connections or patterns

 

Evidence is used but not carefully examined; source(s) of evidence are not questioned for accuracy, precision, relevance and completeness; facts and opinions are stated but not clearly distinguished from value judgments

 

Evidence is identified and carefully examined for accuracy, precision, relevance, and completeness; facts and opinions are stated and clearly distinguished; combines facts and ideas to create new knowledge that is comprehensive and significant

 

Constructs& Interprets: Identifies and evaluates conclusions, implications, & consequences; develops ideas

Combines few facts and ideas; needs more development; conclusions, implications; consequences are not provided

 

Accurately identifies conclusions, implications, and consequences with a brief evaluative summary; uses perspectives and insights to explain relationships; states own position on the question

 

Accurately identifies conclusions, implications, and consequences with a brief evaluative summary; uses perspectives and insights to explain relationships; states own position on the question

 

 

 

 

 

 

Total

 

*Exhibits most characteristics of ‘1’ and some of ‘3’; **Exhibits most characteristics of ‘3’ and some of ‘5’

Rubricfor the Assessment of Written Communication

 

Level of Achievement

Score

Indicators of Effective Writing

1

2*

3

4**

5

 

Content & Development: ideas, examples, reasons & evidence, point of view

Topic is poorly developed, support is only vague or general; ideas are trite; wording is unclear, simplistic; reflects lack of understanding of topic and audience; minimally accomplishes goals of the assignment

 

Topic is evident; some supporting detail; wording is generally clear; reflects understanding of topic and audience; generally accomplishes goals of the assignment

 

Thesis topic is clearly stated and well developed; details/wording is accurate, specific, appropriate for the topic & audience with no digressions; evidence of effective, clear thinking; completely accomplishes the goals of the assignment

 

Organization: focus, coherence, progression of ideas, thesis developed

Disorganized and unfocused; serious problems with coherence and progression of ideas; weak or non- existent thesis

 

Generally organized & focused, demonstrating coherence & progression of ideas; presents a thesis and suggests a plan of development that is mostly carried out

 

Clearly focused and organized around a central theme; thesis presented or implied with noticeable coherence; provides specific & accurate support

 

Language: word choice & sentence variety

Displays frequent & fundamental errors in vocabulary; repetitive words and sentence types; sentences may be simplistic and disjointed

 

Competent use of language and sometimes varies sentence structure; generally focused

 

Choice of language & sentence structure is precise & purposeful, demonstrating a command of language and variety of sentence structures

 

Conventions: grammar, punctuation, spelling, paragraphing, format; (as applicable) documentation

Errors interfere with writer’s ability to consistently communicate purpose; pervasive mechanical errors obscure meaning; inappropriate format; in text and ending documentation are generally inconsistent and incomplete; cited information is not incorporated into the document

 

Occasional errors do not interfere with writer’s ability to communicate purpose; generally appropriate format; in text and ending documentation are generally clear, consistent, and complete; cited information is somewhat incorporated into the document

 

Control of conventions contribute to the writer’s ability to communicate purpose; free of most mechanical errors; appropriate format; In text and ending documentation are clear, consistent, and complete; cited information is incorporated effectively into the document

 

 

 

 

 

 

Total

 

*Exhibits most characteristics of ‘1’ and some of ‘3’; **Exhibits most characteristics of ‘3’ and some of ‘5’

 

Rubricfor the Assessment of Oral Communication

 

Level of Achievement

Score

Indicators of Effective Oral Communication

1

2*

3

4**

5

 

Subject Knowledge: depth of content, relevant support, clear explanation

Provides irrelevant or no support: explanation of concepts is unclear or inaccurate

 

Main points adequately substantiated with timely, relevant and sufficient support; accurate explanation of key concepts

 

Depth of content reflects thorough understanding of topic; main points well supported with timely, relevant and sufficient support; provided precise explanation of key concepts

 

Organization: Main points distinct from support, transitions, coherence

Lack of structure; ideas are not coherent; no transitions; difficult to identify introduction, body, and conclusions

 

Clear organizational pattern; main points are made clearly; smooth transitions differentiate key points

 

Effective organization well suited to purpose; main points are clearly distinct from supporting details; transitions create coherent progress toward conclusion

 

 

 

 

 

 

Total

 

*Exhibits most characteristics of ‘1’ and some of ‘3’; **Exhibits most characteristics of ‘3’ and some of ‘5’

 

Examples provided by Animal Science and Range Management:
Rubric for Assessment of: Effectiveness in written communication of substantive content.

4 = Exceeds Standards: Student demonstrates competent performance exceeding normal standards at either the M.S. or Ph.D. level.

3 = Meets Standards: Student demonstrates appropriate performance for

professionalization

2 = Below Standards: Student does not demonstrate the skills commensurate with M.S. or Ph.D. degree.

1 = Unacceptable: Performance is clearly inadequate. Student demonstrates an inability or unwillingness to develop appropriate skills.

Indicators of

Effective Written

Communication of

Substantive Content

 

 

 

 

 

1

 

 

 

 

2

 

 

 

 

3

 

 

 

 

4

 

 

 

 

Score

Style / Organization

Paper is poorly

written and

reveals a lack

of effort

suitable for a

graduate

student

 

Paper conveys

appropriate

ideas, but

reveals weak

control over

diction, syntax,

and

organization.

 

Effective

command of

sentence

structure and

diction. Paper

is organized in

a logical

scientific

manner

 

Excellent

command of

sentence

structure,

diction, and

organization is

appropriate for

subject matter

content

 

 

Content

Major

omissions

necessary for

scientific

paper.

 

Some

necessary

components of

an effective

paper missing

or poorly

described.

 

Good job

presenting

ideas; contains

all necessary

content for

scientific

paper, but not

as clear or

succinct as it

could be.

 

Clearly

presents

appropriate

justification,

objectives and

methods; If

available,

results are

complete and

inferences

follow from

the data

 

 

Grammar

Weak

grammar,

spelling

 

Several

grammar and

spelling errors

 

Few spelling

and grammar

errors

 

No spelling or

grammar

mistakes

 

 

Sources

Poorly sourced

Some major

relative

literature not

covered

 

Major relative

literature

discussed

 

Exhaustive

literature

presented

 

 

 

Rubric for Assessment of: Effectiveness in oral communication of substantive content.

4 = Exceeds Standards: Student demonstrates competent performance exceeding normal standards at either the M.S. or Ph.D. level.

3 = Meets Standards: Student demonstrates appropriate performance for professionalization

2 = Below Standards: Student does not demonstrate the skills commensurate with M.S. or Ph.D. degree.

1 = Unacceptable: Performance is clearly inadequate. Student demonstrates an inability or unwillingness to develop appropriate skills.

Indicators of

Effective Oral

Communication

of Substantive

Content

 

 

 

 

 

1

 

 

 

 

2

 

 

 

 

3

 

 

 

 

4

 

 

 

 

Score

Organization

Poor

Insufficient

Adequate

Presentation is arranged

logically

 

 

Content

Omission of

critical

information

necessary for a

scientific

presentation

 

Missing key

components of

effective

presentation

 

Most

components

covered, but

talk would

benefit from

additional

information

 

Material

presented was

complete and

appropriate, all key

components

covered

 

 

Clarity

Study

justification,

objectives, and

methods unclear;

demonstrated

lack of

preparation

 

Slides poorly

arranged or

improperly

formatted.

Font size too

small, too

crowded,

inappropriate

color scheme,

overuse of

acronyms and

jargon

 

Presentation is relatively clear; some slides too busy or

lacking; visual

aids are well

designed,

legible, with

appropriate

content

 

Presentation is succinct and

clear; avoids

jargon and

acronyms;

visual aids are

well designed,

legible, with

appropriate

content

 

 

Knowledge &

Understanding

 

Demonstrates

poor

knowledge of

the materials

presented

 

Demonstrates

a lack of

knowledge in

critical

components of

the study (e.g.,

literature,

study design,

analyses)

 

Demonstrates

solid

understanding

of the topic

and associated

literature;

highlights

important

points w

here

study is

strongest;

delivers

effective

conclusion

 

Demonstrates

a superb grasp

of the topic

and the

literature

related to the

topic; well

prepared for

questions;

Revisits

important and

relative points

 

 

Delivery

Obvious ill-

preparedness

 

Ineffective

delivery; poor

speech

mechanics;

nervous habits

interfered with

effective

presentation

 

Effective

delivery;

appropriate

volume, few

nervous habits,

relatively little

reliance on

notes;

evidence of

preparation

 

Outstanding

delivery;

engagement

with audience,

little reliance

on notes,

smooth

transitions

 

 


 

Examples provided by Department of Chemistry and Biochemistry
Response Threshold All programs:

  • At least 80% of students will be ranked at the level of exceptional

in subject content knowledge, written communication, and oral communication.

  • At least 90% of students will pass their defense on their first attempt.
  • 100% of students will successfully complete the ethics training and lab safety training.

 

Presentation:The student has effective oral communication skills.

 

Unacceptable

Acceptable

Exceptional

Organization of the

presentation

 

 

 

Clarity of the presentation

 

 

 

Effective use of slides and/or other visual aides

 

 

 

Demonstration of appropriate level

of subject knowledge

 

 

 

Thesis:The student has effective written communication skills.

 

Unacceptable

Acceptable

Exceptional

Organization of the thesis: focus, coherence, progression of ideas is appropriate

 

 

 

Clarity of the thesis: Language word choice and grammar conventions are appropriate.

 

 

 

Content: Subject vocabulary , development of ideas, examples, and reference citations are at appropriate level.

 

 

 

Thesis and Presentation:The student demonstrated mastery of subject content and successfully conducted independent research and analysis, contributing substantive work, in their field.

 

Unacceptable

Acceptable

Exceptional

Identified and articulated the problem/

hypothesis of the research project.

 

Unable to identify problem on their own.

 

Identified the problem but had some ambiguity in articulating the problem statement.

 

Identified the problem

and outlined the necessary objectives to

solve the problem.

 

Conducted research to test the hypothesis.

 

Not clearly able to design an effective protocol.

 

Designed an effective

protocol including

appropriate control

experiments.

 

 

Designed effective

protocols

including

appropriate control

experiments and

independently

identified follow­‐up

experiments.

 

Analyzed data and detected

connections and patterns.

 

Not able to independently

analyze data

 

Independently analyzed data and detected some

appropriate connections

and patterns.

 

Independently analyzed

data and thoroughly

detected connections

and patterns.

 

Drew conclusions, implications, and consequences; developed ideas.

 

Combines few facts and

ideas, needs more development, conclusions

and consequences are not provided.

 

Accurately identifies

conclusions,

implications and

consequences with a brief evaluative

summary.

 

Accurately identifies

conclusions,

implications, and

consequences with a well-­‐

developed

explanation.

Provides

objective

analysis of own assertions.