A Work in Progress

2006-2007

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This document is intended to be used in conjunction with Professional Development Sessions facilitated by the Center for Teaching, Learning, and Assessment for Department/Program Review Teams.

In addition, the Department/Program Review generally proceeds more efficiently and effectively if the Center for Teaching, Learning, and Assessment is involved in the facilitation of the process with each Review Team.

Susan Bayardx5420sbayard@northshore.edu

Althea Smithx5411asmith@northshore.edu

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Table of Contents

NSCC Mission Statement 2

NSCC Vision Statement 2

Strategic Plan – Goal 3 2

Department/Program Review Process:

Statement of Purpose 3

Department/Program Review Process 4

Description of Roles and Responsibilities 5

Phase 2:

Assessment Map 6

Review and Select Department/Program Outcome(s) to Assess 6

Rubrics 6

Assessment Results 6

Phase 2 Report 7

Ongoing Assessment 7

Model Phase 2 Annual Report 8

Action Plan Chart 9

Glossary… 10

Appendices:

Appendix A – Blooms Taxonomy 13

Appendix B – NSCC General Education Outcomes 14

Appendix C – Blank Curriculum Map 15

Appendix D – Sample Assessment Maps 16

Appendix E – Blank Rubric Format 18

Appendix F – Sample Rubrics 19

Members of the Program Review & Workforce Readiness Leadership Team 26

Mission Statement

North Shore Community College is a source of hope and opportunity and a regional leader for social and economic change. Blending tradition and innovation, liberal arts and career preparation, intellectual development and cultural and personal growth, we foster a diverse and caring community of learners where all are welcome and each is challenged. We offer lifelong education responsive to changing community needs, a global economy, evolving technology and the shifting roles faced by individuals and institutions. Our greatest contribution to the Commonwealth is the success and achievement of our students.

Vision Statement

North Shore Community College will be a catalyst for personal, community and regional change through education, training and civic engagement. The College will serve as a beacon of hope and opportunity for an increasing diverse student body and be a respected, full partner with other public and private organizations seeking better lives for North Shore residents and a vibrant future for the region.

Strategic Plan – Goal 3

Academic Programs and Curriculum:

A Commitment to Teaching and Learning

North Shore Community College will renew and expand programs, curriculum and learning opportunities in response to educational and labor market needs.

Department/Program Review Process

Statement of Purpose

Completing a comprehensive Department/Program Review provides faculty with the opportunity to analyze and reflect on department or program design as it affects student learning. Through this process, faculty collaboratively make department or program level recommendations to improve teaching and learning. Such improvements or advancements may include:

· Initiating changes in pedagogy or modes of delivery to improve student learning;

· Addressing emerging needs of students or the professional fields they enter;

· Providing for faculty development based on emerging professional or educational demands;

· Creating additional learning resources for students.

The Department/Program Review process resides within the academic departments and programs and is implemented through appropriate channels, preserving the rights of academic freedom.

This Department/Program Review model is based on NSCC’s institutional interests and supported by requirements of external agencies such as the Board of Higher Education (BHE) and the New England Association of Schools and Colleges (NEASC).

Department/Program Review Process at NSCC

Department/Program Review is a multi-year process that includes Phase 1 and ongoing Phase 2 within a 5-Year cycle.

Phase 1 – one academic year (Compensation for Faculty Review Team – please see compensation description)

All Departments and Programs undertaking Department/Program Review will:

1. Complete the Department/Program Review Document Self-Study – Sections I – VII (Section IV will be addressed in-depth in Phase 2, but departments/Programs will be expected to address the questions raised in Section IV in the Phase 1 Report.)

2. Complete the Summary.

3. Develop an Action Plan.

4. Present the Self-Study, Summary, and Action Plan to the Vice President for Academic Affairs, the Dean for Academic assessment, Curriculum, and Special Programs, the Division Dean, the Director of the Center for Teaching, Learning, and assessment, and interested faculty and staff. The Vice President for Academic affairs responds to the report addressing the availability of resources needed to support the department/program and support student learning.

5. Present the results of the Phase 1 Review at a college-wide forum in May.

Phase 2A – one academic year (Compensation for Faculty Review Team – Please see compensation description) All departments and Programs continuing the Department/Program Review Process will:

1. Complete Section IV of the Department/Program Review Process by:

a. Selecting at least one, with the potential of up to three, Department/Program Outcomes to assess.

b. Selecting a method of assessment (prompt) for the Department/Program Outcome.

c. Collectively developing standards and criteria for judging student achievement (scoring rubric).

d. Collecting student work.

e. Scoring the prompt using the scoring rubric created.

f. Analyzing and interpreting the results.

g. Using assessment results to modify/formulate an Action Plan.

2. Revise and update Action Plan and include timeline for completing assessment of Department/Program Outcomes.

3. Present the results of the Phase 2 Review at a college-wide forum in May.

Phase 2B – ongoing (No Compensation)

1. Departments and Programs will continue to assess the remainder of the Department/Program Outcomes with support from the CTLA.

2. Departments and Programs will submit a summary and analysis of their Action Plan results on an annual basis throughout the remainder of the five-year Department/Program Review cycle to their Division Deans, the CTLA, and a possible Governance Committee.

Description of Roles and Procedures

Department/Program Review Team

The department/program identifies a Review Team consisting of full-time and adjunct faculty who will complete the review. The department/ program faculty is encouraged to utilize the resources of the Division Dean, the Center for Teaching, Learning, and Assessment, the Office of Planning and Institutional Research, and other institutional departments as necessary.

Planning and Institutional Research

Planning and Institutional Research submits data collected such as student applicant data, student enrollment data, programmatic retention data, graduate data, and student placement and feedback data to each department/program. Each Department/Program Review Team may identify additional data to be considered. The role of the Department/Program Review Team is then to interpret the data.

Collaborative Draft of the Report

The Department/Program Review Team in collaboration with the department/program prepares a draft of the report, which includes the Self-Study, Summary, and Action Plan. The Division Dean shares his/her feedback with the Team.

Approval of Final Report

The final report must be approved by the department/program and given to the Division Dean before it is formally presented.

Presentation of Report

The Department/Program Review Team presents the final report to the Vice President for Academic Affairs; the Dean for Academic Assessment, Curriculum, and Special Programs; the Division Dean; the Director of the Center for Teaching, Learning, and Assessment; and other selected academic leaders. This group discusses the report and the resources needed to support the department/program and improve student learning.

Response to Report

The Vice President for Academic Affairs prepares and sends a written response to the department/program regarding the results of the review, feedback on the action plan, and the cycle for allocation of resources.

Follow-Up

The department/program faculty implements the agreed upon Action Plan. Departments/programs will report on the progress of what has been achieved since the last Department/Program Review.

Phase 2

Evidence of Student Learning and Use of Assessment Results

Assessment is an on-going process of inquiry into what and how well students learn against our criteria and standards of judgment. The process is outlined below:

I. Assessment Map

A. Using curriculum mapping, identify methods that are used to assess the

department/program student learning outcomes to assure that students

have ample and diverse opportunities to learn. See APPENDIX C, p 15

“Blank Curriculum Map” and APPENDIX D, pp 16-17 “Sample Assessment

Maps.”

B. Reflect on the Assessment Mapping activity and discuss the findings.

C. What have you learned about the department/program?

II. Review and Select Department/Program Outcome(s) to Assess

See APPENDIX A, p 13 “Blooms Taxonomy” and APPENDIX B, p 14 “General

Education Outcomes.”

III. Rubrics

A. Are there department/program standards and criteria for judging student

achievement for the outcome selected (e.g., collaboratively developed scoring

rubrics) If so, please include. If not, please develop. See APPENDIX E, p 18

“Blank Rubric Format” and APPENDIX F, pp 19-25, “Sample Scoring Rubrics.”

IV. Assessment Results

A. As a result of assessing department/program outcomes, describe what the

department/program has found:

1. Based on the results of the raters’ scores on the rubrics summarize what members of the department/program have collectively learned for each department/program outcome.

2. Specifically, what do these results reveal about the strengths and weaknesses of student learning?

3. What specific changes have been implemented or will be implemented to improve student learning based on the results of the assessment (e.g., changes in teaching methods, curricular or instructional design, use of educational tools, integration of educational experiences or other enrichment activities, advising, use of support services)?

V. Phase 2 Report

A. Method for Pilot

1. Department/Program Outcome Selected to Assess

2. Describe the Method of Assessment Used

3. Describe General Process/ Procedure

i. Sample of papers

ii. Which courses?

iii. Which students?

iv. Which faculty?

4. Describe Prompt

5. Include Copy of the Rubric

B. Results

1. Describe Procedure for Scoring the Prompt

2. Results (Tally and Percentages)

3. Analyze the Data

4. Interpret the Data

C. Conclusions

1. What have you learned about the Department/Program?

2. How does this assessment inform us about teaching and learning?

D. Revise and Update Action Plan

1. Review first (last) year’s Action Plan

2. Identify completed items and describe the action taken

3. Select priorities for second (next) year’s Action Plan identifying needed

resources with timeline and budget. (Complete chart on page 9.)

4. Identify needed resources

5. Include timeline for completing assessment of Department/Program

Outcomes

VI. Ongoing Assessment

Departments and Programs will continue to assess the remainder of the Department/Program Outcomes with support from the CTLA.

A. Identify Department/Program Outcomes and develop timeline for completing

assessment.

B. Action Plan

Departments and Programs will submit a summary and analysis of their

Action Plan results on an annual basis throughout the remainder of the

five-year Department/Program Review cycle to their Division Deans, the

Center for Teaching, Learning, and Assessment, and a possible Governance

Committee.

Model Phase 2 Annual Report

A. Method for Pilot

1 Department/Program Outcome Selected to Assess

2 Describe the Method of Assessment Used

3 Describe General Process/ Procedure

i. Sample of papers

ii. Which courses?

iii. Which students?

iv. Which faculty?

4 Describe Prompt

5 Include Copy of the Rubric

B. Results

1. Describe Procedure for Scoring the Prompt

2. Results (Tally and Percentages)

3. Analyze the Data

4. Interpret the Data

C. Conclusions

1. What have you learned about the Department/Program?

2. How does this assessment inform us about teaching and learning?

D. Revise and Update Action Plan

Include timeline for completing assessment of Department/Program Outcomes.

Action Plan Chart

Department/Program Goals/Needs

Status of Goals

Resources Needed

Timeline

Budget

GLOSSARY

Advisory Board - A group of individuals drawn from a program’s communities of interest for the purpose of informing and advising the program in order to meet student, institution, community, and workforce needs.

Assessment - An ongoing process of examining student work against criteria and standards of judgment in order to improve teaching and learning. Examples are tests, class presentations, research papers, and portfolios.

"Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development." (Palomba & Banta, 1999)

"Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance." (Tom Angelo, 1995)

Capstone - A culminating academic project or experience.

Clinical Experience – See Field Placement

Co-op – At NSCC, a co-op is a paid job placement during which knowledge is applied and skills are developed.

Community of Interest - All those affected by the department/program: transfer/career students, entering students, existing students, NSCC departments and programs, “feeder” educational institutions, particular professions, current and future employers, community entities, and transfer institutions.

CPT - Computerized Placement Test. Used for evaluation of student competencies in communication and mathematics.

Curriculum Design - The structure and format upon which a curriculum is fashioned.

Curriculum Map - A graphic representation indicating which courses address department/program level and/or general education outcomes.

Department/Program Review - The process of examining and reviewing the department/program to direct and inform teaching and learning. The three stages are self-study, summary, and action plan.

Educational Tools - Variety of instruments, which aid teaching and learning. A few examples are books, media, computers, online databases, calculators, microscopes, tests.

Embedded Assignment – An activity within a course used to assess department/program level or general education outcomes.

Enrichment Opportunities – Experiences within or outside of the classroom that reinforce classroom learning. Examples are guest speakers, demonstrations, field trips, performances, clubs, internships, and service-learning experiences.

Field Placement - An unpaid educational experience in a practical learning situation that correlates to course curriculum.

General Education Outcomes – Student learning that can be assessed in order to determine knowledge, skills, and attitudes that are shared throughout the institution.

Hybrid (formerly CAT) – Courses which combine face-to-face and online instruction with at least 50% instruction online and remainder in the classroom.

Internship – At NSCC, an internship is an unpaid job placement during which knowledge is applied and skills are developed.

Mission Statement - A description of the aims, values, and goals of a department, program, or an organization.

Portfolio - A collection of student-generated artifacts used to provide evidence over a period of time about the range and extent of a student’s performance and growth.

Practicum – See Field Placement.

Quantitative Reasoning - The ability to think and reason using certain objective and well-defined measures, such as those with numerical value including but not limited to: symbols, graphs, equations, and tables.

Qualitative Reasoning - The ability to assess persons, objects, or events in terms of their value or worth rather than of their objective characteristics.

Retention – As defined by the Board of Higher Education: first time, full-time, students registered at NSCC from one fall to the next.

Rubric - A tool with specific criteria and standards of judgment used to assess student work and document student learning.

Self Study - A part of the academic review process in which a program examines its own performance.

Special Populations - Identified groups of students within the college that may be in need of additional, adaptive, or specialized services.

Student Learning Outcomes – Statements of specific knowledge, skills, and attitudes that students are expected or intended to achieve, and that are measurable.

Support Services – Activities that support and enrich learning.

a. Academic Support Services: Activities which support education such as academic technology, library, and media services.

b. Student Support Services: Activities which support students such as counseling, tutoring, and advising.

References:

Barrow, Robin. A Critical Dictionary of Educational Concepts. New York: St. Martin’s Press, 1986

Glossary of Education Terms and Acronyms.www.ncrel.org/sdrs/areas/misc/glossary.htm

Good, Carter V., ed. Dictionary of Education. New York: McGraw-Hill, 1973

Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the

Institution. Sterling, Va.: Stylus, 2004

U.S. Department of Education. The Condition of Education.

APPENDIX ADESCRIPTIONS OF BLOOM’S LEVELS OF THINKING

(Cognitive Domain)

Blooms Taxonomy divides the way people learn into three major domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain emphasizes intellectual outcomes. Cognitive Outcomes are further divided into categories, which are arranged from the lowest level of thinking, which is simple recall, to the highest level, which is evaluating information. The largest number of educational outcomes fall into this domain .The Affective Domain emphasizes a feeling, tone, or degree of acceptance or rejection. Affective Outcomes are expressed as interests, attitudes, appreciations, and emotional sets or biases. The Psychomotor Domain emphasizes muscular or motor skills, manipulation of materials or objects, or something that requires neuromuscular coordination. Most Psychomotor Outcomes relate to handwriting, speech, and physical education.

LEVEL and DEFINITIONKEY VERBSSAMPLE PRODUCTS

Level 1 -

KNOWLEDGE/RECALL

Exhibit memory of previously-learned material by recalling facts, terms, basic concepts, and answers.

Tell

List

Recall

Quote

Locate

Match

Name

Identify

Labels

Names

Citation

Recitation

Find

Underline

Fact

Label

Tally

Reproduction

Level 2 -

COMPREHENSION

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

Translate

Interpret

Outline

Arrange

Reword

Define

Rephrase

Summarize

Sentence

Generalization

Definition

Class notes

Restate

Explain

Summary

Level 3 -

APPLICATION

Solve problems for new situations by applying acquired knowledge, facts, techniques, and rules in a different way.

Apply

Solve

Apply

Utilize

Use

Test

Illustration

Demonstration

Worksheets

Manipulate

Construct

Model

Demonstrate

Practice

Records

Level 4 -

ANALYSIS

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Analyze

Contrast

Deduce

Outline

Examine

Simplify

Inspect

Compare

Survey

Graph

Comparison

Report

Verify

Categorize

Chart

Level 5 -

SYNTHESIS

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Create

Hypothesize

Formulate

Combine

Adapt

Induce

Formula

Invention

Hypothesis

Transfer

Invent

Prediction

Predict

Integrate

New theory

Level 6 -

EVALUATION

Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

Judge

Prioritize

Refute

Determine

Assess

Endorse

Opinion

Evaluation

Decision

Justify

Rank

Verdict

Reference: Bloom, B., Englehart, M., Furst, E., Hill, W., Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

APPENDIX B

GENERAL EDUCATION OUTCOMES

The primary goal of General Education is to instill the foundations of lifelong learning. To that end, the General Education Outcomes Ad Hoc Committee developed the following General Education Outcomes, which were then approved at the Faculty/Staff Meeting on January 30, 2001. The following learning outcomes are a starting point to develop the characteristics of a generally educated person in each of our students:

NEASC 4.19 Category

Student Learning Outcome

1.0 - Written and Oral Communication

· 1.0.a – The student will demonstrate the ability to write a logically developed, organized document in English utilizing the rules of grammar, punctuation, and proper spelling; the student will demonstrate the ability to solve problems in writing.

· 1.0.b – The student will articulate ideas logically and clearly for diverse audiences and purposes.

· 1.0.c – The student will apply his/her writing, reading, and speaking skills for effective communication.

2.0 – Quantitative Reasoning and Critical Analysis

· 2.0.a – The student will clearly represent mathematical information symbolically, visually, numerically, and verbally. Examples include, but are not limited to, arithmetic operations on whole/rational numbers and mathematical models such as tables, graphs, and schematics.

· 2.0.b – The student will interpret mathematical information (symbolically, visually, numerically, and verbally) in order to problem-solve and draw inferences.

· 2.0.c – The student will apply critical analysis and reasoning skills to identify and define a problem, research solutions, analyze the results of the research, and make a decision based on critical analysis and reasoning.

3.0 – Critical Thinking in relation to the Ethical Dimensions of Human Experience

· 3.0.a – The student will critically evaluate theories, explanations, problems, and ambiguous situations and justify their conclusions.

· 3.0.b – The student will examine his/her attitudes, values, thoughts, beliefs, and feelings related to varying contexts of the human experience.

· 3.0.c – The student will recognize that there are multiple social, cultural, political, ecological, and economic contexts for living in the world, and demonstrate an appreciation for diversity and creativity.

4.0 – Information Literacy and Computer Literacy

· 4.0.a – The student will recognize when information is needed, and demonstrate the ability to locate, evaluate, and effectively use that information.

· 4.0.b – The student will demonstrate the ability to use computer technology to search for, access, and organize information in a meaningful way.

APPENDIX C

Curriculum Map

Department/Program Outcomes

I=Introduce; R=Reinforce; A=Apply

General Education Outcomes and Workforce Readiness Skills

Other Department/Program Outcomes

Reference: Adapted from Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, Va.: Stylus, 2004

APPENDIX D

Digital Graphic Design

Sample Assessment Map – 2005/06

Competencies/Expected Outcomes

ART110

Basic Drawing 1

ART111

Basic Drawing 2

ART114

Visual Design Theory

GRA102

Graphic Production

GRA116

Electronic Imaging

GRA118

Desktop Publishing

GRA202

Digital Illustration

GRA204

Typography

GRA212

Electronic Publishing Issues

GRA216

Digital Graphics Portfolio

Gen Ed Outcomes & Workforce Readiness Skills

1. develop the ability to effectively gather and present communications to and from clients for the creation of graphic/print solutions for specific projects, processes and demographics.

c, X

x

k, n, o

I, J, N, O, Q, T

B, e, h, I, j

B, I, J, M, N, O

B, C, D, I, N, R, T

B, D, E, I, M, N

B, E, I, M, N

A, B, D, E, G, H, I, K, L, N, O, R, V

2. develop job bidding and billing techniques and the ability to select a printing company based on estimate costs and the type of product to be produced and services provided.

c, X

x

k, n, o

I, N, O

D, e, l, m, n, r

I, J, M, N, Q

X

B, I, M, N

D, E, I, M, N

A, J, L, N, O,

3. develop critical thinking and decision-making utilized for effective graphic design and marketing communications to meet industry standards and guidelines.

c

c

c, k, n, o

D, I, J, N, O

b, d, e, f, l, m, n, o

I, J, M, N

A, B, C, I, N, O, Q, R, T, W

B, I, M, N

D, I, N

A, B, G, M, J, L, N, O

4. develop research skills for effective design and marketing communications.

x

x

c, k, n, o

N, O

b, D, e, f, i, j, m, n, r

I, J, M, N

C, E, G, K, L, M, N, W

B, I, M, N, R

n, O

A, B, K, L, M, O, W

5. identify and use various hardware, software application techniques and troubleshooting required for use in graphic design, marketing communications, print and electronic media. This includes recognition of the major issue associated with crossing Apple and Windows-based platforms.

x

x

c, k, n, o

N, O

d, e, f, i, j, m, n

J, M, N

C, d, R, T

d, e, i, j, m, n

D, J, M, N

A, B, D, E, G, H, I, K, L, N, O, R, V

6. demonstrate their career readiness through attendance, appearance, time management, conflict management and adaptability.

c

c

c, k, n, o

C, E, I, N, O

b, e, i, m, n, r

I, N, Q

B, C

b, e, i, m, n, r, L

I, N, Q

b, g, h, i, j, k,l, n, p, q, w

Assessment Key: Enter all that are relevant as part of your student/course evaluations. Do this for each Outcome/objective.

A. Case Studies

F. Industry certifications

K. Portfolios

P. Resume/cover letters

U. Video taping sessions

B. Evals by peers

G. Journals

L. Projects for community

Q. Role playing

V. Video

C. Evals by supervisor

H. Mock interviews

M. Extra projects for NSCC Depts.

R. Self-assessment

W. Other – Discussion circles

D. Exam

I. Oral presentation

N. Projects/assignments

S. Surveys

X. Not applicable

E. Extra credit projects

J. Pennon participation

O. Research paper

T. Team projects

APPENDIX D

Digital Graphic Design

Sample Assessment Map (Continued)

Competencies/Expected Outcomes

ART110

Basic Drawing 1

ART111

Basic Drawing 2

ART114

Visual Design Theory

GRA102

Graphics Production

GRA116

Electronic Imaging

GRA118

Desktop Publishing

GRA202

Digital Illustration

GRA204

Typography

GRA212

Electronic Publishing Issues

GRA216

Digital Graphics Portfolio

Other Department/Program Outcomes

7. apply principles of color psychology and good standards page layout and design to the creation of artwork and publications.

x

c, k

c, k, n, o

N

b, d, e, f, i, j, m, n

D, I, J, M, N

C, D, K, L, N, T

B, C, D, E, I, L, N, O, R

D, I, J, M, N

D, I, J, M, N

8. acquire and practice proper freehand drawing and computer-based skills using illustration, photo-manipulation, and page-layout software.

c, k, n

c, k, n

c, k, n, o

N

b, d, e, f, i, j, m, n

D, I, J, M, N

C, D, E, L, N, R

N, D, E, K

D, I, J, M, N

D, I, J, M, N

9. define and employ proper typographical attributes for specification of type and solving copy fitting needs.

x

x

c, k, n

N

b, d, e, f, i, j, m, n

I, J, M, N

C, N, T

A, D, E, K, N, O

D, I, J, M, N

D, I, J, M, N

10. recognize the many legal, social, cultural, political, ethical, ecological and economic contexts related to the diversity and creativity in design and marketing communications.

x

x

o

O, N

b, e, i, m, n

I, N

A, D, K, N, Q, T

I, N, O

I, N

B, C, E, G, H, K, L, M, N, O, Q,R

11. explain career opportunities and workplace expectations in the graphic design & marketing communications field.

c, k

c, k

c, k, n, o

A

f, m

I, N

A, F, Q, R

I, K, N, M,

I, N

B, C, E, G, H, K, L, M, N, O, Q,R

12. recognize trends and develop strategies for life long professional development related to the graphic design and marketing communications industries.

c, k

c, k

c, k, n, o

O

e, f, j, m, n

I, J, M, N

A, B, C, E, F, R, T

D, I, K, N, Q, R,

I, J, M, N

B, C, E, G, H, K, L, M, N, O, Q,R

Assessment Key: Enter all that are relevant to your student/course evaluations. Do this for each Outcome/objective.

A. Case Studies

F. Industry certifications

K. Portfolios

P. Resume/cover letters

U. Video taping sessions

B. Evals by peers

G. Journals

L. Projects for community

Q. Role playing

V. Video

C. Evals by supervisor

H. Mock interviews

M. Extra projects for NSCC Depts.

R. Self-assessment

W. Other – Discussion circles

D. Exam

I. Oral presentation

N. Projects/assignments

S. Surveys

X. Not applicable

E. Extra credit projects

J. Pennon participation

O. Research paper

T. Team projects

APPENDIX E

Blank Rubric Format

Criteria

Rating Scale

Rating Scale

Rating Scale

Rating Scale

Criterion 1

Descriptor

DescriptorDescriptorDescriptor

Criterion 2

Descriptor

DescriptorDescriptorDescriptor

Criterion 3

Descriptor

DescriptorDescriptorDescriptor

Criterion 4

Descriptor

DescriptorDescriptorDescriptor

Criterion 5

Descriptor

DescriptorDescriptorDescriptor

Criterion 6

Descriptor

DescriptorDescriptorDescriptor

APPENDIX F

Rubric for Critical Thinking about Business Situations

Department Outcome No. 5: Demonstrate an ability to think critically about business problems

Criteria

Exemplary

Accomplished

Rudimentary

Identify the Problems/Opportunities

Identifies more than one problem or opportunity

Identifies a problem or opportunity

Failed to identify any problem or opportunity

Identify Alternatives

Develops more than 2 plausible alternatives

Develops 2 plausible alternatives

Failed to identify alternatives

Evaluates and Selects a Best Alternative

Identifies at least three advantages and disadvantages for each alternative and selects a best one

Identifies less than three advantages and disadvantages for each alternative and selects a best one

Does not identify advantages or disadvantages

Creates Implementation and Follow Up

Creates an implementation plan which can be executed, is consistent with the analysis, and recognizes the need of a follow up

Creates a plan which can be executed, but is not consistent with the analysis or fails to address the need of a follow up

Does not create a plan which can be executed

Created by Business Department Program Review Team: Mary Beth Nelson, Betty Kelly, Michael Fioccoprile, Richard Cunney, and Ulises Arcos-Castrejon - Fall 2005

2-22-06

APPENDIX F

Horticulture/Floriculture Rubric for Program

Outcome #3: Demonstrate mathematical calculations and reasoning, accurately

and safely, as they apply to the ‘Green Industry’.

Novice

Intermediate

Accomplished

Identify pertinent data

Not able to identify and list pertinent data; list may also include non pertinent data.

Able to identify and list most of the pertinent data

Able to identify and list all pertinent data

Identify appropriate formula

Unable to identify the correct formula to solve the problem statement, field situation or case study.

Able to identify part of the correct formula

Able to identify and record the correct formula to solve the problem statement, field situation or case study.

Calculate data to solve problem

Can not formulate a solution to successfully solve the problem statement, field situation or case study.

Can formulate partial solutions but cannot successfully solve the problem statement, field situation or case study.

Can formulate the correct solution and successfully solve the problem statement, field situation or case study showing calculations.

Provide reasoning, rationale or justification for correct answer

Unable to provide rationale for the formula to solve the problem statement, field situation or case study.

Able to provide rationale for portions of the formula or provides rationale with errors.

Able to provide complete rationale successfully to solve the problem statement, field situation or case study with examples.

If safety is an issue, present within acceptable margin of error

Calculations show a wide range of errors and final results fall well beyond the acceptable margin of error.

Calculations show errors and final results fall slightly beyond the acceptable margin of error.

Calculations are accurate and final results are well fall within acceptable margin of error.

APPENDIX F

Criminal Justice Program

Assessment Rubric

Two principles underlie how raters should score each student response.

1) A rater should not base the score given under each criterion on how the writer’s stated preferences, judgments, or interpretations correspond with those of the individual rater but rather with how well the writer demonstrates and applies knowledge of criminal justice principles, concepts, terms, or processes;

2) A rater should refer to the keyword list under each criterion to determine that the writer has referred to or integrated relevant principles, concepts, terms, or processes in the responses to each question. The rater is not restricted to the provided “keyword list” in assessing the writer’s analysis of the issues.

Unacceptable

Not Proficient

Proficient

Exemplary

Rater

Student/Paper

1. Does not respond to the topic;

2. Response is not at all related to the topic; OR

3. Incorrectly refers to terms, concepts, principles or processes as applied

Names or lists 2-3 applicable terms, concepts, principles or processes with no textual elaboration, exemplification, or interpretation that demonstrates understanding.

Names or lists 2-3 applicable terms, concepts, principles or processes with little textual elaboration, exemplification, or interpretation that demonstrates understanding

Names or lists 2-3 applicable terms, concepts, principles or processes with some elaboration that analyzes or expands upon interpretation or demonstrates understanding.

Criterion 1: Articulates Goals for Selecting Laws

Key principles, concepts, terms, or processes related to Criterion 1: Law and order, keeping peace, living freely, violence, recklessness, theft, fairness, forms of punishment, protecting rights or welfare, maintaining order in community, welfare of citizens, inclusively, public safety, civil rights, equality and justice, order, public safety, rights of the system, personal freedoms and individual rights, public comprehension of the laws.

Criterion 2: Articulates Law Enforcement Policy

Key principles, concepts, terms, or processes related to Criterion 2: System of criminal justice; court systems; establishment of police force or department to maintain law and to help serve, and protect; controls over the police; community policing; interpretation of the law; discretion; Constitution; uniform penalties; law enforcement systems for different ages.

Criterion 3: Articulates Policy for Individual Rights

Key principles, concepts, terms, or processes related to Criterion 3: Bill of rights, Constitution privacy, 2nd Amendment, 4th Amendment, 5th Amendment, 6th Amendment, jury trial, freedoms, right to self-defense, right to counsel and to dispute evidence; fair notice of laws; abuse by those in power; free will; monitoring of enforcers; beyond reasonable doubt; race, ethnicity, and social class; nation of people who have the right to be heard; fairness; fair trial; fundamental rights.

Criterion 4: Articulates Policy for Determining Guilt or Innocence

Key principles, concepts, terms, or processes related to Criterion 4: Bill of Rights; Constitution; right to appear before judge or fury; determination of guild or innocence; judicial system; due process; fair trial; 5th Amendment; 6th Amendment; fair findings; jury trial; fair trial open to the public; citizen’s right to trail; right to represent self; arrest does not mean guilt; right to have counsel; proven beyond reasonable doubt.

Criterion 5: Articulates Policy for Sentencing Options

Key principles, concepts, terms, or processes related to Criterion 5: Correctional centers; options or alternatives in sentencing – such as incarceration, probation, parole, supervision; punishment based on severity of crime; number of offenses; person’s record in relation to penalty; fixed penalties; fixed sentences; mandatory punishment; forms of sentencing or correction; sentencing length in relation to time for rehabilitation, 8th Amendment, reasonableness of punishment to form or degree of crime.

Criterion 6: Incorporates Issues of Diversity

Key principles, concepts, terms, or processes related to Criterion 6: Diversity; race; ethnicity; age, gender, religion; theme of tolerance through such words as fairness, tolerance, civil rights, protection of rights of all citizens, equal rights, equality, fair and equal application of laws, without discrimination, individual rights protected, justice.

APPENDIX F

Nurse Education Program

Assessment Rubric

Category

Meets Criteria

5 pts.

Needs Improvement

2-4 pts.

Does not Meet Criteria

0-1 pts.

Format – 20%

(outcome #2)

The Paper:

· Is formatted per written guidelines

· Follows format of “Not So Bare Essentials”

· Shows correct use of spelling and grammar

· Is organized and transitions from one topic to another

The Paper:

· Is formatted per guidelines with occasional errors.

· Follows format of “Not so Bare Essentials” with occasional errors

· Shows correct use of spelling and grammar with occasional errors

· Is organized and transitions from one topic to another, with some unclear connections

The Paper:

· Is Incorrectly formatted and contains frequent errors

· Does not follow format of “Not So Bare Essentials”

· Contains frequent spelling and grammar errors

· Is not well organized and transitions are disjointed

Content – 80%

Section I – 2 changes in healthcare delivery system 20%

(outcome 3 and 4)

20 pts.

This section fully discusses two changes in the Health Care Delivery System

10-19 pts.

This section identifies one-two changes in the Health Care Delivery System but discussion is incomplete

0-9 pts.

This section is incomplete with important aspects of the discussion left out

APPENDIX F

Nurse Education Program (Continued)

Assessment Rubric

Content

Meets Criteria

(10 pts)

Needs Improvements

(5-9 pts)

Does Not Meet Criteria

(1-4 pts)

Section 2

A. Two differences in care of

clients (10%)

(outcome 3 and 4 )

This section fully discusses two differences in care of clients

This section identifies one to two differences in care of clients but the discussion is incomplete

This section is incomplete with important aspects of the discussion left out

B. Similarities of care of

clients

(10%)

(outcome 3 and 4 )

This section fully discusses two similarities in care of clients

This section identifies one to two similarities in care of clients but the discussion is incomplete

This section is incomplete with important aspects of the discussion left out

Section 3

Description of activities (20%)

(outcome 3 and 4 )

20 pts.

This section fully discusses three aspects of patient care activities

This section identifies one to two aspects of patient care activities and is incomplete

This section is incomplete with important aspects left out

Section 4

Community resources and role of the Nurse

(outcome 3 and 4 )

20 pts.

This section fully discusses two community resources and the role of the nurse

10-19 pts

This section identifies one to two community resources but discussion of the role of the nurse is incomplete

0-9 pts

This section is incomplete with important aspects of the discussion left out

APPENDIX FDRAFT

Information Literacy Scoring Rubric

General Education Outcome 4.0a

The student will recognize when information is needed and demonstrate the ability to locate, evaluate and effectively use that information.

CRITERIA

BEGINNING (-

COMPETENT (

ADVANCED (+

Defines and articulates the need for information

Cannot formulate or articulate an appropriate research statement/question

Formulates a manageable research statement/question that reflects the need for information

Demonstrates original thought in formulating a clear, concise research statement/question that reflects the need for information

Identifies and selects appropriate research strategies and information retrieval systems to access the needed information to support the research statement/question

Cannot locate appropriate information resources (e.g. online, print, surveys, interviews, etc.)

Locates and selects sufficient and appropriate information resources

Locates and selects comprehensive and appropriate information resources

Extracts and records the information

Cannot appropriately select information related to the research statement/question,

Appropriately selects and integrates information related to the research statement/question,

N/A

Manages the information

Cannot restate textual concepts in his/her own words, and/or quote information appropriately

Restates textual concepts in his/her own words, and/or quotes information appropriately

N/A

Appropriately cites sources

Does not cite sources appropriately, correctly, or consistently

Selects a documentation style and uses it to cite sources

Selects an appropriate documentation style and uses it correctly and consistently to cite sources

Reference: Adapted from The Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher Education. Chicago, IL: ACRL. Rubric adapted from the one developed by G. Bulaong, Library Director; Dr. H. Hoch, Chair, Biology; Prof. R. Matthews, Business Administration; New Jersey City University. 3/4/03.

APPENDIX FDRAFTComputer Literacy Scoring Rubric

General Education Outcome 4.0b

Rubric developed by the PRWR Leadership Team – 6/7/04

The student will demonstrate the ability to use computer technology to search for, access, and organize information in a meaningful way.

CRITERIA

Beginning (< 65%)

Competent (65%-84%)

Advanced (>84%)

Extent of Information

Windows:

The computer literate student can perform startup functions, file management, and navigation.

Word:

The computer literate student determines appropriate use of and utilizes word processing software.

Spreadsheets:

The computer literate student determines appropriate use of and utilizes spreadsheet software.

Other Literacy (Internet, Email, Security & Ethics)

The computer literate student conducts searches through the use of the Internet. The computer literate student recognizes the importance of security, virus protection, and ethical behavior in computer usage.

This pilot test was created using SAM 2003, a performance-based test.

PROGRAM REVIEW AND WORKFORCE READINESS

Title III LEADERSHIP TEAM

2005-2006

Name

Title/Position

Department/Program

Susan Bayard

Director

Center for Teaching, Learning, and Assessment

Patricia Brown

Dean

Business Sciences Division

Elaine Champagne

Workforce Development Specialist

Corporate and Community Education

Lynn Clarkson

Professor

English Department

Lora Connelly

Associate Professor

Mathematics Department

Linda Day

Systems Analyst/Programmer

Information Systems

Katharine Gravino

Coordinator, Human Services Career Training

Human Services Division

Paul Harder

Professor

Environmental Technology Department

Betty Kelly

Associate Professor/Department Chair/Program Coordinator

Travel, Tourism, and Hotel Management

Susan Klemer

Research Analyst

Planning and Research

Bernadette Lucas

Professor/Program Coordinator

Nutrition Science and Diet Technology

Mary Meng-Rivas

Assistant Professor/Department Chair/Program Director

Physical Therapy Assistant Program

Ellen O’Donnell

Dean

Human Services Division

Karen Pangallo

Director

Library

Althea Smith

Curriculum Resource Specialist

Center for Teaching, Learning, and Assessment

Constantine Souris

Professor/Program Coordinator

Criminal Justice Program

Jill Thornton

Director

Center for Alternative Studies

Kathy Yanchus

Assistant Professor/MCAS Coordinator

Communication Skills Department

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