What is a Rubric?

A rubric is an assessment tool, often shaped like a matrix, what describes levels of achievement in a specific area of performance, understanding, or behavior.

A scoring rubric has three dimensions:

Alignment of Outcomes, Assessment, and Assignments

How do we know our students are learning? Planning begins with the alignment and relationships between Program Learning Outcomes (PLOs), Course Learning Outcomes (CLOs), assessment and assignments, experiences, and activities.

Why do we need curricular mapping?

A curriculum map is a chart that illustrates the connections between Program Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs). As illustrated below, a Curriculum Map is an example of planning that begins with the end in mind. The Curriculum Map displayed below also indicates the level learning outcomes are taught in courses and, as a result, also serves to identify any redundancies and/or gaps in outcome coverage.

Why Learning Outcomes?

In a January 09, 2018 blogpost, Assessment author and consultant Dr. Linda Suskie discusses the value of articulating learning outcomes:

Clearly defined learning outcomes can:

Design a Seven-Year Implementation Plan 

Academic programs develop a Seven-Year Implementation Plan as part of the Academic Program Review (APR) process. The plan serves as a roadmap for assessing student learning, monitoring program maintenance outcomes, and using evidence for continuous improvement throughout the next APR cycle. 

The Seven-Year Implementation Plan brings together three related planning activities: 

Graduate Learning Goals

In 2002, the Graduate Council developed and approved six general student learning goals. The Graduate Council reviewed and revised the Graduate Learning Goals (GLGs) in 2016 to reflect the current direction of Graduate Education at Stanislaus.

To ensure the quality of the advanced programs and student learning experiences, the Graduate Council established six student learning goals for graduate/postbaccalaureate students in master's and doctoral degree programs.

The document Assessment of General Education (2012) provides a chronological overview since 1999 of the growth in number and the maturity of the assessment measures undertaken to demonstrate the quality of the general education program and student learning.

The responsibilities of the Faculty Director for General Education include: