Analysis and Evaluation of Current Curricula to Improve Student Learning and Success

Campus

Student Name

Faculty Name

Date

Criteria

Unsatisfactory

(1)

Emerging

(2)

Proficient

(3)

Exemplary

(4)

Score

Describes institution of higher education

(PO 1c, ; CF 1)

Fails to describe the institution

Provides an inadequate or incomplete description of the institution

Provides an appropriate description of the institution, its mission and vision, students, faculty, and programming.

Provides a complete, well-organized and concise description of the institution, its mission and vision, students, faculty and programming.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Identifies critical stake-holders (both internal and external) (PO 1a, 1b, 1c; CF 1, 3)

Fails to identify the critical stakeholders surrounding curriculum

Identifies stakeholders that are not critical; and/or inadequately addresses the critical stakeholders’ role in curricular development.

Appropriately identifies and explains all critical stakeholders and their role in curricular development.

Provides a clear, well-organized and in depth identification of the critical stakeholders and their role in curricular development.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Evaluates theories, models, and/or best practices used by the institution’s curricula relating to areas of diversity (PO 2, 3a, 3b, 4b, CF 1, 2, 3, 4 )

Fails to provide any theory, models or best practices that are used by the institution in curricular development related to areas of diversity.

Draws inappropriate or unsupported conclusions concerning the institutions’ curricular needs, theories, and/or best practices related to implementation and areas of diversity.

Appropriately evaluates the institution’s curricular needs related to areas of diversity, based on theory/models in the literature and works to implement the curriculum according to best practices.

Provides a clear, well-organized, logical assessment of the institution’s curricular needs related to areas of diversity, based on theory and models in the professional literature. Implements the curriculum using best practices that emanate from best practices.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Recommends and explains more effective approaches in curricular development, implementa-tion, and assessment specific to the chosen institution and areas of diversity (PO 3a, 3b, 4b; CF 1, 2, 3, 4)

Fails to describe and/or assess the application of theoretical models and best practices that should be used in the needs assessment, planning, implementation and evaluation of the curriculum as related to areas of diversity.

Provides an inadequate description and/or assessment of the applicable theoretical models and/or best practices related to areas of diversity that should be utilized in the institution’s curriculum.

Provides an appropriate description and assessment of the applicable theoretical models and best practices used in the needs assessment, implementation and evaluation of the institution’s curriculum as related to areas of diversity.

Provides a complete and thoughtful description and recommendation of theoretical models and best practices used in the needs assessment, planning, implementation and evaluation of the chosen institution’s curricula related to areas of diversity.

WEIGHTED BY 16

Please Circle One

1 2 3 4

1<48

2=49-55

3=56-61

4=62-64

Describes the benefits of recommenda-tions and how they will provide better support for students’ success.

(PO 1a, 1b, 1c, 2,3a, 3b, 4b; CF 1,3,4)

Fails to describe benefits of any recommendation that will support student success.

Provides basic description of the benefits of recommendations with some reference to professional literature that will support the recommendation created to increase student success.

Benefits of recommendations are described with support from the professional literature that recommendations will promote student success

Benefits of all recommendations are fully described and clearly linked to the professional literature and illustrate inclusiveness for all students within the institution.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Sample syllabus implementing recommenda-tions

Sample syllabus is either missing or does not include recommendations for improvement

Sample syllabus implements some suggested recommendations but is incomplete

Sample syllabus is complete and includes all recommendations suggested

Sample syllabus is complete and includes and describes suggested recommendations.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Use appropriate writing mechanics and format including spelling, grammar, and APA Manual requirements

(PO 1b; CF 1)

Contains numerous errors in spelling, grammar, and/or sentence structure that makes understanding the logic of the paper extremely difficult. Does not follow the APA Manual consistently.

Contains errors in spelling and grammar that present some issues related to understanding elements of the paper. Follows APA. Has mistakes.

Follows normal conventions of spelling and grammar throughout. Errors do not interfere significantly with comprehension. APA style, conventions and format are used consistently throughout the paper.

Is error free in terms of mechanics. Transitions help establish a sound scholarly argument and aid the reader in following the presenters’ logic. Consistent APA format throughout with little to no errors and would meet the guidelines for a professional paper.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Chooses quality references and sources of information

(PO 1b, 3; CF 1)

Has limited choice of literature sources. Has a limited number of appropriate and scholarly citations.

Has adequate number of sources cited but references are limited in scope.

Has information

derived from a variety of appropriate and relevant sources, both print and electronic.

Has document and interview information gathered from a variety of quality print, electronic, and other sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the topic. Includes all primary sources.

WEIGHTED BY 8

Please Circle One

1 2 3 4

1<24

2=25-27

3=28-30

4=31-32

Comments

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