Graduate Outcome Assessment Forms

Name *
Name
General Criteria
1. Does the overall plan specify how the program will conduct the assessment at each of the program's assessment points and how the data will be gathered and used? *
1. Does the overall plan specify how the program will conduct the assessment at each of the program's assessment points and how the data will be gathered and used?
2. Are the program's assessment points sufficient in number at the appropriate moments for measuring overall student success? *
2. Are the program's assessment points sufficient in number at the appropriate moments for measuring overall student success?
3. Has the program developed an appropriate rubric for each assessment point? Are the rubrics clear, well developed, and designed to generate useful data? *
3. Has the program developed an appropriate rubric for each assessment point? Are the rubrics clear, well developed, and designed to generate useful data?
4. Has the program appropriately distinguished between diret and indirect measures for each assessment point? *
4. Has the program appropriately distinguished between diret and indirect measures for each assessment point?
5. Are direct measures clearly articulated and in sufficient number? *
5. Are direct measures clearly articulated and in sufficient number?
6. Are indirect measures clearly articulated, and do they address quality of work, as opposed to simply quantity? *
6. Are indirect measures clearly articulated, and do they address quality of work, as opposed to simply quantity?
7. Does the program make and use assessments of studnets who did not succeed as part of its overall assessment process? *
7. Does the program make and use assessments of studnets who did not succeed as part of its overall assessment process?
Criteria specific to stages of graduate Career
Early stages
1. Does the student demonstrate the ability to grasp and synthesize core concepts and theories of the discipline?
1. Does the student demonstrate the ability to grasp and synthesize core concepts and theories of the discipline?
2. Does the student demonstrate the ability to think critically and understand texts/problems within the context of the discipline and the assessent point
2. Does the student demonstrate the ability to think critically and understand texts/problems within the context of the discipline and the assessent point
3. Does the student demonstrate the ability/potential to communicate at a graduate level in writing and in oral performance
3. Does the student demonstrate the ability/potential to communicate at a graduate level in writing and in oral performance
Middle stages
Qualifying/Comprehensive Exam
1. Does the student demonstrate knowledge of key principles, methodologies, and subject areas within discipline?
1. Does the student demonstrate knowledge of key principles, methodologies, and subject areas within discipline?
2. Does the student perform well on written and/or oral exams as appropriate?
2. Does the student perform well on written and/or oral exams as appropriate?
Dissertation proposal and defense
1. Does the student persuasively demonstrate significance, originality, and plausibility of the research/dissertation project?
1. Does the student persuasively demonstrate significance, originality, and plausibility of the research/dissertation project?
2. Has the student written the dissertation well and successfully defended it to the committee?
2. Has the student written the dissertation well and successfully defended it to the committee?
Post Graduation
1. Does the graduate provide feedback to the program on its strengths/weaknesses in preparing the student for the next career stage?
1. Does the graduate provide feedback to the program on its strengths/weaknesses in preparing the student for the next career stage?
2. Does the graduate give an accounting of his or her success since graduation?
2. Does the graduate give an accounting of his or her success since graduation?
3. Do students who fail to graduate also provide feedback to the program on its strengths and weaknesses?
3. Do students who fail to graduate also provide feedback to the program on its strengths and weaknesses?