# Quadrennial Review Rubric

The Quadrennial Review Rubric provides a structured framework for evaluating General Education assessment reports submitted every four years, ensuring alignment with institutional standards and continuous improvement in student learning outcomes.

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## **Legend**

- **Exemplary** — 🟩 Green
- **Good** — 🟨 Yellow
- **Developing** — 🟧 Orange
- **Needs Improvement** — 🟥 Red

**Download the [Quadrennial Review Rubric S25](https://kb.astate.edu/attachments/337)**

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<table border="1" cellpadding="8" cellspacing="0" id="bkmrk-%C2%A0-exemplary-good-dev" style="border-collapse: collapse; width: 100%;"><thead><tr><th> </th><th style="background-color: #c6efce;">Exemplary</th><th style="background-color: #fff2cc;">Good</th><th style="background-color: #f4b084;">Developing</th><th style="background-color: #ff0000; color: #ffffff;">Needs Improvement</th></tr></thead><tbody><tr><th colspan="5" style="background-color: #d9d9d9; text-align: center;">**Outcomes**</th></tr><tr><td>**Learning Outcomes**</td><td colspan="4">Instructions: The Learning Outcomes for General Education are determined by the General Education Committee and may be reviewed here: (Link). While reviewers will not evaluate these outcomes, they should review them for context before evaluating the quadrennial reports.</td></tr><tr><td>**Connection**</td><td>Connection from course to general education is clearly expressed.</td><td>Connection from course to general education is loosely expressed.</td><td>Connection from course to general education is unclear.</td><td>No connection from course to general education.</td></tr><tr><th colspan="5" style="background-color: #d9d9d9; text-align: center;">**Methods**</th></tr><tr><td>**Outcome-Method Alignment**</td><td>Clearly defined alignment between the outcome(s) and selected method(s) as described in the report.</td><td>Somewhat clearly defined alignment between the outcome(s) and selected method(s) as described in the report.</td><td>Alignment between outcome(s) and method(s) is not clear.</td><td>No evidence of alignment between outcome(s) and method(s).</td></tr><tr><td>**Method &amp; Method Type**</td><td>Method(s) are clear; have face validity for specific purpose and student learning; use both direct and indirect method(s).</td><td>Method(s) are clear; have face validity for specific purpose and student learning; use ONLY direct OR indirect method(s).</td><td>Method(s) are clear; lack face validity for specific purpose OR student learning; use ONLY direct OR indirect method(s).</td><td>Method(s) lack clarity; lack face validity for specific purpose OR student learning; use ONLY direct OR indirect method(s).</td></tr><tr><td>**Method Target**</td><td>Clear student-focused target (i.e., rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).</td><td>Clear student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).</td><td>Clear student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).</td><td>Unclear target OR not student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).</td></tr><tr><th colspan="5" style="background-color: #d9d9d9; text-align: center;">**Findings**</th></tr><tr><td>**Data Reported (e.g., data collection/method of sampling, item analysis, frequency counts, instrument norming statistics, etc.)**</td><td>Results presented include explanation of data collection method, sample size, background of students, item analysis, frequency counts, instrument norming where appropriate, etc.</td><td>Results presented include most of the following: explanation of data collection method, sample size, background of students, item analysis, frequency counts, instrument norming where appropriate, etc.</td><td>Results presented include some of the following: explanation of data collection method, sample size, background of students, item analysis, frequency counts, instrument norming where appropriate, etc.and/or the data reported is not clearly connected to the outcome.</td><td>Results are not presented, or the data reported does not connect to the outcome.</td></tr><tr><td>**Analysis &amp; Reflection**</td><td>Interpretation of results clearly presented and appropriate based on analysis of the data; if possible, combines analysis of direct and indirect measures.</td><td>Interpretation of results is somewhat clear and appropriate based on analysis of the data.</td><td>Interpretation of results is unclear or inappropriate based on analysis of the data.</td><td>Interpretation of results not reported.</td></tr><tr><td>**Action Plan**</td><td>Clearly identifies plans for action based on assessment results, including timeline for implementation and persons responsible for implementation; action plans may include the following scenarios: 1) Target Exceeded—Consider longitudinal data and whether the assessment method should change, 2) Target Met—Continue to monitor over an identified timeline, 3) Target Not Met—Improvement Plan articulated, OR recognition of invalid/unreliable assessment process changes needed.</td><td>Evidence of plans for action tied to assessment results, but may not identify a timeline for implementation or persons responsible for implementation and/or all possible scenarios of assessment results.</td><td>Evidence of plans for action not clearly tied to assessment results and does not identify a timeline for implementation or all scenarios of assessment results.</td><td>Does not specify plans for action based on assessment results.</td></tr><tr><td>**Evidence (e.g., raw data, rubrics, meeting minutes, student artifacts (free of all identifying information), etc.)**</td><td>Sufficient evidence is provided to corroborate all data reported, such as rubrics; spreadsheets with rubric scores; interrater reliability information; aggregated test/item analysis; test psychometric statistics; disaggregated test/item analysis by groups of students with relevant characteristics; licensure exam scores; surveys; survey results; focus group themes/transcripts; meeting minutes; advisory board feedback or analysis; etc. Evidence is a mixture of direct and indirect measures. Findings are disaggregated by modality. This is true for ALL findings.</td><td>Supporting evidence provided is linked to data, but partially substantiates data reported and is a mixture of direct and indirect measures; this is true for MOST findings. Findings are disaggregated by modality.</td><td>The link between finding and supporting evidence is difficult to determine; this is true for SOME findings. There is not a mixture of direct and indirect measures. Findings are disaggregated by modality.</td><td>No substantiating evidence provided.</td></tr><tr><th colspan="5" style="background-color: #d9d9d9; text-align: center;">**Quadrennial Summary**</th></tr><tr><td>**Overall Action Plan for Next Quadrennial Cycle**</td><td>Clearly identifies plans for action based on cumulative assessment results, including timeline for implementation and persons responsible for implementation.</td><td>Evidence of plans for action tied to assessment results but may not identify a timeline for implementation or persons responsible for implementation.</td><td>Evidence of plans for action not clearly tied to assessment results and does not identify a timeline for implementation or persons responsible for implementation.</td><td>No specified plans for action based on assessment results.</td></tr></tbody></table>