Syllabus Evaluation Rubric

Criterion Beginning Emerging Exemplary

Instructor name & in addition: course in addition, how the course fits into the larger
Course
contact info, class time prerequisites (if any) program/department curriculum, field,
Description
and location course description supplemental readings, and resources

Overall Tone Mechanical, dictatorial teacher-oriented student/learning oriented (eg: first person)
stated in general, but listed with appropriate, descriptive verbs that
Course Outcomes not articulated vague and unmeasurable lend themselves to measurement and seek
terms higher levels of learning

mutual role expectations

vague, or criptic
for students and instructor role expectations and class format are explained
descriptions of course
Course Format are explained, together in such a way that students understand the
expectations and how
with various teaching underlying rationale and benefits for them
class time will be used
methods and modes

little or no accounting of section describing the

the instructor's teaching instructor's beliefs or well articulated and thought out rationale that
Instructor Beliefs
philosophy, beliefs or assumptions about includes the values and/or experiences that
& Assumptions
assumptions about teaching and learning that guide the instructor's teaching practice
learning guide the course
fully articulated and logically sequenced course
little or no information on
course topics broken down schedule with chronological topics listed for each
Class Schedule what course topics will be
by class period class, along with reguired readings and
covered each week
preparation necessary from students

assignments listed with due dates, with

Assignments course assignments listed course assignments listed
explanation of late policy and other
Required but with no due dates with clear due dates
requirements that might affect grades

Center for Teaching Excellence

 Syllabus Evaluation Rubric
Academic Policies
little or no information
& Procedures
little or no information
about how the students
Assessment of
will be graded; any
Students'
information that is
Learning
included reinforces a
grade-focus
no clear connection
between stated course
Alignment
goals/outcomes and
assessment schema
Diversity of course teaching and
Teaching & assessment methods are
Assessment similar; eg: all lectures;
Methods all tests
little or very infrequent
Continuity of
venues for giving
Feedback to
students feedback on
Students on Their
their progress in the
Learning
course
students' only
Opportunities for opportunity to provide
Students to input on their
Provide Evaluative experiences in the course
Course Input to the instructor is at the
end of the course
Center for Teaching Excellence
information about all pertinent academic
description of academic policies, including academic integrity,
integrity policy accommodating students with dissabilities, class
attendance
Each graded assignment Each assignment includes descriptions of its
is clearly described with rationale for inclusion in the course and what the
its relative value towards student should get out of completing it; use of
the overall course grade rubrics with quality criteria specified
the connections between
all assignments are linked with a specific course
some assignments and
goal/outcome and are likely to provide sufficient
stated course
evidence to adequately assess each
goals/outcomes are
goal/outcome
apparent
Evidence the instructor Diverse assessment methods and evidence that
has employed a diverse the instructor has taken into account the
set of teaching and diversity of students in choosing teaching and
assessment methods assessment methods
adequate opportunities for all course requirements have sufficient means by
students to get feedback which the instructor can keep students
on their progress in the adequately appraised of their relative progress in
course the course
Instructor has developed
Students are encouraged to provide the
and scheduled a mid-
instructor with regular input on how they are
semester course
experiencing the course throughout the
evaluation opprtunity for
semester
the students