Quality Enhancement Plan

Full Proposal Grading Rubric

QEP Full Proposal Evaluation Rubric

Project: ________________________________________________ Reviewer: ________________________

There are a number of specific proposal elements described in the Full Proposal Guidelines.  Each rubric component pertains to a section and numbered item in the Full Proposal Guidelines. These are indicated in each of the rubric components.

 

Score

Item

Comments

 

Abstract (Section 1 - 2.a & b)

0 – No abstract is provided

1 – Abstract is provided

 

 

 

Main Body of Proposal (Definition of the problem. Section 2 – 3.a)

0 – Contains no statement of rationale

2 – Rationale is stated only in general terms

4 – Rationale is specific

6 – Rationale is specific and provides a convincing case for the project

 

 

 

Main Body of Proposal (Literature Review. Section 2 – 3.a)

0 – Contains no literature review

1 – Lit Review is incomplete or not current

2 – Lit Review is complete and mostly current

3 – Lit Review is thorough and current

 

 

Establishing Need - What is the relationship of the proposal to the University’s goals and/or needs? (Section 2 – 3.b)

0 – No clear relationship is demonstrated

4 – Demonstrates a clear relationship to at least one goal or need.

6 – Demonstrates a clear relationship to multiple goals or needs.

 

 

 

Student Learning Outcomes -- What will students be expected to know or be able to do as a result of this project? (Section 2 – 4.a)

0 – Proposal does not address student learning outcomes

2– Includes vague or inappropriately constructed student learning outcomes

4 – Provides appropriately constructed student learning outcomes

6 – Clearly describes appropriately constructed student learning outcomes including both direct and indirect.

 

 

 

The Purpose and Plan of Action - What activities will be used in this project? (Section 2 – 5.b)

0 – No specific actions are described

2 – Provides only general descriptions of actions without alignment with needs or learning outcomes

4 – Provides clearly described and specific actions aligned with needs and learning outcomes

6 – Provides clearly described and specific actions aligned with needs and learning outcomes. Evidence of best practices or literature citations is included. Responsibilities are documented.

 

 

 

Timeline for project activities and events -- What is the sequence of project activities and events? (Section 2 – 5.c)

0 – Timeline is not provided

1 – Timeline is provided but is not specific and/or realistic

2 – Timeline is appropriate but not fully developed or convincing

3 – Timeline is specific, clear, and reasonable given scope of project and existing constraints

 

 

 

Assessment Plan for the Project:  -- Assessment (Section 3 – 6.a)

0 – No assessment plan is provided

2 – Someoutcomeassessment procedures are provided but the project focuses most heavily on indirectmeasures of student learning.

4 – Outcomes assessment procedures include directmeasures of student learning but are described only in general terms

6 – Outcomes assessment procedures include directmeasures that are clearly described and feasible and the relationship to the outcomes presented in Section 2 – 4.a is clear.

 

 

 

Resources needed -- What resources will be needed to carry out this project? (Section 4 – 9a,b,c)

0 – Plan does not address resources needed

2 – Plan describes resource needs which are insufficient for scope of project or excessive for scope of project

4 – Plan describes resource needs that can be adapted to the project

6 – Plan describes resource needs that are appropriate and sufficient to the project

 

 

 

 

Point Total:

 

 

 

 

 

Overall Evaluation                

 

____ Recommend reject

 

____ Recommend consideration for final QEP topic