Accountability Information

An important role of the Office of Assessment and Accreditation is to work with campus committees and academic departments to design ways to assess general and major education curriculum to ensure that graduating Cavaliers have breadth and depth - the fundamental knowledge and skills they need to flourish as individuals and contribute as professionals to Oklahoma’s and the Southern Plains regional workforces.

Assessment activities at St. Gregory’s University

Assessment of student learning is conducted in the context of the following categories:

  • Entry-level Assessments are intended to determine a student’s level of skills in math, writing skills, and reading. Entry-level assessments provides St. Gregory’s with information on each student’s current skill base to determine appropriate course placement, as well as developing advising plans with each student.
  • General Education Assessment is designed to evaluate St. Gregory’s general education curriculum and includes a portfolio with artifacts developed during coursework. This process allows students to see a grade on the project as it progresses and allows them the opportunity to make corrections. Independent reviewers assess the portfolio to provide students with detailed, written feedback about their work.
  • Program Outcomes Assessment centers on assessing student learning and related educational experiences to determine the extent to which students have acquired the knowledge, skills, values and attitudes associated with their majors or academic programs of study.
  • Assessment of Student Satisfaction is aimed at gathering feedback from students regarding to their educational experiences. The surveys provide valuable information for evaluating and improving academic programs as well as student services.

St. Gregory's University presents departmental factbooks by learning objectives that reflect the knowledge, skills, abilities, and attitudes that a student has attained at the
end (or as a result) of his or her engagement in a particular set of collegiate experiences.

Assessment process at St. Gregory’s University

The St. Gregory’s assessment process is based on a four-step process involving Planning, Assessing, Analyzing, and Improving. Find out more about the steps of the St. Gregory's Assessment Process

Faculty Professional Development Corner

Would you like your students to be able to perform academic tasks that demonstrate meaningful application of essential knowledge and skills? Try a rubric! These useful and practical scoring tools provide detailed descriptions of what comprises acceptable and unacceptable levels of performance for each part of an assignment or student project. Find more information on how to construct and use rubrics.

Developing and Using Rubrics

What is a Rubric?

A rubric is a scoring tool used to assess student performance based upon a criteria and consists of the following three components:

  1. criteria: the characteristics of performance (e.g., thesis statement, organization, evidence)
  2. levels of performance: the degree to which a student is expected to meet a given criteria (e.g., exceeded expectations, met expectations, did not meet expectations)
  3. descriptors: specific explanation linked to each criteria and level of performance. the characteristics associated with each dimension

Rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects.

Benefits of using rubrics

The benefits of using rubrics in courses can be observed by both instructors and students. Research indicates that rubrics:

  • Help clarify vague, fuzzy goals
  • Help students understand your expectations
  • Help students self-improve
  • Inspire better student performance
  • Make scoring easier and faster
  • Make scoring more accurate, unbiased, and consistent
  • Improve feedback to students
  • Reduce arguments with students
Improve feedback to faculty and staff

Types of Rubrics

Analytic rubrics

An analytic rubric articulates levels of performance for each criterion to allow the instructor to assess student performance and provide specific feedback on several dimensions of an assignment (e.g., thesis, organization, mechanics, etc.) along specific levels of performance (e.g., exceeded expectations, met expectations, did not meet expectations). They provide useful feedback on areas of strength and weakness and criterion can be weighted to reflect the relative importance of each dimension. However, they takes more time to develop and apply than a holistic rubric and raters may not arrive at the same score if each point for every criterion is not well defined.

  Value 1 Value 2 Value 3 Score
Describe Provides incomplete or inaccurate information on the subject matter; serious structural and composition errors Provides partial information on the subject matter, several grammatical errors Provides complete and accurate information on the subject matter; good command of structure, composition and grammar  
Analyze Has trouble relating concepts and providing meaning, lacks evidence support Provides limited proficiency of how concepts related; overlooks relationships Accurately relates how concepts function together  
Evaluate Heavy use of unsupported personal opinion to judge the quality of work Limited use of citations, relies on opinion to draw conclusions Uses multiple citations and is able to vet the importance of the citation  

Holistic rubrics

A holistic rubric reflects a level of performance by assessing performance across multiple criteria as a whole in order to provide specific feedback on a defined, single dimension of an assignment (e.g., critical thinking) along specific levels of performance (e.g., exceeded expectations, met expectations, did not meet expectations). These type of rubrics save time since the number of decisions rater make is minimized and can be applied consistently by trained raters, thus increasing reliability. However, it may be difficult to select the best description especially when student work is at varying levels and criteria cannot be weighted.

4 Consistency does all of the following: accurately interprets evidence and statements and identifies salient arguments. Analyzes alternative major points of view and draws warranted conclusions by justifying key results.
3 Does 3/4 of above
2 Does ½ of above
1 Offers biased interpretations and fails to identify key points. Ignores obvious alternative points of view and argues using unwarranted claims; does not justify results and either fails to provide conclusions or defends views based on pre-conceptions

Developing Rubrics

Below are important points/questions to consider while constructing a rubric:

  1. What is the purpose of the rubric? It is very important to define the goals for which you intend to develop a rubric. Do you intend to use it to grade students’ assignment/project or provide feedback or both? Is the rubric meant for a simple learning task or a major/complex project?
  2. What type of rubric do you prefer to use? The choice of a rubric type will depend on the nature of the assignment you need to score using a rubric. Do you need to use an analytic rubric and, therefore, provide students feedback and detailed score, or do you need a holistic rubric to allow for broad feedback and overall sense of students’ performance?
  3. What are your criteria? The criteria in a rubric should reflect observable and measurable expectations relative to the task/assignment for which you are developing a rubric. Each criterion should be different from the other, and should be stated in a precise, unambiguous language.
  4. What is your rating scale? How will you determine various levels of student performance? How many rating scales do you plan to have in the rubric? Do the rating scales reflect the purpose of the rubric?
  5. Does your rubric have descriptors? Descriptors should be observable and measurable, and distinct from each other. They should show "growth" or "progression" from lower levels of performance to higher levels of performance, and should be written in a consistent and parallel language across the scale.

Secured Passwords The University learning platform may only be accessed by students with a vaild security protected confidential password issued by the university and protected by appropriate firewalls which meet industry standards.

Survey Cycles

Below are surveys St. Gregory's University administers to its constituents on a regular basis.

The IDEA Student Ratings of Instruction System

Administered in each course during the last weeks of the semester. The IDEA provides feedback to instructors on students’ perceptions of their own progress on 12 learning objectives, with emphasis on the items ranked as “essential” or “important.” Includes institutional and benchmarking reports.

National Survey of Student Engagement (NSSE)

Administered to first-time first-year students and seniors during the spring semester of even-numbered years. NSSE is an indirect assessment tool that measures student participation in behaviors and processes linked to learning.

Graduate and Exit Survey

Administered to graduates or students who leave before graduation as a way to determine reasons for leaving and general satisfaction.

The Alumni Survey is “designed to assess the long-term impact of teaching practices and institutional conditions on liberal education outcomes such as critical thinking, information literacy, and problem solving. It also examines postgraduate employment outcomes, college debt, and college satisfaction.” We administer the Alumni Survey at different time periods after graduation.