Syllabus Evaluation Rubric





Course Description Instructor name, contact info, class time, & location. In addition: course prerequisites (if any) & course description. In addition: how the course fits into the larger program/department curriculum, field, supplemental readings, & resources.
Overall Tone Mechanical, dictatorial. Teacher-oriented. Student/learning-oriented (e.g., first person).
Course Outcomes Not articulated. Stated in general, but vague & unmeasurable terms. Listed with appropriate, descriptive verbs that lend themselves to measurement & seek higher levels of learning.
Course Format  Vague or cryptic descriptions of course expectations & how class time will be used. Mutual role expectations for students & instructor are explained, together with various teaching methods & modes. Role expectations & class format are explained in such a way that students understand the underlying rationale & benefits for them.
Instructor Beliefs & Assumptions Little or no accounting of the instructor's teaching philosophy, beliefs, or assumptions about learning. Section describing the instructor's beliefs or assumptions about teaching & learning that guide the course. Well-articulated & thought-out rationale that includes the values &/or experiences that guide the instructor's teaching practice.
Class Schedule Little or no information on what course topics will be covered each week. Course topics broken down by class period. Fully articulated & logically sequenced course schedule with chronological topics listed for each class, along with required readings & preparation necessary from students.
Assignments Required Course assignments listed, but with no due dates. Course assignments listed with clear due dates. Assignments listed with due dates, explanation of late policy, & other requirements that might affect grades.
Academic Policies & Procedures Little or no information.  Description of academic integrity policy. Information about all pertinent academic policies, including academic integrity, accommodating students with disabilities, & class attendance.
Assessing Students' Learning Little or no information about how the students will be graded. Any information that is included reinforces a grade-focus. Each graded assignment is clearly described with its relative value towards the overall course grade. Each assignment includes descriptions of its rationale for inclusion in the course & what the student should get out of completing it. Use of rubrics with quality criteria specified.
Alignment No clear connection between stated course goals/outcomes & assessment schema. The connections between some assignments & stated course goals/outcomes are apparent. All assignments are linked with a specific course goal/outcome & are likely to provide sufficient evidence to adequately assess each goal/outcome.
Diversity of Teaching & Assessment Methods Course teaching & assessment methods are similar (e.g., all lectures; all tests). Evidence the instructor has employed a diverse set of teaching & assessment methods. Diverse assessment methods & evidence that the instructor has taken into account the diversity of students in choosing teaching & assessment methods.
Continuity of Feedback to Students on Their Learning Little or very infrequent venues for giving students feedback on their progress in the course. Adequate opportunities for students to get feedback on their progress in the course. All course requirements have sufficient means by which the instructor can keep students adequately appraised of their relative progress in the course.
Opportunities for Students to Provide Evaluative Course Input Students’ only opportunity to provide input on their experiences in the course to the instructor is at the end of the course. Instructor has developed & scheduled a mid-semester course evaluation opportunity for the students. Students are encouraged to provide the instructor with regular input on how they are experiencing the course throughout the semester.