Syllabus Evaluation Rubric

Criterion Beginning Emerging Exemplary

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

Student/learning-oriented
Overall Tone Mechanical, dictatorial. Teacher-oriented.
(e.g., first person).

Listed with appropriate,

Stated in general, but descriptive verbs that lend
Course Outcomes Not articulated. vague & unmeasurable themselves to measurement
terms. & seek higher levels of
learning.

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

Little or no accounting of Section describing the Well-articulated & thought-

the instructor's teaching instructor's beliefs or out rationale that includes
Instructor Beliefs &
philosophy, beliefs, or assumptions about the values &/or experiences
Assumptions
assumptions about teaching & learning that that guide the instructor's
learning. guide the course. teaching practice.

Fully articulated & logically

sequenced course schedule
Little or no information with chronological topics
Course topics broken
Class Schedule on what course topics will listed for each class, along
down by class period.
be covered each week. with required readings &
preparation necessary from
students.

Assignments Course assignments Course assignments Assignments listed with due

Required listed, but with no due listed with clear due dates, explanation of late
dates. dates. policy, & other requirements
 Syllabus Evaluation Rubric
Criterion Beginning
Academic Policies &
Little or no information. 
Procedures
Little or no information
about how the students
Assessing Students' will be graded. Any
Learning information that is
included reinforces a
grade-focus.
No clear connection
between stated course
Alignment
goals/outcomes &
assessment schema.
Diversity of Course teaching &
Teaching & assessment methods are
Assessment similar (e.g., 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.
Opportunities for Students’ only
Emerging Exemplary
that might affect grades.
Information about all
pertinent academic policies,
Description of academic including academic integrity,
integrity policy. accommodating students
with disabilities, & class
attendance.
Each assignment includes
Each graded assignment descriptions of its rationale
is clearly described with for inclusion in the course &
its relative value what the student should get
towards the overall out of completing it. Use of
course grade. rubrics with quality criteria
specified.
All assignments are linked
The connections
with a specific course
between some
goal/outcome & are likely to
assignments & stated
provide sufficient evidence to
course goals/outcomes
adequately assess each
are apparent.
goal/outcome.
Diverse assessment methods
& evidence that the
Evidence the instructor
instructor has taken into
has employed a diverse
account the diversity of
set of teaching &
students in choosing
assessment methods.
teaching & assessment
methods.
All course requirements have
Adequate opportunities sufficient means by which
for students to get the instructor can keep
feedback on their students adequately
progress in the course. appraised of their relative
progress in the course.
Instructor has Students are encouraged to
 Syllabus Evaluation Rubric

Criterion Beginning Emerging Exemplary

opportunity to provide
developed & scheduled provide the instructor with
Students to Provide input on their
a mid-semester course regular input on how they
Evaluative Course experiences in the course
evaluation opportunity are experiencing the course
Input to the instructor is at the
for the students. throughout the semeste
end of the course.