High-Impact Practice Evaluation Rubric Introduction The purpose of this form is to serve as a guide to the high-impact course auditor. Contained within this document is a guide to each of the questions on the High-Impact Practice Exit Form. Under each question is a rationale for its inclusion, what the question is measuring, and what the evaluator should be looking for in the question answers. In addition, a rubric for each question has been provided for quality comparison purposes. Answers may provide information useful for the evaluation of multiple questions, so any answers can be consulted and considered for the evaluation of any question. Each question is worth four points, with “not evident” valued at 0 points and “exemplary’ valued at 4 points. Points should be tallied as the interviewer evaluates the form. It is up to the faculty’s institution to decide what point value/level should be the goal. The purpose of this quality assurance measurement is for institutions to challenge faculty to find ways to improve and, as such, a score of exemplary cannot be realistically attained in every category. Finally, it should be noted not every course topic can be evaluated equally using this rubric; STEM courses, in particular, will possibly not score as highly as a humanities course will. If this evaluation is conducted at the course level, rather than the section level, ensure that each faculty has contributed two artifacts and co-authored the form. Due to the nature of coding at the course level, quality assurance should be determined by the weakest section in the course. Rubrics Student Outcomes Under-represented minorities have less access to HIPs and receive more benefits from the practice, so it is imperative that institutions are addressing this equity issue at the course level. By looking at the data provided in the tables, student outcomes should be approximately equal after accounting for institutional and national trends, which can be researched as part of this process if desired. If one or more demographics achieve significantly less than another, then the course cannot be high-impact for all students. Comparing demographic data for the course you are evaluating with a similar course not designated high-impact may yield useful comparative data for evaluative purposes.
cumulative, assignment HIP Key B This question measures to what extent diversity is a feature of the course. Experiences with diversity is a key element to HIPs, regardless of the practice or the student demographics. Exemplary Proficient Emerging Not Evident Introduces unique classroom experiences related to many forms of diversity Course includes several materials or activities related to diversity or token inclusion of diverse ideas No inclusion of diverse peoples or ideas in the curriculum HIP Key C This question measures student outcomes that may or not be captured by the classroom artifacts. For many HIPs, experiences outside of the classroom are necessary for a quality practice and provide the promised benefits. Outside activities should be meaningful, varied, and unique to be exemplary practices. Exemplary Proficient Emerging Not Evident Students engage with course materials outside the extensively in unique, real-world applicable ways Students engage in activities outside the class formally, but with no learning outcomes Students engage outside the course informally Students have no engagement outside of the course HIP Key D This question measures an important high-impact concept: timely feedback. Faculty should be engaging students with personal, meaningful feedback often throughout the course. Exemplary feedback will be evidenced by student incorporation of the feedback over the semester. Exemplary Proficient Emerging Not Evident
Faculty strives for expedient delivery of detailed feedback relevant for future assignments, future coursework, and life Faculty offers timely and personal feedback, but not in frequent intervals throughout the semester Faculty offers timely feedback, but not personal feedback Faculty does not offer timely, individual feedback throughout the semester HIP Key E This question measures the role of reflection in the curriculum. Reflection is a key part of high-impact pedagogy and cannot be separated from the practice. Reflection must be meaningful and should demonstrate personal growth. Exemplary Proficient Emerging Not Evident Classroom artifacts demonstrate highly meaningful, periodic reflection and provide opportunity for immense personal growth. Students may have significant reflection, but not in stages throughout the course Surface-level reflection is briefly acknowledged Reflection is not evident in the curriculum HIP Key F This question measures another key aspect of high impact pedagogy: high expectations. Course expectation should challenge students to achieve beyond what they believe possible and beyond what they were capable of before taking the course. Classroom artifacts should demonstrate students attaining new hard and/or soft skills. Exemplary Proficient Emerging Not Evident Faculty challenges students with rigorous standards and classroom artifacts demonstrate student attainment beyond standards Rigorous standards but student achievement does not demonstrate attainment of standards Standards provide students with little challenge Standards set at an inappropriately high or low level and classroom artifacts do not demonstrate student growth HIP Key G This question measures the original thought required by the students in the course. graduation.
Exemplary Proficient Emerging Not Evident Coursework challenges students to be creative and innovative and classroom artifacts clearly demonstrate creativity Coursework pushes students to be innovative, but assignments can be completed without innovative thinking Faculty mentions pushing students toward creativity, but there is no evidence Coursework requires no original thought HIP Key H This question measures the course’s inclusion of one of the key HIP elements: opportunity to discover relevance of learning. Furthermore, class material should not only be relevant, but it should also be presented to students as relevant with ample opportunity to discuss application. Exemplary Proficient Emerging Not Evident Coursework makes clear connections to applications in career and life Professor provides opportunities to make some connections, but they may not have a long duration of relevance Students can make some connections to career, but is not intentionally expressed by faculty Coursework does not illustrate relevance to real life HIP Key I This question measures the level of open discourse in the course. For students to have the opportunity to authentically engage with the materials, they must feel safe sharing their views and experiences with others. Exemplary Proficient Emerging Not Evident Classroom artifacts demonstrate open and honest engagement with the material has occurred Professor models open discourse, but classroom artifacts suggest think Students demonstrate beginner level engagement with materials Artifacts demonstrate students have no authentic engagement with the material; rote memorization. Classroom Artifacts A This question measures to what extent the faculty knows how their assignments relate to their HIP. Evaluator should take what the faculty answers as context to evaluating if the classroom artifacts have demonstrated successful implementation of the high-impact practice.