BGSU SAAC PLO Assessment Plan Rubric

The Bowling Green State University Student Achievement Assessment Committee (SAAC) Program Learning Outcome (PLO) Assessment Plan Rubric is a review template used by SAAC members to evaluate and provide feedback on a program’s PLO Assessment Plan. This form helps reviewers determine whether a program’s learning outcomes, assessment plans, and curriculum alignment are clearly described and appropriately developed.

To complete the rubric, reviewers place an “X” in one of the three rating categories for each criterion:

• Missing – Information for the criterion was not provided in the plan.

• Evolving – Information is present but could be expanded, clarified, or improved.

• Established – Information is clearly presented, complete, and aligned with expectations.

Reviewers should also provide feedback or comments for each section to explain the rating, suggest improvements, or highlight strengths. If a particular criterion does not apply, reviewers may leave the rating blank and add a comment explaining why it is not applicable.

Program Learning Outcomes (PLOs)

In this section, reviewers check whether the program has clearly listed the approved Program Learning Outcomes as they appear in the Undergraduate or Graduate Catalog. Reviewers also examine whether the program has shown how its PLOs align with the University Learning Outcomes, such as Inquiry, Critical Thinking, Oral and Written Communication, Information Literacy, Engagement, and Integrative Learning. Clear alignment demonstrates how the program contributes to the broader learning goals of the university.

PLO Review

This section focuses on whether the program is currently reviewing or planning to revise its learning outcomes. If revisions are being considered, the program should indicate the intended changes to the PLOs and explain where they are in the review or revision process. Reviewers assess whether the program provides enough information about these updates and the stage of development.

PLO Curriculum Relationship and Communication

Here, reviewers evaluate how well the program explains the connection between its learning outcomes and the curriculum. The program should describe how courses support the development of each PLO. In addition, the program should indicate how these outcomes are communicated, such as through syllabi, program materials, advising, or departmental websites, ensuring that students and faculty are aware of the learning expectations.

Multi-Year Learning Outcome Assessment Plan

This section reviews the program’s long-term plan for assessing student learning.

• Curriculum Plan: The program should identify in which courses each PLO is Introduced, Reinforced, and Assessed, showing how learning progresses throughout the curriculum.

• Assessment Plan: The program should specify which courses will be used to assess each PLO and indicate the year in which the assessment will occur.

• Coverage of PLOs: The plan should ensure that all PLOs are assessed at least once within the multi-year cycle.

• Accreditation or Program Review: If applicable, the program should indicate the year of their specialized accreditation visit or program review and provide the name of the accreditation organization.

• Assessment Plan Rationale: The program should explain the reasoning behind the timeline and course selection used in the assessment plan.

Overall Feedback

At the end of the rubric, reviewers provide a summary of their observations. This includes identifying the strengths of the PLO assessment plan as well as areas that could be improved or further developed. The goal of this section is to provide constructive feedback that helps programs strengthen their assessment practices and alignment with institutional learning goals.