Evaluation of Espgraduatestudent Performance - Mandatory

Evaluation of ESPGraduateStudent Performance - Mandatory

ALL COMMITTEE MEMBERS MUST SUBMIT THIS FORM. Ratings are mandatory. Comments are optional. The Graduate Program Director will NOT SIGN OFF on any document without this form!!! Please return to MSN 5F2 or email it to and.

Action being evaluated:

Student Name ______Faculty Name ______Date of Evaluation______

TheSACS mandatesthat allacademic programs evaluate theperformance ofgraduatestudentswithregard tothestated learning outcomes/objectives of the respective programs. For theM.S.programinESP,this will include astandardized measure ofperformancefor the comprehensiveexamination(for thosenot completinga thesis), the thesis or projectresearch proposal, the thesis defense, selectedseminarcourses,andthecapstonecourse(EVPP677) for students in the management concentration.For thePh.D., this will include thequalifyingexamination,thedissertation proposal, the dissertationdefense,and selectedseminars. The standardizedinstrument for the evaluation of these activities will be amodificationof Bloom’sTaxonomy appearing below:

Activity Level SampleVerbs Examples Rating Comments

Remembering:Does the student recall orrememberthe information? / Define,duplicate, list, memorize, recall, repeat, reproduce,state / Ex:Reproducechemicalreactionformulae forcarbon dioxide dissolved inwater ORforphotosynthesisAND respiration.
Understanding:Doesthe student explain ideas orconcepts? / Classify, describe,discuss, explain, identify,locate, recognize, report, select, translate,paraphrase / Ex:Discussthekeyabiotic factors affectingthediversity of either terrestrial OR aquatic ecosystems.
Applying: Does the studentusethe informationin a new way? / Choose,demonstrate, dramatize, employ, illustrate, interpret, operate,schedule,sketch, solve,use,write. / Ex:Usingan organismofyourchoice, illustrate 3 potential ecological tradeoffs and howthat organism's adaptationshave allowed it survive inthe context of these tradeoffs.
Analyzing: Doesthe studentdistinguish betweenthedifferent parts? / Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment,question, test. / Ex:Contrast the characteristics ofr- vs.k- selected populations.
Evaluating: Doesthe studentjustifya stand ordecision? / Appraise,argue,defend, judge,select, support, value, evaluate / Ex:Giventwo interacting species of your choice, arguefirst “for” then“against” their relationship being oneof parasitism.
Creating: Doesthe student createnew productor point of view? / Assemble, construct, create,design,develop, formulate,write. / Ex:Create a scenario whereby humanity doesnotgoextinct oncepopulationgrowth consumes all freshwaterresourceson
Earth. (Besuretoreference whatyou know aboutpopulation dynamics and resource limits.)

RATING: Faculty will evaluate studentperformance for each ofthe six hierarchicalcategories as4,3,2,1 or 0 – 4 being the highest - (withquarterpointincrements forflexibility)

with the understanding that it will beprogressively more difficult toearn ahigh grade as oneproceedsupthe hierarchy from“Remembering”to“Creating”.

AdaptedbyD. Sklarew(Oct.2008)from