Needs Assessment Cycle Rubric
CUR/528 Version 1 / 1

Needs Assessment Cycle Rubric

Criteria / 4 ADVANCED / 3 PROFICIENT / 2 BASIC / 1 UNSATISFACTORY / score
Content:
(12 points) / Thorough and complete description of content
Topic is aligned to course content and objectives
Major points are stated clearly and are supported by specific details, examples, or analysis. / Brief description of content
Topic somewhat aligns to course content and objectives
Major points are somewhat stated clearly and are supported by specific details, examples, or analysis. / Very limited description of content
Topic listed may not match course content or objectives
Major points are stated but not clearly and are supported by specific details, examples, or analysis. / No description of content
Topic listed does not match course content or objectives
Major points are not stated clearly and are supported by specific details, examples, or analysis.
The content is comprehensive, accurate, and /or persuasive. / The content is somewhat comprehensive, accurate, and /or persuasive. / The content is slightly comprehensive, accurate, and /or persuasive. / The content is not comprehensive, accurate, and /or persuasive.
Needs Assessment includes all aspects of the assignment. Including the narrative, the needs assessment, and support documentation. All key elements of the assignment are not covered in a substantive way.
Assignment has a deep understanding and includes detailed information for each of the following:
  • Identify a course, training, or program for the needs assessment.
  • Identify the purpose, level of assessment, stakeholders, budget and available resources, and time allotted for the assessment.
  • Identify the specific information you need to measure using the needs assessment
  • Determine whether information already exists or if information must be obtained from resources
/ Needs Assessment somewhat includes all aspects of the assignment. Including the narrative, the needs assessment, and support documentation. All key elements of the assignment are not covered in a substantive way.
  • Assignment has all completed information but lacks details and deep understanding in the following areas: Identify a course, training, or program for the needs assessment.
  • Identify the purpose, level of assessment, stakeholders, budget and available resources, and time allotted for the assessment.
  • Identify the specific information you need to measure using the needs assessment
  • Determine whether information already exists or if information must be obtained from resources
/ Needs Assessment includes minimal aspects of the assignment.
Including the narrative, the needs assessment, and support documentation. All key elements of the assignment are not covered in a substantive way.
  • Assignment has vague information or incomplete information in the following areas: Identify a course, training, or program for the needs assessment.
  • Identify the purpose, level of assessment, stakeholders, budget and available resources, and time allotted for the assessment.
  • Identify the specific information you need to measure using the needs assessment
  • Determine whether information already exists or if information must be obtained from resources
/ Needs Assessment does not include all aspects of the assignment, including the narrative, the needs assessment, and support documentation. All key elements of the assignment are not covered in a substantive way.
Assignment does not have the following:
  • Identify a course, training, or program for the needs assessment.
  • Identify the purpose, level of assessment, stakeholders, budget and available resources, and time allotted for the assessment.
  • Identify the specific information you need to measure using the needs assessment
  • Determine whether information already exists or if information must be obtained from resources

Organization / Development
(4 points) / The narrative, the needs assessment, and support documentation developed a central theme or idea, directed toward the appropriate audience and included a detailed needs assessment process. / The narrative, the needs assessment, and support documentationsomewhat developed a central theme or idea and included a needs assessment process. / The narrative, the needs assessment, and support documentation slightly developed a central theme or idea, including a needs assessment process. / The narrative, the needs assessment, and support documentation did not develop a central theme or idea, or include a needs assessment process.
The introduction provides sufficient background on the topic and previews major points. / The introduction provides somewhat sufficient background on the topic and previews major points. / The introduction slightly provides sufficient background on the topic and previews major points. / The introduction did not provide sufficient background on the topic or preview major points.
The conclusion is logical, flows from the body of the presentation, and reviews the major points. / The conclusion is somewhat logical, flows from the body of the presentation, and reviews the major points. / The conclusion is slightly logical, and flows from the body of the presentation, and reviews the major points. / The conclusion is not logical, does not flow from the body of the, and does not review the major points.
Transitions between sentences, paragraphs, and sections aid in maintaining the flow of thought. / Transitions between sentences, paragraphs, and sections somewhat aid in maintaining the flow of thought. / Transitions between sentences, paragraphs, and sections slightly aid in maintaining the flow of thought. / Transitions between sentences, paragraphs, and sections do not aid in maintaining the flow of thought.
The tone is appropriate to the content and assignment. / The tone is somewhat appropriate to the content and assignment. / The tone is slightly appropriate to the content and assignment. / The tone is not appropriate to the content and assignment.
Mechanics
(4 points) / Spelling and grammar errors are minimal and do not interfere with understanding of the instructional plan / Spelling and grammar errors are minimal and do not interfere with understanding of the instructional plan / Spelling and grammar errors are minimal and do not interfere with understanding of the instructional plan / Spelling and grammar errors are minimal and do not interfere with understanding of the instructional plan
The paper is laid out with effective use of headings, font styles, and white space. / The paper is laid out with effective use of headings, font styles, and white space. / The paper is laid out with effective use of headings, font styles, and white space. / The paper is laid out with effective use of headings, font styles, and white space.
Citations follow APA guidelines. / Citations follow APA guidelines. / Citations follow APA guidelines. / Citations follow APA guidelines.
The recording is laid out with effective use of headings, font styles, and white space. / The recording is laid out with effective use of headings, font styles, and white space. / The recording is laid out with effective use of headings, font styles, and white space. / The recording is laid out with effective use of headings, font styles, and white space.
Rules of grammar, usage, and punctuation are followed / Rules of grammar, usage, and punctuation are followed. / Rules of grammar, usage, and punctuation are followed. / Rules of grammar, usage, and punctuation are followed.
Sentences are complete, clear, concise, and varied. / Sentences are complete, clear, concise, and varied. / Sentences are complete, clear, concise, and varied. / Sentences are complete, clear, concise, and varied.