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A Note on Rubric Scores
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The comprehensive academic program review is designed to help us take stock of our current portfolio of programs, understanding their quality, effectiveness, and costs. Scoring against a rubric is just one tool in this broader environmental scan. These scores should be understood as informative, not determinative. They are much closer to the beginning of the evaluative process than the end, because they help reviewers know where to look as they consider strengths and weaknesses on the way to making recommendations.
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Rubric metrics often compare dissimilar programs against one another, rendering some scores higher and some scores lower in ways that do not necessarily mean that one is better or worse from a more comprehensive perspective. Low scores are not, all by themselves, indicative of poor performance or lack of fit in the wider portfolio of offerings. Similarly, high rubric scores alone are not reason to conclude that programs do not need further review. Quality, demand, growth potential, fit, mission, cost, and effectiveness are among the important considerations. These are not necessarily captured in rubric scores.
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Reviewers are encouraged not to let rubric scores drive decision making. Scores are intended to be signposts, not the final destination. They might best be used to frame questions for further inquiry against the broader financial, workforce, student success, and mission backdrops, rather than determine review outcomes.
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