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Assessment Examples

  • Students will develop a breadth and depth of expertise appropriate to their career goals in the languages, literatures, and cultures of the Luso-Hispanic world.

  • Students will make a significant contribution to the knowledge in their field and will present that in oral and written form.

  • Students will participate formally in professional dialogues beyond UNM.

  • Students will find and participate in professional activities such as colloquia, conferences, and workshops.

  • Students will exhibit critical thinking skills to address diverse business challenges and opportunities.
  • Students engage in scholarly or professional communities through attendance at or leadership in workshops, talks, or other events related to their area of study.

  • Students present research at local colloquia or professional conferences or in peer reviewed regional or national journals.

  • Students contextualize primary texts or data within a broad knowledge of Iberian, Latin American or Southwest Hispanic literature and culture or Hispanic language and linguistics. 

  • Students will be able to identify and analyze an issue or problem and provide recommendations. 
  • Students will intervene and stabilize patients while in transport to an advanced care facility.

  • MA Comprehensive Examinations were scored by committees of three or more faculty members using a standardized rubric. Exams were scored using a standardized 4-point descriptive rubric: High Pass, Pass, Low Pass, Fail.

  • Graduate Student Annual Review Forms completed by students and discussed with and approved by faculty mentors. The Director of Graduate Studies compiled information from the GSAR forms.

  • All course-related assessments use a three-scale rubric as follows: 3 = Exemplary, 2 = Satisfactory, 1 = Unsatisfactory. Target levels for outcomes attainment have been established as 75% of students achieving an outcome of 2 or better.

*Please contact the Office of Assessment at if you would like assistance in creating a rubric.

  • In reviewing the outcomes, it was noted that while we want students to attend events and workshops related to their academic program and professional goals, the exercise of having students turn in a list of events attended—on the Graduate Student Annual Review—was not effective as a data-gathering tool, since the students understood the criteria for inclusion in different ways. We need to promote a culture of professionalism including attendance at these events, but the assessment may not be the right tool.

  • In response to the Academic Program Assessment Maturity Rubric and communications between faculty in the department, the Assessment Faculty Member thoroughly revised the assessment plan.

          Click here for the direct link to the templates page           Click here to Submit your Assessment documents           Click here to see the Assessment Repository