Assessment professionals often talk about continuous improvement, but programs can find it difficult to determine where they are in their assessment journey and what steps would most effectively move them forward. To help address this challenge, the Office of Accreditation, Assessment and Evaluation (AAE) has developed the Stages of Development in Program Assessment of Student Learning Rubric, a new tool designed to help programs reflect on their current assessment practices, identify areas for growth, and receive support tailored to their needs.
Why develop a new rubric?
Over the past several years, AAE has worked with academic programs through annual assessment meetings and consultations. These conversations have revealed an important reality: programs have different assessment strengths, challenges and support needs. While some programs are refining sophisticated assessment systems, others are still working to establish consistent processes and faculty engagement.
Recognizing these differences, AAE sought a way to make support efforts more intentional and responsive. The Stages of Development rubric provides a structured method for understanding program needs and focusing resources where they can have the greatest impact. Rather than adopting a one-size-fits-all approach, AAE can tailor its support based on a program’s developmental profile.
The rubric is grounded in a simple premise: effective assessment develops over time. Programs rarely move from minimal assessment activity to highly integrated assessment cultures all at once. Instead, assessment practices evolve as faculty gain experience, develop shared processes and learn how to use evidence to support student learning. The rubric acknowledges this developmental progression and provides a common framework for discussing assessment strengths and opportunities for improvement.
What does the rubric measure?
The rubric examines four dimensions of program assessment practice:
- Assessment processes: The extent to which assessment activities are systematic, sustainable and integrated into program routines
- Faculty engagement: How responsibility for assessment is shared among faculty and how actively faculty participate in assessment processes
- Faculty disposition: The degree to which faculty value assessment, feel ownership of the process and see assessment as a tool for improving student learning
- Rigor and use of assessment data: How assessment evidence is collected, analyzed, interpreted and used to inform program improvements
Within each of these dimensions, programs are described across four developmental stages: Initial, Developing, Intermediate and Advanced.
Rather than serving as a scorecard, these stages provide descriptions of common assessment practices and behaviors that can help programs identify their current stage of development and what characteristics distinguish more advanced assessment stages.
Developed through collaboration
The rubric was not created in isolation. Its design was informed by existing process maturity models, feedback from NIU higher education faculty, discussions with the University Assessment Panel, pilot testing by academic programs, and review by institutional leadership. This collaborative development process helped ensure that the language, categories and intended use of the rubric reflect the realities of assessment work in academic departments.
Special attention was given to framing the rubric as a developmental support tool rather than an evaluative instrument. Programs are not being “graded.” Instead, the focus is on understanding current practices and identifying practical next steps for growth. As the rubric’s instructions note, the goal is to support honest self-reflection, informed decision-making and continuous improvement of assessment processes and student learning.
How will the rubric be used?
Beginning in the 2026-27 academic year, AAE assessment partners will use the rubric as part of their ongoing work with academic programs. Initial developmental classifications for each program will be identified by their AAE partners based on their knowledge of program assessment practices and finalized via consultation with college leadership and conversations with program leaders. Annual meetings will provide opportunities to review classifications, gain additional insights and identify support needs.
The developmental profile resulting from this process will help guide AAE’s approach to supporting programs in their assessment work. Programs demonstrating greater need for assistance may receive more frequent or intensive engagement, while programs with well-established assessment practices may require less structured support. In all cases, the rubric is intended to facilitate meaningful conversations about assessment capacity, priorities and continuous improvement. The profiles will also be shared with the Academic Planning Council to identify broader support needs.
Looking ahead
Assessment is most effective when it is viewed as an ongoing process of learning rather than a recurring reporting requirement. The Stages of Development rubric provides a framework for understanding where programs are today while helping them envision where they would like to go next. By creating a shared language around assessment development, the rubric can support stronger assessment practices, greater faculty engagement and more intentional use of evidence to enhance student learning.
As AAE begins implementing this new approach, we look forward to partnering with programs across the university to strengthen assessment practice and support continuous improvement in ways that are purposeful, sustainable and meaningful.
View the Stages of Development rubric (NIU login required)
- Amy Buhrow, assistant vice provost for Assessment and Accreditation, supports the College of Education, College of Health and Human Sciences and College of Law
- Carrie Zack, associate director, Accreditation, Assessment and Evaluation, supports the College of Liberal Arts and Sciences
- Tawanda Paul, senior research associate, supports the College of Business, College of Engineering and College of Visual and Performing Arts
- Jason Reed, institutional research data coordinator, supports Cocurricular Programs and General Education
