Students Performance Checklist

Checklist for Improving Student Performance

Yes No Content Issues

Are the courses throughout the program aligned to one another?
Is the program curriculum free of gaps and redundancies?
Are course objectives written at the appropriate cognitive, affective, and/or
psychomotor levels?
Do syllabi reflect standards covered aligned to standards tested?
Do learning materials support appropriate standards and performance levels?
Do placement tests, diagnostic exams, or prerequisite courses ensure entry skill
mastery?
Do textbooks and other materials cover the content necessary for mastery of the
subject?
Is there a continuous improvement process in place that reviews and revises
curriculum regularly?
When changes are made to service courses, is part of the process to work across
programs to ensure proposed changes will not have a negative impact on any
major?
Are curricular changes piloted before program-wide implementation?
Are analyses conducted to gauge the longitudinal effects of curricular changes?
Does the program gather data about performance in prerequisite courses compared
to follow-on courses?
Does the program use pre- and post-tests to measure the value added by a course
or sequence of courses?
Does the program survey those who hire graduates or accept interns to help
determine program strengths and weaknesses?

Yes No Student Issues
Do students have the entry-level skills/academic preparation necessary to succeed
in the program or individual courses?
Are admission test scores of these students comparable to previous students?
Is a pre-test/placement test used to advise students to take courses at their current
performance level?
Are placement test scores of these students similar to those of previous students?
Yes No Student Issues (continued)

Are benchmark assessments used to detect students who require intervention as
soon as possible?
Is there a system to assure that students have passed prerequisite courses?
Do students have the study skills necessary to succeed in the program or individual
courses?
Do students have the motivation to do the type and/or amount of work necessary to
succeed in the program or individual courses?
Do students’ other commitments (e.g., work, athletics, or parenting) allow them to
devote the amount of time necessary to succeed in the program or individual
courses?
Is the NSSE data for self-reported amounts of time spent studying and level
engagement of these students similar to that of previous students?
Do instructors’ teaching styles complement students’ learning styles?
Is student performance in other courses comparable with that of the program or
course in question?

Yes No Faculty Issues
Do the instructors have the qualifications necessary to teach the courses which they
are assigned?
Do instructors show up for every class period?
Are instructors prepared to teach the content required by the syllabus at every class
Florida A&M University Teachers for a New Era

meeting?
Do instructors stick to the material to be covered with minimum digressions?
Are instructors free of symptoms of the “If only we had better students” syndrome?
Have instructors taught this level of student before?
Are instructors free of the “this is a weed out course” attitude?
Do instructors keep regular office hours?
Are instructors’ commitments (such as research, committee work or grants) such
that they have sufficient time for preparation and quality instruction?
Are extenuating circumstances in instructors’ personal lives at levels so that they do
not effect instruction?
Is the number of adjuncts who work full time on other jobs kept to a minimum?
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Yes No Faculty Issues (continued)

Are instructors who also teach at other colleges with different program requirements
able to switch between curricula with ease?
Do course evaluations of faculty by students indicate that faculty members are
effective instructors?
Does the program conduct student focus groups to gather qualitative feedback in
addition to course evaluations?

Yes No Pedagogical Issues

Do instructors have teaching styles which are effective with these types of students?
Are instructors knowledgeable about students’ learning styles?
Do instructors employ alternatives to lecturing?
Do instructors regularly use technology to deliver course material?
Do instructors use methodology that fits the content?
Do instructors use active learning techniques?
Do instructors engage students in problem-solving activities?
Do instructors use pedagogical strategies that foster high retention of subject
matter?
Does the program have a way to track the effect of teaching strategies on students’
subject mastery?
Do instructors have knowledge of formative and summative assessment

techniques?
Do instructors assess early and often?
Do instructors give frequent, detailed feedback?
Do instructors use multiple measures such as self-perception surveys and
performance assessments?
Do instructors use data from the University testing center to gauge validity and
reliability of individual exam questions?

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Yes No Environmental Issues

Is the number of students enrolled appropriate for the subject matter and level of
difficulty of the course?
Is the size of the classroom appropriate for the types of activities the instructor has
planned?
Does the configuration of the classroom lend itself to engaging students in various
types of learning experiences?
Is the temperature in the classroom conducive to student learning?
Is the noise level in the classroom conducive to the type of academic work being
undertaken?
Is disruptive behavior such as cell phone use, entering late or leaving early kept to a
minimum?
Are classes scheduled in time blocks that maximize students’ acquisition of the
material?
Are classes scheduled at times of day that are optimal for student learning?
Has the program explored a combination of time of day and number of class
meetings a week which results in the highest student outcomes?
Do students have access to the laboratory equipment necessary to complete the
coursework?
Is the technology desirable for delivering the content readily accessible?

Compiled by Dr. Serena Roberts (serena.roberts@famu.edu) and Dr. Gita Wijesinghe Pitter

(gita.pitter@famu.edu) as part of design team work done for Florida A&M University Teachers for a New Era
2004-2008.
This document was made possible in part by a grant from Carnegie Corporation of New York, the Ford
Foundation, and the Annenberg Foundation. The statements made and views expressed are solely the
responsibility of the authors.
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Students Performance Checklist

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Checklist for Improving Student Performance

Yes No Content Issues

Yes No Student Issues (continued)

Florida A&M University Teachers for a New Era

Yes No Faculty Issues (continued)

Yes No Pedagogical Issues

Florida A&M University Teachers for a New Era

Yes No Environmental Issues

Florida A&M University Teachers for a New Era

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