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Student Learning Assessment: Core Skills

Written Communication

Written Communication Core Skill: The learner will exchange ideas and information with others using written text in a manner effective and appropriate for the intended audience.

Benchmark: 80% of the learners will score a 2 or higher on each of the rubric criteria

 

 

Excellent (4)

Good (3)

Fair (2)

Minimum

Poor (1)

Unacceptable or Missing (0)

Purpose of Writing

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).

Demonstrates minimal attention to context, audience, purpose, and the assigned tasks(s) (e.g., expectation of instructor or self as audience).

No submission or no attention to context, audience, purpose, and the assigned tasks.

Genre Features

Demonstrates detailed attention to and successful execution of a wide range of required features within a genre particular to the specific writing task(s) including organization, presentation, and formatting.

Demonstrates consistent use of required features within a genre particular to the specific writing task(s), including organization, presentation, and formatting.

Follows expectations appropriate to a specific genre in the writing task(s) for basic organization and presentation.

Attempts to use a consistent system for basic organization and presentation, without focus on a specific genre.

No submission or no attempt to meet basic organization and presentation standards.

Content Development

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore relevant ideas connected to the subject and shape the whole work.

Uses appropriate and relevant content to develop and explore relevant ideas through most of the work.

Attempts to use appropriate and relevant content to develop simple ideas in some parts of the work.

No submission or no attempt to develop relevant content.

Research and Documentation

Demonstrates skillful use of high-quality research to develop ideas that are appropriate for the writing task(s) and genre of writing, with correct and appropriate documentation provided as necessary.

Demonstrates consistent use of credible and relevant research to support ideas appropriate for the writing task(s) and genre of writing, with appropriate documentation provided as necessary.

Demonstrates an attempt to use credible or relevant research to support ideas appropriate to the writing task(s) and genre of writing, with some appropriate documentation provided as necessary.

Demonstrates an attempt to use research to support ideas appropriate to the writing task(s), with little or inappropriate documentation provided as necessary.

No submission or no evidence of research, with no documentation as necessary.

Syntax and Mechanics

Uses academic language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.

Uses straightforward language that clearly conveys meaning to readers with few minor errors.

Uses language that generally conveys meaning to readers with numerous minor errors.

Uses language that sometimes impedes meaning because of numerous major errors.

No submission or uses language that impedes meaning because of major and consistent errors.

 

Oral Communication

Oral Communication Core Skill: The learner will exchange ideas and information with others using the spoken word in a manner effective and appropriate for the intended audience.

Benchmark: 80% of the learners will score a 2 or higher on each of the rubric criteria

 

 

Excellent (4)

Good (3)

Fair (2)

Minimum

Poor (1)

Unacceptable or Missing (0)

Adaptation

The communicator:

Conforms to the appropriate type of communication.

Narrows the message appropriately.

Clearly demonstrates purpose.

Contributes genuinely to the knowledge or belief of the receivers.

The communicator:

Conforms to the appropriate type of communication.

Narrows the message appropriately.

Clearly demonstrates purpose.

Relates to the receivers in a significant way.

The communicator:

Conforms to the appropriate type of communication.

Narrows the message appropriately.

Clearly demonstrates purpose.

Relates to the receivers.

The communicator:

Fails to meet two or three of the requirements of criterion 2.

The communicator:

Fails to meet most or all of the requirements of criterion 2.

Organization

The communicator:

Expresses thoughts clearly.

Includes transitions between ideas.

Includes an introductory statement that provides the receivers a reason to listen to the message.

Includes a clear concluding statement that clearly demonstrates the significance of the message.

The communicator:

Expresses thoughts clearly.

Includes transitions between ideas.

Includes an introductory statement that provides the receivers a reason to listen to the message.

Includes a concluding statement that provides receivers a reason to listen.

Clearly expresses the main points of the message.

The communicator:

Expresses thoughts clearly.

Includes transitions between ideas.

Includes an introductory statement.

Includes a concluding statement.

Expresses the main points of the message.

The communicator:

Fails to meet two or three of the requirements of criterion 2.

The communicator:

Fails to meet most or all of the requirements of criterion 2.

Support

The communicator:

Uses appropriate supporting materials.

Cites sources, if required.

Uses evidence that is accurate, relevant, objective, and sufficient.

Includes a variety of interesting support materials (anecdotes, examples, visual aids, etc.).

Sustains positive interest, feeling or commitment among the receivers via evidence.

Reasoning is especially well adapted to the receivers.

Analysis of the subject is unusual, insightful, novel, or unexpected.

The communicator:

Uses appropriate supporting materials.

Cites sources, if required.

Uses evidence that is accurate, relevant, objective, and sufficient.

Includes a variety of interesting support materials (anecdotes, examples, visual aids, etc.).

Sustains positive interest, feeling or commitment among the receivers via evidence.

Adapts reasoning especially well to receivers.

The communicator:

Uses appropriate supporting materials.

Cites sources, if required.

Uses evidence that is accurate, relevant, objective, and sufficient.

Includes a variety of interesting support materials (anecdotes, examples, visual aids, etc.).

Adapts reasoning to the receivers.

The communicator:

Fails to meet two or three of the requirements of criterion 2.

The communicator:

Fails to meet most or all of the requirements of criterion 2.

Delivery

The communicator:

Demonstrates fluent, polished delivery, and strengthens the impact of the message.

Uses an appropriate tone of voice with few problems.

Is free of distracting mannerisms.

Makes concerted and consistent effort to connect with the receiver (direct, sustained eye contact, if a video).

Includes no vocalized pauses.

Is expressive and emphatic in use of voice.

The communicator:

Exhibits professionalism in delivery.

Exhibits confidence.in delivery.

Is free of distracting mannerisms.

Makes significant attempt to connect with the receiver (sustained eye contact, if a video).

Includes few vocalized pauses.

Delivers speech in a manner that strengthens the impact of the message.

The communicator:

Exhibits competent delivery skills.

Exhibits confidence.

Uses few distracting mannerisms.

Makes attempt to connect to the receiver (intermittent eye contact, if a video).

Uses some vocalized pauses (“um’s”, “uh’s”, “you knows”, etc.).

Uses an appropriate tone of voice with few problems.

The communicator:

Fails to meet two or three of the requirements of criterion 2.

The communicator:

Fails to meet most or all of the requirements of criterion 2.

Language

The communicator:

Uses language free of serious errors in grammar, pronunciation (saying words the way they should be said), enunciation (saying all sounds in a word clearly) and word usage.

Uses language that accurately and clearly expresses the idea.

Uses language that is descriptive and vivid.

Uses language that is figurative (comparisons, alliteration, etc.).

The communicator:

Uses language free of serious errors in grammar, pronunciation (saying words the way they should be said), enunciation (saying all sounds in a word clearly) and word usage.

Uses language that accurately and clearly expresses the idea.

Uses language is descriptive and vivid.

The communicator:

Uses language free of serious errors in grammar, pronunciation (saying words the way they should be said), enunciation (saying all sounds in a word clearly) and word usage.

Uses language that accurately and clearly expresses the idea.

The communicator:

Fails to meet two or three of the requirements of criterion 2.

The communicator:

Fails to meet most or all of the requirements of criterion 2.

Critical Thinking

Critical Thinking Core Skill: The learner will identify, interpret, analyze, or synthesize problems before developing and implementing solutions in a manner effective and appropriate for the intended audience.

Benchmark: 80% of the learners will score a 2 or higher on each of the rubric criteria

 

 

Excellent (4)

Good (3)

Fair (2)

Minimum

Poor (1)

Unacceptable or Missing (0)

Topic, Issue, or Situation

Topic, issue, or situation is stated clearly, described comprehensively, and delivered using all relevant information.

Topic, issue, or situation is stated, described, and clarified with adequate detail.

Topic, issue, or situation is stated but not fully developed and is superficial.

Topic, issue, or situation is stated without clarification or description.

No explanation of topic, issue, or situation stated.

Claims or Proposed Solutions

Claim(s) or solution(s) address the topic, issue, or situation in a well-developed manner.

Claim(s) or solution(s) that addresses the topic, issue, or situation in an adequate and thoughtful manner.

Claim(s) or solution(s) only addresses the topic, issue, or situation in a limited way.

Claim(s) or solution(s) is unrealistic or overly simplistic.

No claim(s) or solution(s) stated, or does not address the topic, issue, or situation.

Evidence or Implementation

Comprehensively supported evidence demonstrates a full understanding of claim(s) or solution(s).

Adequately supported evidence addresses the claim(s) or solution(s).

Limited evidence with some facts or data not developed or expanded upon for claim(s) or solution(s).

Minimal or unsupported evidence, such as conjecture or opinions, is offered for claim(s) or solution(s).

No evidence is given, or lacking evidence related to claim(s) or solution(s).

Evaluate outcomes or state conclusions

Outcome or conclusion is logically stated using relevant information or reflective commentary.

Outcome or conclusion is adequately stated but not supported or lacking broader context.

Outcome or conclusion is stated in a rudimentary manner.

Outcome or conclusion is stated superficially or not closely related to topic, issue, or situation.

No outcome or conclusion stated, or outcome or conclusion is invalid.

Intercultural Competence

Intercultural Competence Core Skill: The learner will demonstrate cultural awareness and objectivity through critical reflection.

Benchmark: 80% of the learners will score a 2 or higher on each of the rubric criteria

 

 

(4)

Excellent

(3)

Good

(2)

Fair

Minimum

(1)

Poor

(0)

Unacceptable or Missing

Knowledge of Other Cultures

Articulates in-depth understanding and insight into elements important to diverse members of other cultures in relation to their history, art, politics, values, communication styles, economy, beliefs, practices, or self-identified differences.

Articulates understanding and insight into elements important to diverse members of other cultures in relation to their history, art, politics, values, beliefs, communication styles, economy, practices. or self-identified differences.

Summarizes information to demonstrate partial understanding of elements important to diverse members of other cultures in relation to their history, art, politics, values, beliefs, communication styles, economy, practices, or self-identified differences.

States facts about elements important to diverse members of other cultures in relation to their history, art, politics, values, beliefs, communication styles, economy, practices, or self-identified differences.

The artifact fails to meet most or all of the requirements of criterion 2.

Demonstration of Cultural Objectivity

Demonstrates in-depth understanding and insight on own cultural biases and does not judge or make assumptions about diverse members of other cultures.

Demonstrates understanding and insight on own cultural biases and does not judge or make assumptions about diverse members of other cultures.

Demonstrates partial understanding of own cultural biases and judges or makes assumptions about diverse members of other cultures.

Demonstrates own cultural biases and judges or makes assumptions about diverse members of other cultures.

The artifact fails to meet most or all of criterion 2.

Critical Reflection

In depth and insightful, reflections demonstrate knowledge, awareness, empathy, and advocacy for diverse members of other cultures.

Insightful reflections demonstrate knowledge, awareness, empathy, and advocacy for diverse members of other cultures.

Reflections include summary and description and provide some reflection on diverse members of other cultures. Some knowledge, awareness, empathy, and advocacy demonstrated.

Reflections state learning about diverse members of other cultures. Limited awareness, empathy, and advocacy demonstrated.

The artifact fails to meet most or all of the requirements of criterion 2.

 

Information Literacy

Information Literacy Core Skill: The learner will locate, identify, evaluate, use, and disseminate information ethically and effectively.

Benchmark: 80% of the learners will score a 2 or higher on each of the rubric criteria

 

ACRL Framework

4 Excellent

3 Good

2 Competent

1 Developing

0 Not Met

Authority is Constructed and Contextual

 

(Source Evaluation & Source Integration)

Accesses a variety of print, digital, or other information sources appropriate to the scope and discipline of the research question. Selects and integrates sources after considering the importance (to the researched topic) of the multiple criteria used (such as relevance to the research question, currency, authority, audience, and bias or point of view).

Accesses a variety of print, digital, or other information sources appropriate to the scope and discipline of the research question. Selects and integrates sources using multiple criteria (such as relevance to the research question, currency, and authority).

Accesses some print, digital, or other information sources. Selects and integrates sources using basic criteria (such as relevance to the research question and currency) that may or may not relate to the discipline.

Accesses a couple print, digital, or other information sources. Selects and integrates sources using limited criteria (such as relevance to the research question) that do not relate to the discipline.

Does not evaluate information and its sources critically.

Information Creation as a Process

 

(Purpose)

Communicates, organizes and synthesize information from sources to fully achieve a specific purpose, with clarity and depth within a discipline.

Communicates, organizes and synthesizes information from sources. Intended purpose is achieved within a discipline.

Communicates and organizes information from sources. The information is not yet synthesized, so the   purpose is not fully achieved within a discipline.

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved within a discipline.

Does not use information effectively to accomplish a specific purpose.

Information Has Value

 

(Information Ethics)

Uses all of the following information strategies correctly (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Uses three of the following information strategies correctly (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Uses two of the following information strategies correctly (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Uses one of the following

Information strategies correctly (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Does not access and use information ethically.

Research as Inquiry

Formulates appropriate research questions for the scope of the work, determining the depth of research needed; uses an appropriate type and amount of research methods and sources to find information; cohesively organizes information; and interprets conclusions from the information gathered.  

Formulates appropriate research questions for the scope of the work; determining the depth of research needed; uses a variety of research methods and sources to find information; cohesively organizes information; and interprets conclusions from the information gathered.

Formulates appropriate research questions for the scope of the work; uses research methods and sources to find information; cohesively organizes information; and form conclusions from the information gathered.

Formulates research questions; uses research methods to find information; sources and/or methods may not be appropriate; and/or information is not organized; and/or misinterpret conclusions from the information gathered.

Does not formulate a research question.

Scholarship as Conversation

Writer demonstrates value of incorporating different points of view and sees themselves as a contributor to scholarship, rather than only as a consumer.

Writer demonstrates value of incorporating different points of view.

Writer articulates the need to incorporate different points of view.

Writer acknowledges that there are different points of view on a topic.

Only writes from one point of view.

Searching as Strategic Exploration

 

(Source Selection)

Effectively utilizes technology to select appropriate sources for the research. Types of information (sources) selected directly relate to concepts or answer a research question within a discipline.

Appropriately utilizes technology but sources are not always appropriate. Types of information (sources) selected relate to concepts or answer a research question within a discipline.

Utilizes technology to select sources. Types of information (sources) selected partially relate to concepts or answer a research question within a discipline.

Inappropriate use of technology.  Types of information (sources) selected do not relate to concepts or answer a research question within a discipline.

Does not identify information.

Author: SPCC Manager
Last modified: 1/21/2022 2:54 PM (EDT)