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General Education Assessment Criteria—Humanities/Cultural



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General Education Assessment Criteria—Humanities/Cultural


http://ipr.sc.edu/effectiveness/assessment/criteria/humcultl.htm


Goal 1

Students will demonstrate an understanding of the historical development of culture over time and its relation to the present.
Objective A. Students will demonstrate understanding of the construction of history and how history is written.

4 OUTSTANDING
Understands the existence of various perspectives on any historical event, the processes that contribute to inclusions or exclusion of those perspectives on written histories, and articulates the relationship of "official" histories to subsequent historical developments and to historical understanding.

3 EFFECTIVE
Understands the existence of more than one perspective on any historical event, the processes that contribute to inclusions or exclusion of those perspectives on written histories, and the relationship of "official" histories to subsequent developments.

2 ADEQUATE
Understands the existence of more than one perspective on any historical event and the processes that contribute to inclusion or exclusion of perspectives.

1 INEFFECTIVE
Assumes a single point of view for any historical event.
Objective B. Students will understand broad outlines of history and make accurate connections between developments separated in time or place.

4 OUTSTANDING
Knows major chronologies and patterns of historical developments of Western and some non-Western culture and their relationships; understands and articulates historical relationships of developments within and across cultures.

3 EFFECTIVE
Knows major patterns of historical developments of Western cultures and is aware of non-Western cultures; understands and accurately articulates relationships of historical developments within Western cultures.

2 ADEQUATE
Knows general chronologies and patterns of historical developments of Western cultures; understands relationships between disparate events.

1 INEFFECTIVE
Knows about some historical events; perceives them as isolated rather than related.
Objective C. Students will demonstrate the ability to recognize the contribution of historical antecedents to the understanding of current personal, social, and political situations and developments.

4 OUTSTANDING
Understands relevance of history to current global situations and accurately articulates relevant historical antecedents of particular recent events.

3 EFFECTIVE
Understands the relevance of history to understanding present developments in the Western world and articulates appropriate connections.

2 ADEQUATE
Within a limited geographical or historical context, recognizes antecedents of present in past and articulates several connections accurately.

1 INEFFECTIVE
Perceives current social and political developments as framed only in the recent past.


Goal 2

Students will become familiar with the diversity of a global culture marked by racial, ethnic, gender and regional differences.
Objective A. Students will demonstrate the ability to recognize multiple perspectives and appreciate perspectives which produce a world-view different from one's own.

4 OUTSTANDING
Recognizes differing perspectives on contemporary issues both globally and within the United States; is aware of limits of own perspective; understands several sources of diversity and the possible differences in values and behaviors and interpretations of events in American culture; articulates relationship of other perspectives to understanding of self.

3 EFFECTIVE
Recognizes differing perspectives on contemporary issues within the United States; is aware of limits of own perspective; understands several sources of diversity and the possible differences in values and behaviors and interpretations of events in American culture; articulates relationship of other perspectives to understanding of self.

2 ADEQUATE
Recognizes at least one differing perspective on contemporary issues within the United States; is aware of limits of own perspective; understands sources of this difference and the diversity in values and behaviors and interpretations of events which result; articulates relationship of other perspectives to understanding of self.

1 INEFFECTIVE
Avoids recognition of differing perspectives on contemporary issues within the United States; is unaware of limits of own perspective; considers events from own point of view; devalues differences in behavior or cultures and interpretations of events which result; sees no relationship of other perspectives to understanding of self.


Goal 3

Students will communicate orally (with the exception of Latin and Ancient Greek) and in writing in another language.
Objective A. Students will demonstrate the ability to read in one foreign language and comprehend the topic and main ideas in written texts.

Objective B. Students will demonstrate the ability to understand spoken discourse and converse in a foreign language on familiar subjects.

4 OUTSTANDING
See explanations of foreign language proficiency placement and testing program in the University Bulletin.

3 EFFECTIVE

2 ADEQUATE

1 INEFFECTIVE


Goal 4

Students will demonstrate an understanding of the contribution of the literary, visual or performing arts and their cultural context and express informed personal responses to artistic creations.
Objective A. Students will demonstrate the ability to develop an aesthetic response to at least one of the arts.

4 OUTSTANDING
Knows the major forms of several of the arts and articulates an aesthetic response to artistic works using appropriate concepts and relevant information; carefully observes and accurately describes the elements of the work and their relationship to its overall design or structure; articulates the understanding of aesthetic uses of its medium.

3 EFFECTIVE
Knows the major forms of one of the arts and articulates an aesthetic response to artistic works using appropriate concepts and relevant information; carefully observes and accurately describes the elements of the work and their relationship to its overall design or structure; articulates the understanding of aesthetic uses of its medium.

2 ADEQUATE
Knows several forms of one of the arts and articulates an aesthetic response to an artistic works using appropriate concepts and relevant information; observes and describes the main elements of the work and their relationship to its overall design or structure.

1 INEFFECTIVE
Knows several forms of one of the arts; knows some relevant information but neither observes and describes the main elements of the work nor sees their relationship to its overall design or structure.

Goal 5

Students will demonstrate an understanding of the contribution of the literary, visual or performing arts and their cultural context and express informed personal responses to artistic creations.
Objective B. Student expresses a personal response to works of art using appropriate concepts and relevant information.

4 OUTSTANDING
Responds to the expressive qualities of the arts and recognizes particular elements of the work and reactions to them; expresses an informed personal response to artistic works using relevant information and relating personal responses to the work(s) to understanding of self or others.

3 EFFECTIVE
Responds to the expressive qualities of the arts; expresses an informed personal response to of the arts using relevant information and relating, the personal responses to the work(s) to understanding of self or others.

2 ADEQUATE
Responds to works of art and expresses a personal response to the work(s) using relevant information and personal observations.

1 INEFFECTIVE
Does not express a personal response to artistic works.


Goal 6

Students will demonstrate an understanding of the contribution of the literary, visual or performing arts and their cultural context and express informed personal responses to artistic creations.
Objective C. Students can relate art to the wider cultural context from which it emerges.

4 OUTSTANDING
Understands the interaction of cultural context, artists' lives, and their works, including conditions which contribute to perceptions of what is art, and the historical development of the philosophy and techniques of the arts; interprets the contribution of artist(s) or art works in relation to values and assumptions of place, time, and the broader culture from which the arts emerge.

3 EFFECTIVE
Understands the interaction of cultural context, artists' lives, and their works; including conditions which contribute to perceptions of what is art and historical patterns of artistic techniques; interprets the contribution of artist(s) or art works in relation to values and assumptions of place, time, and the broader culture from which the arts emerge.

2 ADEQUATE
Understands the interaction of cultural contexts, artists' lives and their works; interprets artistic creations in relation to values and assumptions of particular place, time and culture from a work of art emerges.

1 INEFFECTIVE
Understands that there is an interaction of art and cultural context but cannot interpret arts in their broader cultural context.

Goal 7

Students will integrate insights from several disciplines and apply them to value choices and ethical decisions.
Objective A. Students will demonstrate the ability to identify ethical dilemmas in a variety of contexts.

4 OUTSTANDING
Identifies and accurately describes complex ethical dilemmas from life situations and theoretical scenarios.

3 EFFECTIVE
Identifies and describes complex ethical dilemmas in scenarios derived from everyday life situations.

2 ADEQUATE
Identifies and describes simple ethical dilemmas in scenarios derived from everyday life situations and from theoretical works.

1 INEFFECTIVE
Has difficulty in identifying and describing even simple ethical dilemmas in scenarios derived from everyday life situations; and from theoretical works.
Objective B. Student can apply understandings from several disciplines to clarify ethical conflicts; articulate reasoned personal responses based on expressed values.

4 OUTSTANDING
Uses appropriate insights from several disciplines to make connections and elucidate ethical dilemma; articulates sources of insights and relation to understanding of self; recognizes and articulates personal values in reasoned response.

3 EFFECTIVE
Uses insights from more than one discipline to make connections and elucidate ethical dilemmas; articulates sources of insights and relation to understanding of self; incorporates personal values into response.

2 ADEQUATE
Uses insights from more than one discipline to clarify ethical dilemmas; articulates connections to personal values as related to dilemma.

1 INEFFECTIVE
Clarifies response to ethical dilemma solely in terms of rules or personal values

University of South Carolina

General Education Assessment Criteria—Math

http://ipr.sc.edu/effectiveness/assessment/criteria/math.htm



Goal

Students will perform basic mathematical manipulations, display facility with the use of mathematics in framing concepts for mathematical analysis and interpret data intelligently.
Objective A. Students will demonstrate their understanding of the role of quantitative reasoning and its application.

4 OUTSTANDING
Regards quantitative reasoning as essential in understanding both multiple academic areas and domains beyond the academic and career related; can articulate and advocate appropriate applications of quantitative reasoning in various settings.

3 EFFECTIVE
Regards quantitative reasoning as very useful and important to domains beyond the academic; demonstrates and articulates an understanding of its uses and can choose appropriate applications.

2 ADEQUATE
Regards quantitative reasoning as useful and important although primarily academic; recognizes appropriate applications and understands explanations.

1 INEFFECTIVE
Regards quantitative reasoning as irrelevant beyond academic applications.
Objective B. Students will demonstrate an understanding of the language of mathematics and basic mathematical concepts and operations.

4 OUTSTANDING
Demonstrates superior knowledge of the language of mathematics and basic mathematical concepts and operations. Has the ability to teach and explain basic mathematical concepts and operations to others.

3 EFFECTIVE
Demonstrates the appropriate use of the language of mathematics and basic mathematical concepts and operations. Can initiate or contribute to discussions about mathematical concepts and operations.

2 ADEQUATE
Understands the basic language of mathematics and basic mathematical concepts. Can participate in discussions about mathematical concepts and operations and can demonstrate adequate knowledge.

1 INEFFECTIVE
Cannot demonstrate knowledge of the language of mathematics and basic mathematical concepts. Avoids participation in discussions about mathematical concepts and operations.
Objective C. Students will demonstrate the ability to apply basic mathematical operations to problem solving in one's personal and working life. This criterion demonstrates ability to apply basic mathematical concepts and operations to situations which will be encountered beyond the university and in. the "real world".

4 OUTSTANDING
Understands the quantitative frameworks of broad scope, real-world problems; recognizes advantages and disadvantages of several quantitative approaches to a problem and chooses appropriate concepts to describe the problem, accurately performs needed mathematical operations, and articulates the meaning of the solution in terms of the original problem.

3 EFFECTIVE
Once the quantitative framework of real-world problems are clarified, chooses appropriate concepts to describe the problem and accurately performs needed mathematical operations and articulates the meanings of the solution in terms of the original problem.

2 ADEQUATE
Recognizes, -the quantitative framework of real-world problems of limited scope, and independently chooses appropriate concepts to describe the problem; accurately performs basic mathematical operations on problems of personal or work life and applies the solution to the original problem.

1 INEFFECTIVE
Does not see problems in a quantitative framework unassisted; inability to choose appropriate concepts and/or to perform basic mathematical operations on problems in personal or work life limits options to developing solutions..
Objective D. Students will accurately comprehend and draw appropriate Inferences from numeric data assembled in a variety of forms (e.g., graphs, charts, summary statistics, etc.) and in other disciplines.

4 OUTSTANDING
Comprehends complex and sophisticated displays of data and makes inferences consistent with the data. Can construct data displays from a set of data; explains clearly in everyday language the meaning of the data, and relates it to appropriate context.

3 EFFECTIVE
Comprehends some complex and sophisticated displays of data and makes inferences consistent with simple displays of data; explains the meaning of the data in everyday language; relates to appropriate context.

2 ADEQUATE
Comprehends simple displays of data, makes inferences consistent with the displays of data, and explains the inferences within a limited context.

1 INEFFECTIVE
Inconsistently comprehends some simple displays of data; makes inferences inconsistent with simple displays of data or with its context.
University of South Carolina

General Education Assessment Criteria—Oral Communication

http://ipr.sc.edu/effectiveness/assessment/criteria/oral.htm



Goal

Students will communicate orally in a manner that unites theory, criticism, and practice to produce an effective communicator.
Objective A. Students' effective speaking will demonstrate knowledge of the subject. This criterion describes the accuracy, extensiveness, and perspective of the knowledge which the speaker exhibits. This criterion also assesses the degree to which the speaker's information meets the content requirements of a specific assignment. (NOTE: For speaking assessments, which are integrated with assessments in Critical Thinking or one or more Perspective Outcomes, those appropriate criteria whole or in part may be substituted for Speaking Criterion #1.)

4 OUTSTANDING

Appropriateness: The speaker fulfills or exceeds all of the assigned content requirements.

Accuracy: The speaker's knowledge of the subject is accurate throughout.

Extensiveness: The speaker exhibits convincing range and quality of knowledge, having done appropriate research, if applicable.

Perspective: The information presented reveals the speaker's assimilation and understanding of the material. When appropriate, the speaker is convincingly aware of alternative points of view AND of implications beyond the immediate subject.

3 EFFECTIVE

Appropriateness: The speaker fulfills the important content requirements of the assignment.

Accuracy: The speaker's knowledge of the subject is accurate throughout except in minor details.

Extensiveness: The speaker seems informed on the subject, having done appropriate research, if applicable.

Perspective: The information presented reveals the speaker's assimilation and understanding of view OR of implications beyond the immediate subject.

2 ADEQUATE

Appropriateness: The speaker fulfills some of the important content requirements of the assignment.

Accuracy: The speaker's knowledge of the subject is generally accurate, though flawed.

Extensiveness: The speaker exhibits limited range or quality of knowledge, having done minimal appropriate research, if applicable.

Perspective: The information presented reveals that the speaker has only partially assimilated or understood the material. When appropriate, the speaker shows some awareness of alternative points of view OR of implications beyond the immediate subject.

1 INEFFECTIVE

Appropriateness: The speaker fails to address the important content requirements of the assignment.

Accuracy: The speaker's knowledge of the subject is generally inaccurate.

Extensiveness: The speaker's knowledge of the subject lacks range or quality.

Perspective: The information presented reveals the speaker's failure to assimilate or to understand the material.
Objective B. Students' effective speaking will demonstrate an awareness of the audience/group. This criterion concerns the speaker's awareness of the audience. In demonstrating this awareness, the speaker must accommodate the listeners' attitudes toward or familiarity with the subject, as well as the listeners' comprehension levels. Depending on the characteristics of the audience, then, the speakers development, language, and emphasis will vary and will reflect the degree to which the speaker has identified and is addressing those listeners.

4 OUTSTANDING

Development: The speaker's explanations and uses of evidence, illustrations, or other definitive details are highly appropriate for the listeners.

Language: The speakers word choices clearly demonstrate an awareness of the listeners. The language seems deliberately chosen to aid the listeners' understanding of the subject (including definitions where appropriate).

Emphasis: The speaker's discussion or argumentation is consistently clear and appropriate to the listeners and to the purpose. In emphasizing important points, the speaker uses evidence logically and carefully.

Feedback-- Monitoring: The speaker monitors the audience's/group's responses and adapts the presentation accordingly.

3 EFFECTIVE

Development: The speaker's explanations and uses of evidence, illustrations, or other definitive details are highly appropriate for the listeners.

Language: The speaker's word choices demonstrate an awareness of the listeners. The language is consistent and seems generally appropriate to the listeners' understanding of the subject (including definitions where appropriate).

Emphasis: The speaker's discussion or argumentation is generally clear and appropriate to the listeners and to the purpose. In emphasizing important points, the speaker generally uses evidence logically and carefully.

Feedback-- Monitoring: The speaker monitors the audience's/group's responses and adapts the presentation accordingly.

2 ADEQUATE

Development: The speaker makes some attempt to provide evidence, illustrations, or other definitive details for the listeners, but some information is either extraneous or insufficient.

Language: The speaker's word choices indicate an awareness of the listeners, but the identity of the listeners is either unclear or inappropriate in some respects. Although the vocabulary seems fairly consistent, the language seems chosen more for the speaker's convenience than for the listeners' understanding.

Emphasis: The speaker's discussion or argumentation is generally clear or appropriate to the listeners and to the purpose, but may be lacking in some aspect of the use of logic or evidence.

Feedback-- Monitoring: The speaker's interaction with the audience/group is limited.

1 INEFFECTIVE

Development: The speaker generally lacks an awareness of the listeners, for the discussion lacks evidence, illustrations, or other definitive details.

Language: The speaker's word choices fail to reflect an awareness of the listeners, because either the vocabulary or the reference to the listeners is inconsistent or inappropriate.

Emphasis: The speaker's discussion or argumentation is generally unclear or inappropriate to the listeners and to the purpose. The presentation lacks emphasis, or is seriously defective in the use of logic or evidence.

Feedback-- Monitoring: The speaker fails to monitor the audience's/group's responses.
Objective C. Students' effective speaking will demonstrate organization appropriate to the purpose and to the interaction between speaker and audience. This criterion considers the structure and the coherence of the presentation. Structure refers to the way the speaker achieves unity by focusing and ordering the information. Coherence refers to the way the speaker connects the ideas to provide continuity from point to point and throughout the presentation. These aspects of organization should be appropriate to the audience and the purpose for speaking.

4 OUTSTANDING

Structure: The speaker focuses and orders the material to convey a unified point or effect. Coherence: The speaker provides clear and consistent movement within and between major points and from beginning to end.

Introductory Comments: The speaker's opening comments attempt to reveal the purpose and major points of the presentation and motivate the audience to listen.

Concluding Comments: The speaker's concluding comments are strong both in reemphasizing the purpose and major points of the presentation and in leaving the audience with an appropriate closing statement.



3 EFFECTIVE

Structure: The speaker focuses and orders the material to convey a generally unified point or effect. Coherence: The speaker provides movement within and between major points and from beginning to end.

Introductory Comments: The speakers opening comments attempt to reveal the purpose and major points of the presentation and motivate the audience to listen.

Concluding Comments: The speaker's concluding comments are appropriately related to the purpose and major points of the presentation, but they are not very strong or emphatic.



2 ADEQUATE

Structure: The speaker provides some focus or order to the material, but this structure is somewhat unclear.

Coherence: The speaker provides movement within and between major points and from beginning to end, but this movement is at times either unclear or awkward.
Introductory Comments: The speaker's opening comments attempt to reveal the purpose and major points of the presentation and motivate the audience to listen, but in doing so the approach seems somewhat artificial, weak, or unimaginative.

Concluding Comments: The speaker's concluding comments are related to the purpose and major points of the presentation, but they either bring in extraneous information or are unnecessarily redundant.



1 INEFFECTIVE

Structure: The speaker provides little or no focus or order to the material.


Coherence: The speaker provides little movement within and between the major points and from beginning to end.

Introductory Comments: The speaker's opening comments are either inappropriate to the presentation, or they are unlikely to motivate the audience to listen.



Concluding Comments: The speaker closes the presentation either abruptly with no apparent concluding statement or with inappropriate remarks.
Objective D. Students' effective speaking will demonstrate vocal delivery which encourages listening. This criterion is concerned with those aspects of the speaker's delivery which either encourage or discourage listening: volume, pitch, enunciation, pronunciation pace, and tone of voice. These aspects of oral projection should be appropriate to the content, the occasion, the setting, and the purpose for which the comments are made. Empty vocalizations/verbal fillers (such as *you know," "uh," and," "uhm," etc.) affect the vocal delivery.

4 OUTSTANDING
Clear enunciation: Appropriate pronunciation, volume, pitch, inflection, and pace throughout. The speaker sounds genuinely interested in the topic. Delivery appears spontaneous throughout; notes may assist but do not interrupt or control delivery.

3 EFFECTIVE
Clear enunciation: Appropriate pronunciation, volume, pitch, inflection, and pace are generally maintained, but occasionally the speaker's voice is lacking somewhat in the appropriate enthusiasm or energy level. Delivery appears spontaneous throughout; notes may assist but do not interrupt or control delivery. A few empty vocalizations are noticeable but are not distracting.

2 ADEQUATE
Enunciation is hampered by occasional lazy articulation (such as slurring or run-together words); some inappropriateness of pronunciation, volume, pitch, inflection, or pace may be noticeable, but such instances do not seriously hinder the speaker's audibility. Delivery generally appears spontaneous, but some moments of apparent recitation, reading of notes, or reference to notes occasionally interrupt. Empty vocalizations are somewhat distracting.

1 INEFFECTIVE
Inappropriate or ineffective enunciation, pronunciation, volume, pitch, inflection, or pace seriously hinder the speaker's audibility or obstruct communication with the audience. Reading of or reference to notes, recitation, inappropriate display or lack of energy level, or empty vocalizations adversely affect the vocal delivery.
Objective E. Students' effective speaking will demonstrate physical presentation appropriate to the speaking situation. This criterion includes all aspects of what is commonly known as body language: facial expressions, eye contact, and body movement. Physical presentation helps reflect the speaker's poise and confidence.

4 OUTSTANDING
The speaker looks genuinely interested; facial expressions are consistently compatible with spoken content; physical presentation is appropriate and purposeful in enhancing the speakers comments; body movements and gestures are natural, appropriate, and relaxed; eye contact with the audience consistently maintained.

3 EFFECTIVE
The speaker appears interested; facial expressions are consistently compatible with spoken content. Body movements and gestures are usually natural, appropriate, and relaxed. Any nervous movements do not interfere with the presentation. Any lack of eye contact is only momentary.

2 ADEQUATE
The speakers facial expressions seem either limited or occasionally incompatible with the spoken content. Inappropriate body movements or gestures are occasionally noticeable but do not obstruct communication. For the most part, the speaker maintains eye contact with the audience, but the inconsistency in eye contact is somewhat distracting.

1 INEFFECTIVE
The speaker's facial expressions seem either limited or incompatible with the spoken content. Poor posture, distracting or inappropriate body movements or gestures, or lack of eye contact interferes with the delivery.
Objective F. Students' effective speaking will demonstrate appropriate structure and word choice. This criterion focuses on the speaker's ability to use standard English grammar and to control language to achieve verbal precision, economy, variety, and emphasis.

4 OUTSTANDING
The speaker chooses words and expressions for both maximum clarity and variety; the speaker manifests no grammatical errors; the speaker's sentence structure manifests stylistic strengths -- that is, the sentence structures distinctively create emphasis, dramatic impact, or more effective listening.

3 EFFECTIVE
The speaker's word choices and expressions achieve both clarity and at least some distinctiveness; the speaker manifests no grammatical errors.

2 ADEQUATE
The speaker's expressions are accurate and clear, but rarely distinctive. An occasional sentence structure or grammatical error is noticeable.

1 INEFFECTIVE
The speaker's expressions are, for the most part, accurate and clear but rarely distinctive. The speaker's meaning is often muddled or his/her credibility undercut by distracting faults in sentence structure or usage.
Objective G. Students' listening skills as audience or co-communicators in group discourse will promote accurate extraction of information and meaning.

4 OUTSTANDING
The student's evident active attention to oral communications of others encourages further communication; student recognizes responsibilities for listening and for gaining clarification of incomplete communication. The student demonstrates an accurate and thorough understanding of communication content through oral and written responses.

3 EFFECTIVE
The student' s active attention to oral communications of others provides visual feedback to the other of respect and interest; the student's responses indicate understanding of information, opinions and ideas presented orally.

2 ADEQUATE
The student listens with physical and mental attention to oral presentation of others and demonstrates the understanding of the major points or threads of an argument through appropriate oral or written response.

1 INEFFECTIVE
The student's attention lacks focus and is reflected in written or oral responses where meanings and information are incomplete or inaccurately understood.

University of South Carolina

General Education Assessment Criteria—Science

http://ipr.sc.edu/effectiveness/assessment/criteria/science.htm



Goal

Students will understand physical and/or life science phenomena and the uses of scientific methods and theories.
Objective A. Students will understand the role, nature and value of scientific inquiry.

4 OUTSTANDING
Understands in depth the role and limitations of science in addressing contemporary quality of life issues (i.e., improved health, a better environment, increased food production, population control, etc.), articulates multiple aspects of the issues, perceives the relationship of sell to issues and seeks additional scientific understanding as a guide to action.

3 EFFECTIVE
Understands the role and limitations of science in addressing contemporary quality of life issues, articulates several aspects of the issues, perceives the relationship of self to issues, acts on basis of understanding.

2 ADEQUATE
Understands in general the role of science in addressing some contemporary quality of life issues; articulates several aspects of at least one issue; perceives the relationship of self to issues, occasionally acts on basis of scientific understanding.

1 INEFFECTIVE
Understands minimally the role of science in contemporary quality of life issues; does not perceive the relationship of self to issues; does not understand the nature of scientific work.
Objective B. Students will demonstrate their understanding of scientific theories and perspectives

4 OUTSTANDING
Uses deep understanding of theoretical frameworks, concepts, terms, and important thinkers and ideas from several science disciplines to explain contemporary scientific phenomena; makes connections between science disciplines and identifies separate contributions of disciplines to understanding.

3 EFFECTIVE
Uses knowledge of theoretical frameworks, concepts, terms, and important thinkers and ideas from two sciences to discuss contemporary scientific phenomena; identifies perspectives of each discipline in explaining a particular process or phenomenon.

2 ADEQUATE
Uses basic understanding of concepts, descriptive terms, and important thinkers and ideas from at least one of the sciences to explain contemporary scientific phenomena; recognizes perspectives of other disciplines.

1 INEFFECTIVE
Lacks understanding of relationship of concepts, terms and important ideas to each other or to a science perspective; uses beliefs, applies ideas inaccurately, or uses irrelevant facts to explain scientific phenomena.
Objective C. Students will critically evaluate various approaches to research by identifying sound and unsound reasoning in scientific and lay contexts.

4 OUTSTANDING
Is discerning in judging the validity of findings as warranted or not by evidence and research design. Can articulate the basic implications of identified strengths and weaknesses of methods.

3 EFFECTIVE
Can differentiate sound from flawed research methods and evaluate the validity of inferences based on available evidence.

2 ADEQUATE
Recognizes major flaws in research. Critical judgment exercised only when pressed, elicited, or when prior (closely held) assumptions are challenged.

1 INEFFECTIVE
Unable to recognize inappropriate research methods or invalid inferences from evidence. Likely to accept results more on basis of preconceived notions, prejudice or style of presentation than on the basis of a critical assessment of the evidence, concepts, and methods.
Objective D. Students understand the applications of different research designs and approaches.

4 OUTSTANDING
Clearly appreciates the advantages and disadvantages of various approaches, understands the underlying assumptions of various research methods, and readily matches the appropriate design to the problem at hand.

3 EFFECTIVE
Able to assess the appropriateness of research designs for a variety of situations, settings, or problems. Can apply or use simple research methods in uncomplicated cases.

2 ADEQUATE
Recognizes conspicuously inappropriate design applications. Understands that different problems or settings require different approaches, but requires guidance in discerning most appropriate methods for a given situation without considerable guidance.

1 INEFFECTIVE
Assumes all research is alike or that one method is as good as another. Avoids solving problems, seeks easy answers if possible. Has no interest in or understanding of the advantages and disadvantages of various approaches, the assumptions required, or how the nature of the problem affects the choice of approach.
Objective E. Students will formulate research questions and test hypotheses as part of using the scientific process.

4 OUTSTANDING
Can generate and appropriately state research questions/hypotheses about simple or complex relationships that are logically consistent with existing information (e.g., literature review).

3 EFFECTIVE
Can generate research questions/hypotheses for simple relationships. Can appropriately interpret and critique stated hypotheses.

2 ADEQUATE
Can appropriately interpret and critique stated hypotheses. Has difficulty generating research questions/hypotheses.

1 INEFFECTIVE
Has difficulty generating hypotheses and interpreting stated hypotheses.
Objective F. Students use systematic, empirical approaches to address questions as part of the scientific process.

4 OUTSTANDING
For a given research question, the student can correctly identify independent, dependent, and extraneous variables, describe a research design to control the extraneous variable(s), or identify why extraneous variables cannot be controlled for a given research question.

3 EFFECTIVE
For a given research question, the student can correctly identify independent, dependent, and extraneous variables, and describe a research design to control the extraneous variable(s).

2 ADEQUATE
For a given research question, the student can correctly identify independent, dependent, and extraneous variables.

1 INEFFECTIVE
For a given research question, the student cannot correctly identify independent, dependent, and extraneous variables.
Objective G. Students will identify and collect appropriate information as part of the scientific process.

4 OUTSTANDING
For a given research situation, the student can correctly identify and describe appropriate and realistic measures for the independent, dependent, and extraneous variables, and describe strengths and weaknesses for each measure.

3 EFFECTIVE
For a given research situation, the student can correctly identify and describe appropriate and realistic measures for the independent, dependent, and extraneous variables.

2 ADEQUATE
For a given research situation, the student can correctly identify appropriate and realistic measures for the independent, dependent, and extraneous variables.

1 INEFFECTIVE
For a given research situation, the student cannot correctly identify appropriate measures for the independent, dependent, and extraneous variables.
Objective H. Students will draw appropriate conclusions from empirical results in quantitative and qualitative formats.

4 OUTSTANDING
Can express empirical findings in "plain English" (own words) and identify the impact of findings on theory development and/or practical application.

3 EFFECTIVE
Can express most empirical findings but limited in ability to identify practical or theoretical implications.

2 ADEQUATE
Can express empirical findings reported in simple numerical, graphical or prose but has difficulty identifying implications.

1 INEFFECTIVE
Has difficulty expressing empirical findings of any form.
University of South Carolina


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