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General Education Assessment Criteria—Social/Behavioral Sciences



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General Education Assessment Criteria—Social/Behavioral Sciences


Downloaded 3/20/05 from http://ipr.sc.edu/effectiveness/assessment/criteria/socibeh.htm

Goal

Students will demonstrate their understanding of the processes of human behavior and social interaction and use social and behavioral science perspectives to interpret them.
Objective A. Students will demonstrate their understanding of behavioral and social science theories and perspectives.

4 OUTSTANDING
Uses deep understanding of theoretical frameworks, concepts, terms, and important thinkers and ideas from several social/behavioral science disciplines to explain contemporary social phenomena; makes connections between 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 social sciences to discuss contemporary social phenomena; identifies perspectives of each discipline in explaining a particular event or scenario.

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

1 INEFFECTIVE
Lacks understanding of relationship of concepts, terms and important ideas to each other or to a social/behavioral science perspective; uses beliefs, applies ideas inaccurately, or uses irrelevant facts to explain social phenomena.
Objective B. Students will understand the cultural, social and political structures and processes and their effects on individual, group and societal behaviors.

4 OUTSTANDING
Accurately describes cultural, social and political structures and processes in depth and can use several as frameworks for analysis; applies knowledge and appropriate terminology to understanding cultures and in explaining the interactions of political and social structures and processes and their effects on individuals and groups.

3 EFFECTIVE
Describes cultural, social and political structures and processes and applies knowledge to understanding and explaining their effects on human behavior; understands terms used to discuss these phenomena and the interactions of structures and processes and uses them to explain specific social problems and their effects on individuals.

2 ADEQUATE
Describes basic cultural, social and political structures and processes and accurately uses basic terminology; recognizes them in contemporary issues and can use structures and processes as analytical frameworks; understands the effects of these structures and processes on cultural, social or political groups and individuals within them.

1 INEFFECTIVE
Cannot accurately differentiate cultural, social and political phenomena; understands that they effect the behaviors of groups and individuals, but cannot use accurately to discuss or analyze a given situation or phenomenon.
Objective C. Students will critically evaluate, interpret, and make inferences from social/behavioral science data.

4 OUTSTANDING
Recognizes points of view and value assumptions in formulation of social science questions and their effects on the nature and interpretation of data collected, and articulates the point of view in a given situation. Identifies distortions in the presentation of qualitative and quantitative data and the logical and empirical fallacies in inferences drawn from data; recognizes the consequences of inaccurate data interpretation and articulates appropriate alterative presentations or inferences. Independently extracts complex data from a variety of sources - qualitative and quantitative, presents that data in summary form, makes appropriate connections and inferences consistent with the data and relates it to a larger context.

3 EFFECTIVE
In the work of others, recognizes the contribution of point of view to social science data collection and analysis. Identifies distortions in the presentation of qualitative and quantitative data and some of logical and empirical fallacies in inferences drawn from data; recognizes consequences of inaccurate data interpretation. In her own work, extracts complex data from a variety of sources -- qualitative and quantitative, presents data in summary form, and makes connections and inferences consistent with the data.

2 ADEQUATE
In the work of others, recognizes the contribution of point of view to formulating social science questions. Identifies distortions in the presentation of qualitative and quantitative data. Ability to identify some logical and empirical fallacies in inferences drawn from data. In the student's own work, extracts basic data from a variety of sources - qualitative and quantitative, presents that data in summary form, and makes inferences consistent with the data.

1 INEFFECTIVE
Perceives social science research as isolated from context, or lacks conceptual framework for evaluation of social science data; identifies very obvious logical errors or distortions within the immediate context. Extracts some simple data from a variety of sources -- qualitative and quantitative, but has difficulty presenting that data in summary form, or making inferences consistent with the data.


University of South Carolina

General Education Assessment Criteria—Written Communication

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



Goal


Students will communicate clearly in written English, demonstrating their comprehension, analysis, and critical interrogation of a variety of written texts.
Objective A. Students' writing will demonstrate knowledge of the subject. This criterion describes the accuracy, extensiveness, and perspective of the knowledge which the writer exhibits. This criterion also assesses the degree to which the writer's information meets the content requirements of a specific assignment


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