Bowling Green University, http://www.bgsu.edu/offices/provost/Assessment/Connect.htm
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“Connecting” is the essence of creative problem solving, shown in synthesizing knowledge within and across courses, integrating theory and practice, linking academic and life experiences, and relating one’s self and culture to diverse cultures within the U.S. and globally. The quality of connections made in course assignments will be evaluated using the features defining the four levels shown below.
Level 1 Connection (Beginner)
Describe similarities and differences in a collection or set of items
Categorize items or observations into groups
Recognize simple links among topics or concepts in a course
Offer accurate definitions of terms and concepts
Describe the setting (e.g., context, environment, culture, domain) in which connections are being made
Level 2 Connection (Novice)
Organize groups of items into ordered collections and specify the organizing principle(s)
Recognize links among topics and concepts presented in different courses
Relate and use information from other courses or experiences in the current setting
Formulate generalizations about collections or sets of items
Distinguish concrete and abstract representations
Identify disciplinary concepts (theories, frameworks) and instances of their application
Level 3 Connection (Proficient)
Use disciplinary frameworks and concepts to illuminate relationships among apparently diverse items
Examine phenomena from multiple viewpoints, both concretely and abstractly
Specify the limits or boundaries within which generalizations apply
Apply abstract academic knowledge to solve concrete practical problems
Level 4 Connection (Advanced)
Identify ways to reconcile diverse or conflicting priorities, viewpoints, or options.
Call attention to something that has not been adequately noticed by others (e.g., a subtle or deep relationship, novel findings or interpretations, the context or frame of reference)
Apply frameworks from multiple domains of knowledge and practice to create something (e.g., business plan, musical composition, thesis, capstone paper, research project)
Integrate diverse elements into a product, performance or artifact that fits its context coherently
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Levels of Participation
Bowling Green University, httphttp://www.bgsu.edu/offices/provost/Assessment/Particip.htm
| “Participating” is a matter of active engagement, rather than passive observation, and is shown through working effectively in diverse groups and teams, as well as through cooperation and respect for others. Participation quality in this course will be evaluated using the features defining the four levels shown below. Level 1 Participation (Beginner)
Little or no advance preparation
Lets others set and pursue the agenda
Observes passively and says little or nothing
Responds to questions
Gives the impression of wanting to be somewhere else
Attendance record is haphazard and inconsistent; may be absent or late without notice
Level 2 Participation (Novice)
Moderately prepared in advance
Takes some part in setting group goals and agendas
Participates in discussions, letting others provide the direction
Occasionally introduces information or asks questions
If likely to be absent or late, informs others ahead of time and arranges to cover own responsibilities
Level 3 Participation (Proficient)
Well prepared in advance
Takes a large part in setting group goals and agendas
Actively participates in discussion and asks questions
Listens actively and shows understanding by paraphrasing or by acknowledging and building on others’ ideas
Volunteers willingly and carries own share of the group’s responsibilities
Level 4 Participation (Advanced)
All of the markers of proficient participation, plus:
Draws out ideas or concerns of others, especially those who have said little
Re-visits issues or ideas that need more attention
Helps the group stay on track
Summarizes group decisions and action assignments
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Levels of Presentation
Bowling Green University, http://www.bgsu.edu/offices/provost/Assessment/Present.htm
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“Presenting” requires fluency not only in English or another language, but often also in other symbol systems, such as logical, mathematical, visual, spatial, musical, electronic, or gestures and movements. Speaking quality for course presentations will be evaluated using the features defining the four levels shown below.
Level 1 Presenting (Beginner) Ill-defined or no announced purpose
Unfocused sense of audience
Inadequate organization and/or development
Inappropriate or insufficient details to support ideas
Does not demonstrate understanding of topic beyond a surface level
Looks only at notes or away from audience
Vocal qualities (pace, inflection, volume, enunciation) distract from the content
Lacks interest in the topic
Level 2 Presenting (Novice)
Vague purpose or multiple purposes
Sense of audience wavers
Evident but inconsistent development
Does not advance an argument with adequate support
Demonstrates some understanding of the topic, but does make connections among ideas
Little eye contact is made with audience
Vocal qualities (pace, inflection, volume, enunciation) interfere with the content
Shows some interest for the topic
Level 3 Presenting (Proficient)
Expresses a clear, coherent thesis
Sticks to the purpose and provides adequate transitions among ideas
Moves beyond surface understanding and demonstrates facility with topical and disciplinary knowledge and vocabulary
Advances argument with sound evidence and references
Appropriate eye contact is made with audience
Vocal qualities (pace, inflection, volume, enunciation) support the content
Shows enthusiasm for topic
Level 4 Presenting (Advanced)
Insightful, creative or skillfully presented purpose
Awareness of audience demonstrated through form, language, and presence
Effective organization contributes to full development of presentation
Innovatively or expertly advances the presentation with well-researched evidence and documentation
Eye contact is used to gauge reactions and understanding
Vocal qualities (pace, inflection, volume, enunciation) reinforce and animate the content
Creates enthusiasm about topic in others
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Levels of Investigation Bowling Green University, http://folios.bgsu.edu/assessment/Rubrics.htm, downloaded March 21, 2002 |
“Investigate” calls attention to systematic processes of exploring issues, collecting and analyzing evidence, and making informed judgments. Investigation quality for course assignments will be evaluated using the features defining the four levels shown below.
Level 1 Investigation (Beginner)
Questions and goal(s) of investigation not stated clearly or appropriately (e.g., may be too broad, superficial, specific, and/or at a structural level)
Few, inappropriate, or irrelevant sources reviewed for background information
Review of background information does not aid in answering question(s) and goal(s) of current project
Method of investigation not discussed or described poorly
Strategy for analysis not outlined or outlined poorly
Does not distinguish facts from opinions
Offers basic description of background research, but no evaluation, conclusion, or extension of this research
Level 2 Investigation (Novice)
Questions and goal(s) of investigation stated with sufficient, general focus
Multiple sources (mostly relevant) used for background information
Surface level of evaluation is offered, with only confirmatory (and no disconfirmatory) evidence to support ideas
Method of investigation is described, but is flawed or unrealistic
Strategy for analysis is discussed, but incomplete
Facts are separated from opinions
Reasonable but limited inferences and conclusions drawn from background information
Level 3 Investigation (Proficient)
Questions and goal(s) of project stated explicitly, with appropriate focus
Multiple relevant sources searched for background information
Sufficient number of sources to provide a representative depiction of relevant background information
Review of background information considers both confirming and disconfirming evidence
Method of investigation sufficient to answer all research questions
Analysis strategy is direct, competent, and appropriate
Conclusions are based on the results of the analysis, as a logical extension of the findings, or demonstrating an understanding of theory as well as how to apply it to current project
Level 4 Investigation (Advanced)
All of the positive features of proficient investigation, plus:
Questions and goal(s) of investigation are original, reflecting an in-depth knowledge of content area, and consider an issue(s) that previous investigations did not address
Review of background information considers both confirmatory and disconfirmatory evidence of ideas, and refutes competing explanations of findings
Possible multiple methods of investigation sufficient to answer all research questions and reflects a sophisticated understanding of investigative processes
Analysis strategy has depth and may consider material from content areas outside of main focus of questions and goal(s) of project
Convincing conclusions are drawn from current investigation and generalizations to related areas are proposed (demonstrates an understanding of theory as well as how to apply it beyond the current project
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