Rubric Examples



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A. Communication


Students will communicate effectively in many different situations, involving diverse people and viewpoints.


1.     Listening: Students will listen actively and respectfully to analyze the substance of others' comments.


Beginner


  • Avoid interrupting the speaker.

  • Summarize speaker’s main points when called upon to do so.

  • Integrate the message into his or her own frame of reference.

  • Anticipate forthcoming points.




Developed


  • Develop a framework for organizing the message.

  • Differentiate between relevant information and information requiring further explanation or analysis.

  • Take notes paraphrasing salient points.

  • Ask clarifying questions.




Accomplished


  • Differentiate between denotation and connotation; recognize irony, metaphorical language, and intentionally misleading language.

  • Develop a framework for organizing the message.

  • Summarize the speaker's purpose.

  • Identify the relative importance of parts of the message and their relevance.

  • Identify and evaluate evidence used to support specific claims.



 

2. Speaking: Students will speak in an understandable and organized fashion to explain their ideas, express their feelings, or support a conclusion.

Beginner

  • Use brief opening and closing remarks.

  • Clearly state and address an assigned topic.

  • Develop a number of points appropriate to the time allowed.

  • Express key points understandably.

Developing

  • Establish eye contact with the audience.

  • Avoid distracting physical actions and mannerisms.

  • Speak understandable and clearly audible Standard English.

  • Avoid repeated phrases or utterances irrelevant to the message.

  • Develop a clear thesis.

  • Use rhetorically appropriate opening and closing remarks.

  • Differentiate points and move coherently from one point to another.

  • Use supporting and interest material suited to the audience.

Accomplished

  • Pay attention to the audience and speak directly to the listeners.

  • Use appropriate gestures and facial expressions.

  • Support a clear thesis, with supporting points, that move to a conclusion.

  • Use concrete and sophisticated supporting material.

  • Use audio-visual support, where it is called for, without creating distractions.

 

3. Reading: Students will read effectively and analytically and will comprehend at the college level.

Beginner

  • Correctly decode vocabulary at the 13th grade-level.

  • Understand and accurately summarize the major points of reading material.

  • Learn specialized vocabulary through reading and use that vocabulary appropriately.

Developing

  • Develop a framework for organizing the text and relating it to his or her own frame of reference.

  • Correctly decode vocabulary appropriate to the reading material of one or more disciplines.

  • Understand, summarize, and apply the major points of non-specialized and some specialized reading material.

  • Diagnose some reading deficiencies and independently resolve them and seek aid in resolving others.

Accomplished

  • Accurately summarize non-specialized and specialized reading material in two or more disciplines.

  • Diagnose most reading deficiencies and independently resolve them.

  • Develop a framework for organizing the meaning of a written text.

  • Summarize the writer's purpose and the connection of the components to it.

  • Differentiate between denotation and connotation, recognizing irony, metaphorical language, and intentionally misleading language.

  • Identify the relative importance of parts of the text and their relevance.

  • Identify and evaluate evidence used to support specific claims.


4.     Writing: Students will write in an understandable and organized fashion to explain their ideas, express their feelings, or support a conclusion.

Beginner

  • Write an essay or narrative of several paragraphs that they can read aloud understandably.

  • Distinguish sentences within paragraphs, capitalizing the first word of a sentence and ending it with terminal punctuation.

  • Write paragraphs that develop a main point.

  • Produce a text in which paragraphs have a logical relationship to one another.  

Developing

  • Write an essay or narrative that moves toward a clear conclusion or thesis.

  • Write paragraphs that usually state and develop a clear point.

  • Support claims with evidence that is relevant and reasonable.

  • Diagnose some errors in usage, spelling, and grammar, correcting some independently and seeking aid in correcting others.

  • Express ideas in specific, concrete language and develop some specific examples.

  • Substantially revise a piece of writing to achieve greater clarity, persuasiveness, or vividness.

Accomplished

  • Develop a clear, significant, and complete thesis statement in an essay or narrative.

  • Support claims by presenting credible and persuasive evidence.

  • Develop and explain points in clear, specific language, providing concrete referents for key concepts that the audience can easily understand.

  • Diagnose errors in spelling, usage, and grammar, correcting most independently and seeking aid in correcting others.

B. Cognition


Students will think logically and critically in solving problems; explaining their conclusions; and evaluating, supporting, or critiquing the thinking of others.

 


  1. Problem Solving: Students will identify and analyze real or potential problems and develop, evaluate, and test possible solutions, using the scientific method where appropriate.

Beginner

  • Can identify problem types.

  • Relies on standardized solution methods, rather than guesswork or intuition.

  • Understands the level of complexity of a problem.

Developing

  • Focuses on difficult problems with persistence.

  • Can work independently with confidence.

  • Sees the real world relevance of problem.

  • Provides a logical interpretation of the data.

Accomplished 

  • Achieves, clear, unambiguous conclusions from the data.

  • Employs creativity in the search for a solution.

  • Recognizes and values alternative problem solving methods, when appropriate.

 

3.     Creative Thinking: Students will formulate ideas and concepts in addition to using those of others.

Beginner

  • Reads materials carefully.

  • Recognizes differences between fact and opinion.

  • Understands issues under consideration.
Developing

  • Considers implications of data, patterns, ideas, and perspectives.

  • Clearly outlines thoughts and considers issues, facts, formulas, and procedures appropriate to the discipline.

  • Employs data from other disciplines.

  • Demonstrates open-mindedness.
Accomplished

  • Perseveres through complex issues and problems.

  • Draws well-supported, logical conclusions.

  • Uses a logical chain of thought when defending view.

  • Eager to share understandings and exhibits confidence in conclusions.


4. Quantitative Reasoning: Students will use college-level mathematical concepts and methods to understand, analyze, and explain issues in quantitative terms.

Beginner

  • Identify the quantities that are  involved in the issue.

  • Identify the quantities that need to be addressed in analyzing the issue.

  • Make a prediction about the solution of the issue. (For example, the
    interest paid will be between  $50 and $100.)

  • Check the guess or solution against the issue. Refine the guess, if
    necessary.

Developing

  • Have a clear understanding of the issue and be able to restate it in one's
    own words.

  • Make a list of known facts related to the issue.

  • Make a list of information that could be helpful in finding a solution to
    the issue.

  • Make a logical guess about the solution.

  • Check the guess or solution against the issue. Refine the guess, if
    necessary.

  • Identify the different mathematical units involved in the issue.

  • Identify the relation between the different mathematical units involved.

  • Identify the mathematical units involved in the solution.

Accomplished

  • Be able to explain why or why not a solution make sense.

  • Use the logical skills, and develop a strategy to find solutions to the
    issue.

  • Carry out the strategies and develop solutions to the issue

  • Check the solutions against the issue.

  • Interpret the solutions in the context of the issue.

  • Justify the solution by giving practical and logical reasons.

 

5. Transfer of Knowledge and Skills to a New Context: Students will apply their knowledge and skills to new and varied situations.


Beginner

  • Read the material carefully, or contemplates the situation carefully.

  • Identify what the final solution should determine.

  • Identify a few intermediate steps required that connects previous material to the new context.

Developing

  • Read the material carefully, or contemplates the situation carefully.

  • Identify what the final solution should determine.

  • Identify some intermediate steps required that connects previous material to the new context.

  • Be able to bring other resources to bear on the solution.

  • Be able to see problem or challenge in a wider context.

  • Recognize basic patterns from prior context that are applicable to new context.

Accomplished

  • Read the material carefully, or contemplates the situation carefully.

  • Identify what the final solution should determine.

  • Identify all intermediate steps required that connects previous material to the new context.

  • Be able to bring other resources to bear on the solution.

  • Be able to see problem or challenge in a wider context.

  • Recognize basic patterns from prior context that are applicable to new context.

  • Arrive at solution expeditiously.

  • Create complex analogies between new and old context.

  • Go beyond solving the problem at hand to optimizing the process in a new environment or situation.


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