Natural SciencesNatural Sciences Each General Education category is grounded in a set of learning outcomes. For the full set of learning outcomes for Natural Sciences courses see: This rubric is designed as a tool to assess activities at student gains in the follow learning outcome(s) for the General Education Category: At the completion of this course, students will be able to: Solve complex problems requiring the application of several scientific concepts. Criterion for review of student work Descriptions of levels of student performance Advanced Proficient Beginning Unacceptable The Approach Define/Set up the approach The approach to the problem: concise, systematic, complete a justified, detailed prediction/estimate/hypothesis fluent use of discipline appropriate language (including symbolic, algebraic etc.) an analysis of issues/factors/context that contribute to the complexity of the problem the constraints (limits) that may affect how the problem may be solved reflects the principles and methods of the course discipline The approach to the problem: organized but lacks clarity or intentional structure, is viable, a justified, broad prediction/estimate/hypothesis suitable use of discipline appropriate language (including symbolic, algebraic etc.) a search for or knowledge of issues/factors/context that contribute to the complexity of the problem some of the constraints (limits) that may affect how the problem may be solved few mistakes in presenting the principles and methods of the course discipline The approach to the problem: present, inefficient, ineffective an obvious or trivial or guess presented with awkward and imprecise use of discipline appropriate language (including symbolic, algebraic etc.) a consideration of issues/factors/context that contribute to the complexity of the problem that is narrow, and focused on the intuitively obvious not identify the constraints (limits) that may affect how the problem may be solved a inconsistent or inappropriate use of the principles and methods of the course discipline The approach to the problem: not defined not include a prediction not use language that is appropriate to the discipline
The Concepts Identify the concepts to be employed in solving the problem Concepts are relevant to the specific problem. Selection is complete (all relevant and necessary concepts are identified) Concept selection reflects a consideration of the theories, laws, approaches, and models of the course discipline and of other disciplines (where appropriate) and supports the derivation of a best solution Concepts are relevant to the specific problem. Selection is complete (all relevant and necessary concepts are identified) but may contain extraneous information Concept selection reflects a consideration of the theories, laws, approaches, and models of the course discipline and of other disciplines (where appropriate) and supports the derivation of a solution Not all concepts are relevant to the specific problem. Selection is not complete (all relevant and necessary concepts are not identified) Concept selection reflects a limited consideration of the theories, laws, approaches, and models of the course discipline and of other disciplines (where appropriate) and does not directly lead to a viable solution. Relevant scientific concepts that would enable the problem to be solved are not identified The Solution Apply the concepts in a manner that provides a solution to the problem Concepts are applied accurately, and in a manner appropriate to the course discipline Reflects an awareness of context and limits. Solution is fully reconciled with prediction/estimate/hypothesis Concepts are applied accurately, and in a manner appropriate to the course discipline Reflects a partial awareness of context and limits. Solution is partially reconciled with prediction/estimate/hypothesis Concepts are applied imprecisely, incorrectly and in a manner that is inconsistent with the course discipline Does not reflect an awareness of context and limits. Solution is superficially reconciled with prediction/estimate/hypothesis Concepts are not applied in a manner that allows for a solution to the problem The Rubric was developed by the Faculty Board, supported by the Office of Undergraduate Studies and the Office of Institutional Research, Planning, and Assessment with the instructors upon review of the AAC&U VALUE rubrics and according to standards determined by the Faculty Board for student performance in the General Education courses. The rubric defines the standards for student performance in courses at the University of Maryland.