Oral and Written Communication STATEWIDE Competencies EKU Competencies EKU Assessment Rubric Listen and speak competently in a variety of communication contexts, which may include public, interpersonal, and/or settings. Write clear and effective prose in several forms, using conventions appropriate to audience (including academic audiences), purpose, and genre. Find, analyze, evaluate, and cite pertinent primary and secondary sources, including academic databases, to prepare speeches and written texts. Identify, analyze, and evaluate statements, assumptions, and conclusions representing diverse points of view, and construct informed, sustained, and ethical arguments in response. Plan, organize, revise, practice, edit, and proofread to improve the development and clarity of ideas. Written Communication 1. Demonstrating rhetorical knowledge by: Focusing on a specific purpose for a defined audience. Defining a specific topic through a clearly stated thesis. Constructing an effective discourse organization. Providing adequate and relevant supporting evidence, appropriate documentation, and clear and valid assumptions and conclusions. 2. Applying critical thinking, reading, and writing by: Understanding a writing assignment as a series of tasks, including research, understood as finding, evaluating, analyzing, summarizing, and synthesizing appropriate outside sources. Integrating their own ideas with those of others. Using various forms of technology to support research and to enhance written compositions. 3. Demonstrating control of written language by: Controlling sentence structures appropriate to academic writing. Controlling grammatical conventions of written Standard English, including word forms, punctuation, and spelling. Written Communication Audience/Tone Organization Integration Cohesion Control of Written Language Sentence Structure/Syntax Word Choice/Vocabulary Surface Features Information Literacy Appendix A Student Learning Competencies: State and EKU Comparison Oral communication 1. Applying critical thinking by: Utilizing various forms of technology to effectively research, organize, and integrate information required Oral communication Structure Content Context group
for message production and delivery. Adapting oral communication styles to appropriate contexts. Evaluating self and others’ communication skills. 2. Demonstrating command of communication skills by: Successfully implementing effective verbal delivery skills related to the context. Successfully implementing effective nonverbal delivery skills related to the context. Demonstrating other-oriented perspective by: Writing and articulating ethical issues inherent in the message. Adhering to standards of ethical communication in presenting one’s views. Writing and articulating messages appropriate for various cultures and groups. Audience awareness Oral Delivery Nonverbal Delivery Presentation Aids Oral and Written Communication Statewide 1 EKU Statewide 2 EKU Statewide 3 EKU Statewide 4 EKU Statewide 5 EKU Mathematics STATEWIDE Competencies EKU Competencies EKU Assessment Rubric Interpret information presented in mathematical and/or statistical forms. (LEAP B) Illustrate and communicate mathematical and/or statistical information symbolically, visually and/or numerically. (LEAP A, B and C) Determine when computations are needed and to execute the appropriate computations; (LEAP B) Apply an appropriate model to the problem to be solved; (LEAP A, C and D) Using mathematical methods to state and solve quantitative problems, including those stated in verbal form. Using numerical and graphical data to make reasonable and valid conclusions. Applying mathematical methods to real life problems. Comprehension Appropriate use of terminology and notation Execution of appropriate strategies for solving problems Use of mathematical/logical operations Interpretation of the meaning of solutions in the context of the problem(s)
Natural Sciences STATEWIDE Competencies EKU Competencies EKU Assessment Rubric Course Outcomes Demonstrate an understanding of the methods of science inquiry. (LEAP A and B) Explain basic concepts and principles in one or more of the sciences. (LEAP A and B) Apply scientific principles to interpret and make predictions in one or more of the sciences. (LEAP A, B, and D) Explain how scientific principles relate to issues of personal and/or public importance. (LEAP A, B, C, and D) Block Outcome Conduct a hands-on project using scientific principles. Demonstrating an understanding of the methods by which humans gather data and make conclusions in biological and physical sciences. Explaining the major concepts and fundamental processes of biological and physical sciences. Applying the principles and theories of biological and physical sciences to make reasonable and valid conclusions. 4. Applying scientific knowledge to examine and address issues of personal and public importance. Demonstrate an understanding of the methods used to carry out scientific inquiry. Explaining the major concepts of the natural sciences. Applying scientific principles to make reasonable and valid conclusions. Applying scientific knowledge to address issues of personal and public importance. Integration across course. Natural Sciences Course Outcomes Statewide 1 EKU NS 1 Statewide 2 EKU NS 2 Statewide 3 EKU NS 3 Statewide 4 EKU NS 4 Block Outcome Statewide Block Outcome EKU NS 1, 2, 3 and 4 Social and Behavioral Sciences STATEWIDE Competencies EKU Competencies EKU Assessment Rubric Demonstrate knowledge of at least one area of the social and behavioral sciences. Apply knowledge, theories, and research methods, including ethical History Demonstrating relevant perspective, rooted in time and place, in the analysis of historical (written and artifactual) sources. Comprehension Application and analysis
Information Literacy (GE Goal 1) Selects relevant, accurate, appropriate, and significant sources. Selects relevant, accurate, and appropriate sources. Selects some relevant, accurate, and appropriate sources. Selects virtually no relevant, accurate, and/or appropriate sources. EKU General Education Scoring Rubric for ORAL COMMUNICATION Revised 2009 COMPETENCY 4-Accomplished Exceeds Course Expectations 3-Competent Meets Course Expectations 2- Developing Incomplete in Meeting Course Expectations 1- Beginning Does Not Meet Course Expectations Structure Clearly and strategically organized introduction, main points, and conclusion; unfolds logically. Skillful use of transitions. Clearly organized introduction, main points, and conclusion; unfolds logically. Skillful use of transitions. Somewhat organized introduction, main points, and conclusion; unfolds somewhat logically but listener(s) must put effort into following speaker. Some use of transitions. Overall disorganization. Difficult to follow logic. Poor or no use of transitions. Content Integrates relevant, accurate, recent information/research with significant breadth, depth with significant breadth, depth and creativity. Displays sensitivity when discussing ethical issues with perceptivity and insight. Sources clearly and accurately cited throughout presentation. Integrates relevant, accurate, recent information/research with sufficient breadth and with sufficient breadth and depth. Displays sensitivity when discussing ethical issues. Sources clearly and accurately cited in some portions of presentation. Integrates some information/research but may at times be irrelevant at times be irrelevant, inaccurate, or outdated. Displays some sensitivity when discussing ethical issues. Sources cited in some portions of presentation. Does not integrate information/research. Displays little or no sensitivity. Displays little or no sensitivity when discussing ethical issues. No sources cited. Context Exceeds expectation of the presentation goals (informative, persuasive, ceremonial, etc.). Offers novel approach to the goals of the presentation. Adheres to proper time limits. Message suitable to occasion. Meets expectation of the presentation goals (informative, persuasive, ceremonial, etc.) Adheres to proper time limits. Message suitable to occasion. Marginally meets expectation of the presentation goals (informative, persuasive, ceremonial, etc.) Problems adhering to proper time limits. Message suitable to occasion. Fails to meet expectation of the presentation goals. Does not adhere to time limits. Message not suitable to occasion.
General Education Scoring Guide for ARTS & HUMANITIES Revised June 2008 COMPETENCY 4-Accomplished Exceeds Course Expectations 3-Competent Meets Course Expectations 2-Developing Incomplete in Meeting Course Expectations 1-Beginning Inadequate in Meeting Course Expectations N/A Comprehension (GE Goal 6) Demonstrates accurate, clear, and precise comprehension of significant concepts. Demonstrates accurate comprehension of significant concepts. Demonstrates limited or inexact comprehension of significant concepts. (Not always accurate) Fails to demonstrate comprehension of significant concepts. (Not accurate) Clarity of Expression (GE Goal 2) Expresses ideas through sentences that are clearly formulated, grammatically correct, and stylistically compelling. Displays a logical line of reasoning. Expresses ideas through sentences that are clearly formulated, grammatically correct, and stylistically competent. May display some lapses in logic. Expresses ideas that are intelligible, but effective communication is impaired by grammatical flaws (not always clear). Displays lapses in logic. Fails to formulate grammatically correct and/or intelligible sentences (unclear). Little/no logical line of reasoning. Formal/ Structural Analysis (GE Goal 2,6,7) Provides accurate, relevant, and precise analysis of stylistic features, techniques, or methods employed in the work(s). Provides accurate and relevant analysis of stylistic features, techniques, or methods employed in the work(s). Provides limited relevant analysis of stylistic features, techniques, or methods employed in the work(s). Not always accurate. Fails to provide relevant analysis of stylistic features, techniques, or methods employed in the work(s) or provides inaccurate analysis. Contextual Analysis (GE Goal 2,6) Accurately and precisely locates particular works and/or cultural movements in relation to multiple relevant contexts. Identifies and elaborates on the manner in which these contexts influence the work(s). Accurately locates particular works and/or cultural movements in relation to some relevant contexts. Identifies the manner in which these contexts influence the work(s). Approximately locates works and/or cultural movements in relation to some relevant contexts. May have some inaccuracies. Shows a general awareness of how the contexts influence the work(s). Fails to locate or inaccurately locates works and/or cultural movements in relation to relevant contexts. Shows no awareness of how these contexts influence the work(s).
ARTS & HUMANITIES Continued COMPETENCY 4-Accomplished Exceeds Course Expectations 3-Competent Meets Course Expectations 2-Developing Incomplete in Meeting Course Expectations 1-Beginning Inadequate in Meeting Course Expectations N/A Theoretical Application (GE Goal 2,6,7) Accurately, precisely, and creatively applies relevant methods, models, and/or perspectives for the purpose of evaluating work(s), addressing issues, or solving problems. Accurately applies relevant methods, models, and/or perspectives for the purpose of evaluating work(s), addressing issues, or solving problems. Applies with limited success (not always accurate) relevant methods, models, and/or perspectives for the purpose of evaluating work(s), addressing issues, or solving problems. Fails to apply or inaccurately applies relevant methods, models, and/or perspectives for the purpose of evaluating work(s), addressing issues, or solving problems. Methods (GE Goal 7) Demonstrates an accurate and precise understanding of relevant methods used to gather evidence to support conclusions. Demonstrates an accurate understanding of relevant methods used to gather evidence to support conclusions. Demonstrates an incomplete understanding (not always accurate) of relevant methods used to gather evidence to support conclusions. May not always be accurate. Fails to demonstrate an understanding or demonstrates inaccurate understanding of relevant methods used to gather evidence to support conclusions. Integration Across Course (GE Goal 2, 8) Accurately, deeply and broadly integrates relevant information and significant concepts and principles in a logical manner. Accurately integrates relevant information and significant concepts and principles in a logical manner. Accurately integrates some relevant information and significant concepts and principles in a logical manner. Fails to integrate or inaccurately integrates relevant information and/or significant concepts and principles. General Education Scoring Guide for MATHEMATICS
Exceeds Course Expectations Meets Course Expectations Incomplete in Meeting Course Expectations Inadequate in Meeting Course Expectations Comprehension GE Goals: History 3 SBS 4 Comprehends the important concepts of the discipline as well as subsidiary and implicit aspects Comprehends the important concepts of the discipline Comprehends some of the important concepts of the discipline Comprehends few of the important concepts of the discipline Application and Analysis GE Goals: History 2,3 SBS 2, 4 Uses relevant concepts/theories insightfully in different contexts Uses relevant concepts/theories in different contexts Uses relevant concepts/theories in different contexts, but in an incomplete or superficial manner Does not use relevant concepts/theories in different contexts Interpretation and Evaluation GE Goals: History: 7 Establishes a conclusive position or interpretation through the development of a cogent line of reasoning; Discusses implications and consequences Establishes a conclusive position with some justification; Identifies implications and consequences Asserts a position or interpretation, but fails to provide adequate justification; Limited identification of implications and consequences Fails to establish any recognizable conclusion Methods GE Goals: History 7 SBS 7 Demonstrates a superior understanding of methods used in the discipline Demonstrates an understanding of methods used in the discipline Demonstrates an incomplete understanding of methods used in the discipline Fails to demonstrate understanding of methods used in the discipline Integration GE Goals: History 2,3,8 SBS 2,4,8 Fully integrates relevant information, appropriate perspectives, and important principles Integrates most relevant information, appropriate perspectives, and important principles Integrates some relevant information, appropriate perspectives, and important principles Fails to integrate relevant information, appropriate perspectives, and important principles General Education Scoring Guide for DIVERSITY OF PERSPECTIVES AND EXPERIENCES (New Element 6 GE-2012) Developed 2012 4-Accomplished Exceeds Course Expectations 3-Competent Meets Course Expectations 2-Developing Incomplete in Meeting Course Expectations 1-Beginning Inadequate in Meeting Course Expectations