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 small-group 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 for message production and delivery. Oral communication Structure Content Context Audience awareness Oral 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. 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
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.
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 Revised Summer 2008 4-Accomplished 3-Competent 2-Developing 1-Beginning N/A
COMPETENCY Exceeds Course Expectations Meets Course Expectations Incomplete in Meeting Course Expectations Inadequate in Meeting Course Expectations Comprehension (GE Goal 2) N/A Adequately comprehends the major concepts of the course Incompletely comprehends the major concepts of the course Inadequately comprehends the major concepts of the course Appropriate use of terminology and notation (GE Goal 2) Uses terminology and notation appropriately in all instances Uses terminology and notation appropriately in most instances Uses some appropriate terminology and notation Often misuses, or fails to use, terminology and notation Execution of appropriate strategies for solving problems (GE Goals 2 & 7) Executes a creative or sophisticated solution for solving a problem Executes an appropriate strategy for solving each problem Sometimes selects an inappropriate or inefficient strategy Often selects an inappropriate or inefficient strategy Use of mathematical/logical operations (GE Goal 2) Uses mathematical/logical operations appropriately in all instances Uses mathematical/logical operations appropriately in most instances Uses some appropriate mathematical/logical operations Often misuses, or fails to use, mathematical/logical operations Interpretation of the meaning of solutions in the context of the problem(s) (GE Goals 2 & 7) Clearly and completely articulates a sophisticated interpretation of the data, and/or makes sophisticated inferences in the context of the problem(s) Interprets data in the context of the problem(s) and makes appropriate inferences Incompletely interprets data and/or makes some incomplete or inappropriate inferences Inappropriately interprets data and/or makes incorrect inferences Integration across course (GE Goals 2 & 8) Fully integrates relevant information, meaningful concepts, and important principles Integrates most relevant information, meaningful concepts, and important principles Integrates some relevant information, meaningful concepts, and important principles Fails to integrate relevant information, meaningful concepts, and important principles General Education Scoring Guide for NATURAL SCIENCES Revised 2006 4-Accomplished 3-Competent 2-Developing 1-Beginning N/A
COMPETENCY Exceeds Course Expectations Meets Course Expectations Incomplete in Meeting Course Expectations Inadequate in Meeting Course Expectations Demonstrate an understanding of the methods used to carry out scientific inquiry (GE Goal 7) Demonstrates superior understanding of the methods used in science Demonstrates an understanding of the methods used in science Demonstrates incomplete understanding of the methods used in science Demonstrates inadequate understanding of the methods used in science Explaining the major concepts of the natural sciences (GE Goal 5) Fully comprehends major concepts and meaningful relationships of science Adequately comprehends the major concepts of science Incomplete comprehension of the major concepts of science Inadequate comprehension of the major concepts of science Applying scientific principles to make reasonable and valid conclusions (GE Goal 2 & 5) Consistently applies scientific principles to make reasonable and valid conclusions Most of the time applies scientific principles to make reasonable and valid conclusions Sometimes applies scientific principles to make reasonable and valid conclusions Does not apply scientific principles to make reasonable and valid conclusions Applying scientific knowledge to address issues of personal and public importance (GE Goal 2,5,8) Consistently applies scientific knowledge to address issues of personal and public importance Most of the time applies scientific knowledge to address issues of personal and public importance Sometimes applies scientific knowledge to address issues of personal and public importance Does not apply scientific knowledge to address issues of personal and public importance Integration across course (GE Goal 2,5,8) Fully integrates relevant information, meaningful concepts, and important principles Integrates most relevant information, meaningful concepts, and important principles Integrates some relevant information, meaningful concepts, and important principles Fails to integrate relevant information, meaningful concepts, and important principles General Education Scoring Guide for HISTORY & SOCIAL SCIENCES Revised 2006 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 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 Appendix G Description of Assessment Instruments by GE Block GE Block Description of Assessment Instruments IA & B: Written Communication End-of-term papers. Random sample from all sections evaluated by faculty teams IC: Oral Communication End-of-term video recordings of oral presentations: Random sample from all sections evaluated by faculty teams II: Mathematics End-of-term objective exam with calculations and interpretations: All students or random sample from all sections (depending on course enrollment). Work scored by graduate students and/or faculty.