Rubric for scoring Student Learning Outcome 4 - Exemplary 3 - Proficient 2- Marginal 1 - Unacceptable SLO 3 Written skills 1 (max. 20 points, min. 5 points) Context and purpose Demonstrates a thorough understanding of context, audience, and purpose that focuses all elements of the work. Demonstrates adequate consideration of context, audience and purpose, and a clear focus of the work. Demonstrates awareness of context, audience, and purpose of the work. Does not demonstrate attention to context, audience, and purpose of the work. Content development Consistently uses appropriate, relevant and compelling content to illustrate mastery of the subject, conveying the writer’s understanding. Consistently uses appropriate, relevant, and compelling content to explore ideas within the subject. Use appropriate and relevant content to develop and explore ideas throughout most of the work. Does not use appropriate and relevant content to develop simple ideas in some parts of the work. Conventions Detailed attention to and successful execution of all conventions specific to the discipline (organization, content, presentation, formatting, style) Consistent use of important conventions specific to the discipline. Follows expectations appropriate for specific discipline for organization, content and presentation. Does not use a consistent system for basic organization and presentation. Sources and evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate. Demonstrates consistent use of credible, relevant sources to support ideas. Demonstrates an attempt to use credible and/or relevant sources to support ideas. Does not use sources to support ideas. Syntax and mechanics Uses language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. Uses straightforward language that generally conveys meaning to readers and has few errors. Uses language that generally conveys meaning to readers with clarity but may include errors. Uses language that sometimes impedes meaning because of errors in usage.
Student Learning Outcome 4 - Exemplary 3 - Proficient 2- Marginal 1 - Unacceptable SLO 3 Oral presentation skills2 (max. 20 points, min. 5 points) Organization (specific introduction and conclusion, sequence of material in body, and transitions) Organizational pattern is clearly and consistently observable, is skillful, and makes the content of the presentation cohesive Organizational pattern is clearly and consistently observable Organizational pattern is intermittently observable No organizational pattern observable Language Language choices enhance the effectiveness of the presentation and are appropriate for the audience. Language choices generally support the effectiveness of the presentation and are appropriate for the audience. Language choices partially support the effectiveness of the presentation and are appropriate for the audience. Language choices are unclear and minimally support the effectiveness of the presentation and are not appropriate for the audience. Delivery (posture, use of pointer, eye contact, vocal expressiveness) Delivery techniques make the presentation compelling, and speaker appears polished and confident. Delivery techniques make the presentation interesting and speaker appears comfortable. Delivery techniques make the presentation understandable, and speaker appears tentative. Delivery techniques detract from the understandability of the presentation and speaker appears uncomfortable. Supporting material (explanations, examples, illustrations, figures, photos, diagrams, statistics) A variety of supporting materials makes appropriate reference to information or analysis that significantly supports the presentation. Supporting materials make appropriate reference to information or analysis that generally supports the presentation. Supporting materials make appropriate reference to information or analysis that partially supports the presentation. Insufficient supporting materials make reference to information or analysis that minimally supports the presentation. Central message Central message is compelling (strongly stated, appropriately repeated, memorable and strongly supported). Central message is clear and consistent with the supporting material. Central message is basically understandable but is not repeated or is not memorable. Central message can be deduced, but is not explicitly stated in the presentation.
Student Learning Outcome 4 - Exemplary 3 - Proficient 2- Marginal 1 - Unacceptable SLO 4 –M.S. SLO 5 – PhD Critical thinking and application of inquiry and analysis3 (max. 20 points, min. 5 points) Has stated the research problem clearly, providing motivation for undertaking the research Clear statement of the research problem with well stated associated rationale Statement of research problem with associated rationale Unclear statement of research problem OR rationale for undertaking the research is not well developed Unclear statement of research problem AND rationale for undertaking the research is not well developed Demonstrated the potential value of solution to the research problem in advancing knowledge within the area of study Clearly states the value of the proposed research States the value of proposed research Recognizes the value of the research but didn’t state explicitly Doesn’t recognize the potential value of the proposed research Demonstrates sound knowledge of literature in the area, and of prior work on the specific research problem Synthesizes in-depth information from relevant sources representing various points of view/approaches Presents information from relevant sources presenting various points of view/approaches Presents information from relevant sources representing limited points of view/approaches Presents information from irrelevant sources representing limited points of view/approaches Planned research is creative and original with hypotheses or objectives Highly creative and original with well-defined hypotheses or objectives Somewhat creative and original with well-defined hypotheses or objectives Research not very creative and original OR hypotheses or objectives not well-defined Research neither creative nor original AND hypotheses or objectives not Has proposed sound state-of-the field defined All elements of the methodology are skillfully developed. Appropriate methodology may be Critical elements of the methodology are appropriately developed, however, more subtle Critical elements of the methodology are missing, incorrectly developed, or unfocused Design of experiments demonstrates a misunderstanding of the methodology