Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Thesis Thesis and purpose are not clearly stated. Thesis and purposes are evident, but not stated. Thesis and purpose are evident and stated. Thesis and purpose are logically, coherent and explicitly stated. Supporting Details Central idea is not focused. Supporting details are general and not specific. Central idea is minimally focused. Some supporting details are specific but most are general. Central idea is sufficiently focused. Most supporting details are specific. Central idea is clearly focused and effective. All supporting details are specific and clearly contribute to the central idea. Presentational Structure Presentation structure is weak and lacks transitions. Presentation structure supports the central ideas, but transitions are lacking. Presentation structure and transitions help to support central idea. Presentation structure and logical transitions consistently and effectively support the central idea. Oral Mechanics Frequent errors in word choice and oral structure, seriously affect clarity. Vocabulary is limited. Frequent errors in oral structure may obscure content. Vocabulary is varied. Occasional errors in oral structure do not obscure content. Vocabulary is varied and carefully chosen. Oral structure is error free. Audience Centered Style is inappropriate for intended audience. is appropriate for intended audience, but is not effective. Style is appropriate and effective but may not engage intended audience. Style is appropriate, effective and engages intended audience. Oral Communication Rubric Quantitative Analysis Rubric
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Problem Solving Cannot identify data necessary to solve the problem. Can identify data necessary to solve problem, but analyzes data incorrectly. Identifies applicable data, and analyzes data correctly, but does not justify results. Identifies applicable data, analyzes data correctly, and justifies results. Creative/Critical Thinking and Scientific Reasoning Rubric Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Logic Strategies to solve problem are illogical. Strategies are logical, but lead to incomplete solutions. Thesis and purpose are evident and stated. Thesis and purpose are logically, coherent and explicitly stated. Understanding Does not understand the problem. Understands the problem and identifies alternate solutions using some creative thinking. Understands the problem, identifies and develops alternate solutions, but does not formulate a plan to solve it using original and creative thinking. Understands the problem, identifies and develops alternate solutions as well as formulates a plan to solve it by using sophisticated, original and creative thinking. Analysis Analysis and point of view present a limited, biased perspective and fail to acknowledge other points of view. Analysis and point of view present a limited perspective and acknowledge at least one other point of view with limited bias. Analysis and point of view include a comparative perspective that considers one other point of view without bias. Analysis and point of view are discussed and include a comparative perspective that considers more than one point of view without bias. Information Literacy
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Search Strategy Search strategy does not employ keywords and lacks methods to results, which are applied incorrectly. Search strategy employs some irrelevant keywords and limited methods to achieve results, which are not applied. Search strategy employs focused, keywords and methods to achieve relevant results, which are applied. “on target” keywords and precise or advanced methods to achieve highly relevant, accurate, and/or expert results, which are applied effectively. Plagiarism Competency Student demonstrates no understanding of plagiarism by failing to cite or quote sources. Student demonstrates limited understanding of plagiarism by citing or quoting few sources where appropriate. Student demonstrates basic understanding of plagiarism by citing and quoting some sources where appropriate. Student demonstrates a clear understanding of plagiarism by nearly flawlessly and effectively citing and quoting all sources where appropriate. Accurate Response Response is either inaccurate or incomplete and lacks supporting information. Response accurately lists advantages and disadvantages without adequate explanation. Response accurately explains advantages and disadvantage Response consistently and accurately explains advantages and disadvantages supported by facts and examples. Global, Cultural & Historical Perspective Rubric
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Social Implications Does not recognize the global or societal implications. Recognizes but does not explain the global or societal implications. Recognizes and explains the global or societal implications. Recognizes, explains and applies the principles of global or societal implications. Contextual Analysis Does not formulate a contextual analysis. Attempts a contextual analysis that targets at least one of the following contexts: historical, social, political, economic, or cultural. Employs a clear contextual analysis that targets more than one of the following contexts: historical, social, political, economic, and cultural. Employs clear contextual analysis that draws relationships among more than one of the following contexts: historical, social, political, economic, and cultural. Personal, & Social Responsibility Rubric
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Responsibility Recognizes responsible personal behavior but is unable to explain its importance. Recognizes responsible personal behavior but has difficulty expressing its importance. Recognizes responsible personal behavior and expresses its importance Recognizes responsible personal behavior and clearly expresses its importance Civic Engagement Lacks an understanding of the role of being a productive community member and does not identify the skills necessary to function as one. Articulates some understanding of the role of being a member of a community but has difficulty identifying the skills necessary to function as one. Articulates some understanding of the responsibilities of being a member of a community and identifies the skills necessary to function as one. Articulates an understanding of the responsibilities of being a productive member and leader of a community and clearly identifies the skills necessary to function as one. Identification Does not identify a social policy issue. Identifies a social policy issue but has difficulty understanding the importance of addressing that issue. Identifies and evaluates a social policy issue and explains the importance of addressing that issue Identifies and evaluates the importance of participating in solving a social problem and clearly articulates the impact of individual actions on policy. Ethical Thinking Rubric
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Recognizes Ethical Dilemma Unable to clearly articulate or recognize an ethical dilemma. Able to articulate an ethical dilemma. Grasp of ethical issues involved is weak. Able to articulate an ethical dilemma. Grasp of the ethical issues involved is fair. Able to articulate an ethical dilemma Grasp of ethical issues involved is firm. Argumentative Structure No grasp of the ethical issues involved. An argument is not clearly stated in defense of an ethical position. An argument is clearly stated in defense of an ethical position. An argument is clearly stated in defense of an ethical position. Reasoning No reasons are stated. Reasons are not clearly stated. Reasons given may be weak or not. Some reasons are clearly stated. Reasons given are fair and provide an adequate defense of position. Several reasons are clearly stated. Reasons given are strong and provide a solid defense of position. Alternative Positions No alternative position is Considered. An alternative position may or may n not be considered. As appropriate, an effort to present an alternative position is apparent although there may be some flaws in the reasoning. As appropriate, an effort to present an alternative position is apparent with no flaws in reasoning.
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Creative Expression Lacks recognition and interpretation of the creative expression in any of the works. Has difficulty recognizing interpreting the creative expression in the works. Adequately recognizes and interprets the creative expression in more than one variety of work. Clearly recognizes and interprets the complexity and creative expression in a variety of works. Analytical Response Response is not analytical, and is missing concrete details, personal perceptions and personal associations about the work. Response is minimally analytical, and is supported with only one of the following: concrete details, personal perceptions or personal associations about the work. Response is analytical, and is supported with two out of the following three: concrete details, personal perceptions and personal associations about the work. Response is significantly analytical, and is supported with all of the following: concrete details, personal perceptions and personal associations about the work. Aesthetic Appreciation Rubric Natural Systems and the Environment Rubric
Category Emerging 1 Developing 2 Proficient 3 Exemplary 4 Understanding of Natural Systems Response does not illustrate any understanding of natural system functions and / or human impact on the environment. Using limited details, response illustrates limited understanding of natural system functions or human impact on the environment. Using adequate details, response illustrates an understanding of natural systems functions and human impact on the environment. Using accurate and appropriate details, response illustrates a thorough understanding of natural systems functions and the effects of human impact on the environment. Environmental Impact Based on data provided, misinterprets or fails to recognize the impact of individuals or societies on the environment. Based on data provided, recognizes the impact of individuals and societies on the environment but cannot formulate strategies to minimize this impact. Based on data provided, recognizes the impact of individuals and societies on the environment and formulates strategies to minimize this impact. on data provided, recognizes the impact of individuals as members of a larger society and formulates an integrated approach to minimizing a society’s impact on the environment.