Examples of Assessment Scoring Rubrics, by SLO
I Goal: Foundations of Knowledge
Students will be able to:
1. Express ideas, facts, opinions and beliefs in ways that are relevant and appropriate to the audience, context, purpose and genre
- Winona State’s website includes a variety of writing rubrics specific to particular disciplines. Look under “Essays” or search the page by discipline or topic: http://www.winona.edu/AIR/rubrics.htm
2. State an idea/argument and develop it in a logical, organized form using conventional grammar, punctuation and formatting
3. Formulate and support ideas with sufficient reasoning, evidence and persuasive appeals, and proper attribution
4. Accurately summarize and interpret the purposes and main ideas of texts and performances
- The assignment behind this adaptable rubric is to analyze a primary source (historical): http://www.phschool.com/professional_development/assessment/rub_anaylyzing_prim_src.html
5. Use a variety of resources and current technology to locate, retrieve and evaluate relevant sources and information
- These standards for information literacy could serve as a rubric: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm#stan
- This rubric assesses a bibliographical assignment for a global studies course: http://www.uwgb.edu/assessment/assessment/gea_scales_examples.html#Everingham
6. Construct and use models to analyze, explain or predict phenomena
- This rubric could work for a variety of student-designed research or problem-solving projects: http://www.csufresno.edu/ir/assessment/documents/CSBProjectRubric.pdf
7. Use mathematical and logical methods to solve problems
- http://www.csufresno.edu/ir/assessment/documents/QuantRubric.pdf
- These rubrics could work for a variety problem-solving projects: http://www.csufresno.edu/ir/assessment/documents/CSBProjectRubric.pdf ; http://www.bgsu.edu/offices/assessment/CreativeProblemSolving.htm
8. Identify fundamental principles, theories, concepts, methodologies, tools and issues from various disciplines
- Here’s one that integrates science with society: http://www.csufresno.edu/ir/assessment/documents/1B_integrative_science_022006.pdf
9. Synthesize information from different disciplines and perspectives to solve problems, gain new experiences, or create new things
- To date, rubrics to assess synthesis are too basic to be very useful. A group of instructors could collaborate to develop a useful rubric.
10. Engage effectively in the process of collaborative work and identify factors that facilitate and impede effective communication
- Here’s a rubric that evaluates participation and leadership: http://www.bgsu.edu/offices/assessment/ParticipateAndLead.htm
- This simple rubric evaluates online discussions and could be used for face-to-face discussions too: http://lpc1.clpccd.cc.ca.us/lpc/blackboard/discussions/discuss_rubrics.htm
- This extensive rubric for evaluating online discussion in history courses could be adapted to other fields: http://history.boisestate.edu/westciv/admin/rubricdiscussion.shtml
- Here’s a simple rubric you could use in class for evaluating discussions: http://www.landmark-project.com/classweb/tools/printable.php?rbrc_id=64683
II. Goal: Aesthetic Perspective and Meaning
Students will be able to:
1. Identify appropriate methods for understanding and interpreting the aesthetics of various works
2. Evaluate artistic presentations using appropriate language and patterns of thought
- This rubric on the use of values in decision-making could be adapted for a range of purposes, from ethical decision-making to analyzing the aesthetics of a work of art: http://www.bgsu.edu/offices/assessment/DecisionMaking.htm
3. Evaluate artistic presentations as commentary on society and the human experience
- This rubric on the use of values in decision-making could be adapted for a range of purposes, from ethical decision-making to analyzing the aesthetics of a work of art: http://www.bgsu.edu/offices/assessment/DecisionMaking.htm
4. Identify diverse elements (artistic, scientific, religious, cultural) that can provide meaning for human existence
5. Explain factors that make their own lives meaningful
III. Goal: Inquiry and Critical Thinking
Students will be able to:
1. Identify and use methods of inquiry appropriate to a given problem
- This rubric comes from business: http://academic.scranton.edu/department/assessment/ksom/Case-Analysis-Rubric.pdf It might be combined with this decision-making rubric from the same department: http://academic.scranton.edu/department/assessment/ksom/Decision-Making-Rubric.pdf
2. Identify valid procedures for gathering empirical data to solve particular problems
3. Investigate and assess hypotheses using appropriate methods
4. Critically assess the reasoning and evidence supporting or refuting a thesis
5. Distinguish between fact, opinion, observation and inference
6. Detect patterns underlying phenomena and draw reasonable inferences from information
7. Reason logically, creatively and independently
- Here’s a rubric for assessing creative work: http://www.zimmerworks.com/rubric.htm Several of the elements here could be used to assess creative thinking.
- This rubric assesses the stages of inquiry: http://www.bgsu.edu/offices/assessment/Inquiry.htm
8. Explain the impact of science and technology on the environment, human experience and social change
9. Explain how content is shaped by the context in which it was created
- The assignment behind this adaptable rubric is to analyze a primary source (historical): http://www.phschool.com/professional_development/assessment/rub_anaylyzing_prim_src.html
IV. Goal: Personal, Social and Global Responsibility
Students will be able to:
1. Describe how cultural and individual differences have shaped perspectives and contributed to patterns of privilege and oppression
2. Explain how values and ideas of cultures have evolved and how patterns of globalization have shaped the modern world
3. Recognize and respect different ways of thinking and communicating
4. Explain the rationales for cultural behaviors different from one’s own
5 Communicate effectively with members of another culture
- A very comprehensive rubric: http://www.metiri.com/WebInvestigation/Stuff/rubric.doc
6. Identify diverse moral and ethical perspectives, principles, and systems of evaluation
7. Articulate their moral values, the processes they use to make ethical decisions and their perspective on current ethical issues
- This would be based on a case study: http://www.personal.psu.edu/faculty/d/x/dxm12/n458/sample_case_rubric.htm
- This rubric on the use of values in decision-making could be adapted for a range of purposes, from ethical decision-making to analyzing the aesthetics of a work of art: http://www.bgsu.edu/offices/assessment/DecisionMaking.htm
8. Explain how knowledge from various disciplines is essential to individual and societal health and well-being
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This rubric assesses a student’s creation and implementation of a wellness plan: http://www.winona.edu/AIR/documents/wellnesslogskwtch.pdf
9. Identify their strategies for involvement, leadership and civic engagement
- Here’s a rubric that evaluates participation and leadership: http://www.bgsu.edu/offices/assessment/ParticipateAndLead.htm
10. Analyze the impact their decisions and choices have on themselves and others
- This rubric on the use of values in decision-making could be adapted for a range of purposes, from ethical decision-making to analyzing the aesthetics of a work of art: http://www.bgsu.edu/offices/assessment/DecisionMaking.htm
11. Practice and uphold standards of academic integrity and intellectual honesty
- See “Standard Five:” http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm#stan
12. Articulate how their participation in campus and community events and in the democratic process has made a difference in their lives and the lives of others
- This rubric assesses student writing on service-learning projects: http://www.winona.edu/AIR/documents/reflectionrubric-1.pdf
