Arts and Humanities

Rubric

SLO 2

Demonstrate the ability to locate sources when information is needed, and to evaluate the authenticity, validity, and reliability of resources applied to a specific purpose.

4 / 3 / 2 / 1
Locate the needed Information / Locatesrelevant and highly valued information from the most appropriate sources. / Locates predominantlyrelevant information from a variety of sources. / Locates information with some relevance and quality but from limited and similar sources. / Locates information randomly, retrieves sources that lack relevance and quality.
Critically evaluate sources / Demonstrates appropriate evaluation of the authenticity, validity, and reliability of sources. / Demonstrates an appropriate evaluation of the authenticity or validity or reliability of sources. / Demonstrates rudimentary evaluation of the authenticity or validity or reliability of sources. / Shows an awareness of the concepts of authenticity, validity, and reliability of sources.

SLO 3

Create persuasive and well-reasoned arguments that are appropriate to topic and purpose.

4 / 3 / 2 / 1
Statement of student's position (perspective, thesis/hypothesis) / Specific position (perspective, thesis/hypothesis) is imaginative, sophisticated, and comprehensive. / Specific position (perspective, thesis/hypothesis) is stated and informed by the complexities of an issue. / Specific position (perspective, thesis/hypothesis) is stated and reflects a basic awareness of the complexities of an issue. / Specific position (perspective,
thesis/hypothesis) is stated, but is trivial or obvious.
Argument and related implications / Argument and its implications are compellingly and cogently presented.
Opposing viewpoints are synthesized within the argument. Limits of position are acknowledged. / Argument is compellingly tied to issue/material;
implications are clearly identified and explored. Opposing viewpoints are acknowledged. / Argument is logically tied to issue/material; some related implications are identified but oversimplified. / Argument is inconsistently tied to issue/material; implications of the argument are ignored.

SLO 5

Communicate in writing, with an awareness of audience, by using language conventions appropriate to the occasion and task.

4 / 3 / 2 / 1
Writing includes considerations of context, audience, genre and disciplinary conventions. / Demonstrates a thorough understanding of context and audience that is responsive to the assigned task(s) and focuses all elements of the work. / Demonstrates adequate consideration of context and audience and a clear focus on the assigned task(s). / Demonstrates awareness of context and audience and to the assigned tasks(s). / Demonstrates little attention to context and audience and to the assigned tasks(s).
Control of syntax and mechanics / Uses graceful language that skillfully
communicates meaning to readers with
clarity and fluency, and is virtually errorfree. / Uses straightforward language thateffectively conveys meaning to readers, with few errors. / Uses appropriate language that usually conveys
meaning to readers with clarity, althoughwriting may include some errors. / Uses language that sometimes impedesmeaning because of errors in usage.

SLO 12

Identify important examples of texts, creative works, artifacts, or problems in the discipline including the cultural context.

4 / 3 / 2 / 1
Identify important examples of texts, creative works, artifacts, or problems in the discipline including the cultural context. / Successfully identifies important examples of texts, creative works, artifacts, or problems in the disciplineincluding the cultural context. / Successfully identifies important examples of texts, creative works, artifacts, or problems in the discipline and shows partial understandingof the cultural context. / Partially identifies important examples of texts, creative works, artifacts, or problems in the discipline or shows partial understanding of the cultural context. / Minimally identifies important examples of texts, creative works, artifacts, or problems in the discipline and shows little or no understandingof the cultural context.

SLO 13

Analyze texts(s), artifact(s), or problem(s) using a point of view informed by the critical or aesthetic perspectives appropriate to the discipline.

4 / 3 / 2 / 1
Analyze texts(s), artifact(s), or problem(s) using a point of view informed by the critical or aesthetic perspectives appropriate to the discipline. / Clearly relates evidence to the thesis; analysis is fresh and exciting, posing new ways to think of the material. Work displays critical thinking and avoids simplistic description or mere summary of information. / Evidence is generally related to the thesis, though connections may not be consistently clear. Contains more analysis than description. / Evidence often appears without analysis relating it to the thesis, or analysis is secondary to description or summary of the evidence. / Little to no attempt to relate evidence to thesis; may be no identifiable thesis or relevant evidence. Contains mostly description and minimal analysis.