COLL 100 Assignment Rubric – OPTIONAL

Student work will be evaluated by the criteria below.

Please indicate the scores (excelling, proficient, developing, or beginning) for each learning expectation component addressed in the assignment. If an expectation or component is not addressed in the assignment, please check the “Not Applicable” cell for that component.)

Type of Assignment: ______Assignment Letter Grade: _____ Performance Level: ___High ___Mid ___Low

LEARNING EXP. / COMPONENT / Excelling: 4 / Proficient: 3 / Developing: 2 / Beginning: 1 / N/A
1. Information Skills
Learning Expectation 1:
Construct and support an argument based on a variety of sources.
External reports
Competencies:
  • Critical analysis and synthesis
/ 1a. Defining a problem or a question, as well as its scope / Effectively defines the scope of the research topic. Effectively determines key concepts. / Defines the scope of the research topic completely. Can determine key concepts. / Defines the scope of the research topic incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. / Has difficulty defining the scope of the research topic. Has difficulty determining key concepts.
1b. Finding sources / Types of information (sources) selected directly relate to concepts or answer research question. / Types of information (sources) selected relate to concepts or answer research question. / Types of information (sources) selected partially relate to concepts or answer research question. / Types of information (sources) selected do not relate to concepts or answer research question.
1c. Evaluating information pertinence and accuracy / Can persuasively explain why specific sources are germane to the problem or question. / Uses appropriate sources for the problem or question. / Some of the sources were appropriate for the problem or question. / Sources only tangentially or not at all connected to the problem or question.
1d. Using information / Synthesizes in-depth information from relevant sources representing various points of view/approaches. / Presents in-depth information from relevant sources representing 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.
1e. Supporting argument or thesis with appropriate sources / Supports the thesis with evidence from a variety of well-integrated academic sources appropriate to the assignment. / Supports the thesis with evidence from multiple academic sources appropriate to the assignment. / Supports the thesis withevidence from limited sources appropriate to the assignment. / Supports the thesis minimally, if at all, with evidence from sourcesthat are not appropriate to the assignment.
Expectation 1 additional comments:

(Continued on next page.)

LEARNING EXP. / COMPONENT / Excelling: 4 / Proficient: 3 / Developing: 2 / Beginning: 1 / N/A
  1. Effective Communication Skills beyond the Traditional Academic Essay
Learning Expectation 2:
Communicate information effectively using media beyond the written word
External reports
Competencies:
  • Effective communication beyond the written word
* This item is applied by instructor to relevant course assignments. Instructors providing work samples score those samples on this one component before including them in the course portfolio. / 2a. Structure / Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive. / Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation. / Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation. / Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.
2b. Use of Media / Choice of medium is appropriate; accurately and creatively presents and documents evidence (data, interviews, images, etc.); media (visuals, audio, etc.) are well-integrated and complement the argument/content; presentation is polished and highly engaging. / Choice of medium is appropriate; accurately presents and documents evidence (data, interviews, images, etc.); media (visuals, audio, etc.) are integrated and complement the argument/content; presentation is good and engaging. / Choice of medium is acceptable; presents and documents some evidence (data, interviews, images, etc.); media (visuals, audio, etc.) are somewhat integrated; presentation is fair, but not particularly engaging. / Choice of medium is inappropriate; evidence is obscured or absent; presentation impedes communication of the argument.
2c. Depth of Engagement / Final product demonstrates thorough and effective engagement with the material. / Final product demonstrates thorough engagement with the material. / Final product demonstrates some engagement with the material. / Final product demonstrates little engagement with the material.
2d. Clarity / Central message is compelling (precisely 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 often repeated and is not memorable. / Central message is absent or muddled. Central message is not explicitly stated in the presentation.
2e. Creativity / Extends a novel or unique idea, question, format, or product to create new knowledge or knowledge that crosses boundaries. / Creates a novel or unique idea, question, format, or product. / Experiments with creating a novel or unique idea, question, format, or product. / Reformulates a collection of available ideas.
2f. Citations / Uses appropriate citation style and formatting. / Uses mostly correct citation style and formatting. / Uses some correct citation style and formatting. / Did not use appropriate citation style and formatting.
2g. Appropriate to Audience(s) / Shows a strong sense of audience(s) and targets message/presentation to the audience. / Shows a sense of audience(s) and mostly targets message/presentation for the audience. / Shows a limited sense of audience(s) and only marginally targets message/presentation to the audience. / Lacks awareness of audience(s) and message/presentation does not target an audience
2h. Development and Improvement* / Work fully integrates instructor and/or peer feedback and has clearly improved from initial assignments; clear evidence of ideas evolving throughout the semester and understanding ways in which disciplines intersect. / Work integrates most instructor and/or peer feedback and has improved from initial assignments; evidence of ideas evolving throughout the semester and understanding ways in which disciplines intersect. / Work integrates some instructor and/or peer feedback and demonstrates some improvement from initial assignments; some evidence of ideas evolving throughout the semester and limited understanding of ways in which disciplines intersect. / Work minimally integrates instructor and/or peer feedback and demonstrates almost no improvement from initial assignments; little evidence of ideas evolving throughout the semester; does not demonstrate understanding of ways in which disciplines intersect.
Expectation 2 additional comments: