MSC
The Multi-State Collaborativeto Advance Learning Outcomes Assessment
Pilot Study
ASSIGNMENT COVER SHEET
FOR ASSIGNMENTS ADDRESSING WRITTEN COMMUNICATION,
CRITICAL THINKING, AND/OR QUANTITATIVE LITERACY
Department:
Faculty Name:
Course Number and Section:
Course Name:
The above information is collected for tracking purposes only. All identifying information will be removed prior to the student work being forwarded to trained faculty scorers for assessment at the state and multi-state levels using the corresponding VALUE rubric. Assessed work will not be traceable to a student, course, or faculty member. Again, be assured the assessment results from this pilot project will not be reported out publically.
Please indicate which student learning outcome(s) the submitted course assignment and corresponding student work addresses and is appropriate for assessment:
______Written Communication
______Critical Thinking
______Quantitative Reasoning
For each student learning outcome checked off, please complete the corresponding rubric below (based upon the attached VALUE rubrics).
A. Written Communication (explanation and rubric criteria were drawn from the LEAP VALUE rubrics).
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Column One:
- Please circle YES if the assignment instructions include assignment prompts that ask students to demonstrate that criterion.
- If the assignment instructions do not call for students to demonstrate that criterion, please circle NO.
Column Two:
- Please circle YES if the submitted student work should be assessed against this criterion independent of whether the instructions included an assignment prompt. If the assignment instructions prompt students to demonstrate this criterion, clearly YES should be circled. This column is designed to tease out assignments and student work where the instructions do not ask students to demonstrate this criterion, but the instructor expects the student (based upon course level and course instruction) to demonstrate this learning outcome dimension in their submitted work. Upper level course assignment instructions (capstone courses for example) may not prompt students to, for example, exhibit sound control of syntax and mechanics but would clearly expect the student demonstrate this dimension.
- If the student work should not be assessed against this criterion please circle NO.
Criteria of rubric / The assignment instructions call for a student to demonstrate this criterion. / The submitted student work should be assessed against this criterion either because the assignment instructions call for students to address this criterion or the expectation is students should demonstrate this criterion even without an assignment prompt.
Context and Purpose of Writing
Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s). / YES NO / YES NO
Content Development / YES NO / YES NO
Genre and Disciplinary Conventions
Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields / YES NO / YES NO
Sources and Evidence / YES NO / YES NO
Control of Syntax and Mechanics / YES NO / YES NO
B. Quantitative Literacy:
Quantitative literacy - also known as Numeracy or Quantitative Reasoning – is a “habit of mind,” competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Column One:
- Please circle YES if the assignment instructions include assignment prompts that ask students to demonstrate that criterion.
- If the assignment instructions do not call for students to demonstrate that criterion, please circle NO.
Column Two:
- Please circle YES if the submitted student work should be assessed against this criterion independent of whether the instructions included an assignment prompt. If the assignment instructions prompt students to demonstrate this criterion, clearly YES should be circled. This column is designed to tease out assignments and student work where the instructions do not ask students to demonstrate this criterion, but the instructor expects the student (based upon course level and course instruction) to demonstrate this learning outcome dimension in their submitted work. Upper level course assignment instructions (capstone courses for example) may not prompt students to, for example, to evaluate assumptions in the model, but would clearly expect the student demonstrate this dimension.
Criteria of rubric / The assignment instructions call for a student to demonstrate this criterion; / The submitted student work should be assessed against this criterion either because the assignment instructions call for students to address this criterion or the expectation is students should demonstrate this criterion even without an assignment prompt.
Interpretation
Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words) / YES NO / YES NO
Calculation / YES NO / YES NO
Application / Analysis
Ability to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis / YES NO / YES NO
Assumptions
Ability to make and evaluate important assumptions in estimation, modeling, and data analysis / YES NO / YES NO
Communication
Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized) / YES NO / YES NO
- If the student work should not be assessed against this criterion please circle NO.
C. Critical Thinking:
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Column One:
- Please circle YES if the assignment instructions include assignment prompts that ask students to demonstrate that criterion.
- If the assignment instructions do not call for students to demonstrate that criterion, please circle NO.
Column Two:
- Please circle YES if the submitted student work should be assessed against this criterion independent of whether the instructions included an assignment prompt. If the assignment instructions prompt students to demonstrate this criterion, clearly YES should be circled. This column is designed to tease out assignments and student work where the instructions do not ask students to demonstrate this criterion, but the instructor expects the student (based upon course level and course instruction) to demonstrate this learning outcome dimension in their submitted work. Upper level course assignment instructions (capstone courses for example) may not prompt students to, for example, to evaluate assumptions in the model, but would clearly expect the student demonstrate this dimension.
- If the student work should not be assessed against this criterion please circle NO.
Criteria of rubric / The assignment instructions call for a student to demonstrate this criterion; / The submitted student work should be assessed against this criterion
Explanation of issues / YES NO / YES NO
Evidence
Selecting and using information to investigate a point of view or conclusion / YES NO / YES NO
Influence of context and assumptions / YES NO / YES NO
Student’s position (perspective, thesis/hypothesis) / YES NO / YES NO
Conclusions and related outcomes
(implications and consequences) / YES NO / YES NO