Liberal Arts short essay 750 words

Course LBSU 304: Liberal Arts Core Foundation

You and History

Signature Assignment Rubric

Core Competency: CC 4 – Quantitative Reasoning: Analyze quantitative evidence to

support conclusions or make recommendations.

Core Competency

(CC) or Course

Learning

Outcome (CLO)

CRITERIA EXEMPLARY PROFICIENT DEVELOPING EMERGING NOT COMPLETE

CLO Reflection on

personal

impressions

(15) Writing and timeline reflect a critical, analytical understanding of historical events as currently presented in the historical literature; the writer compares and makes compelling arguments that connect personal history and the broader historical context.

(12) Writing and

timeline

generally reflects

a critical,

analytical

understanding of

historical events

as currently

presented in the

historical

literature; the

writer compares

but may not fully

analyze or make

noteworthy

connections

between

personal history

and the broader

(10) Writing and

timeline

occasionally

reflects a critical,

analytical

understanding of

historical events

as currently

presented in the

historical

literature; the

writer attempts

to compare and

make some

connection

between

personal history

and the broader

(9) Writing and

timeline

attempts a

critical, analytical

understanding of

historical events

and makes a

weak attempt to

explore relevant

and available

sources; the

writer makes

weak

connections

between

her/himself and

a broader

historical

context.

0 Writing and timeline do not reflect a critical, analytical understanding of historical events and does not make an adequate attempt to explore relevant and available sources; the writer does not compare or make any meaningful connections between her/himself and a broader historical context.

historical

context.

historical

context.

CC4 *Explanation

of

Quantitative

Evidence

(20) Provides

accurate

explanations of

information

presented in

mathematical

forms. Makes

appropriate

inferences based

on that

information. For

example,

accurately

explains the

trend

data shown in

the PewResearch

data.

(15)Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph.

(13) Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors; for example explanation of data is not supported some of the data.

(12) Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means; For example, misinterprets the nature of that trend, perhaps by confusing positive and negative trends.

0 Does not explain information presented in mathematical forms

CC4 Analysis of

Quantitative

Evidence

(20) Uses quantitative information in connection with the argument or purpose of the work, presents it

(15) Uses quantitative information in connection with the argument or purpose of the work, though

(13) Uses quantitative information, but does not effectively connect it to the

(12) Attempts to provide an argument for which quantitative

(0) Does not present an argument for which quantitative

in an effective format, and explicates it with consistently high quality.

data may be presented in a less than completely effective format or some parts of the explication may be uneven.

argument or purpose of the work.

evidence is pertinent, but does not provide adequate support related to the data.

evidence is pertinent; does not provide adequate support related to the data.

CC4 Conclusions (20) Explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. Shows awareness that confidence in final conclusions is limited by the accuracy of the assumptions.

(15) Describes assumptions and provides adequate rationale for why assumptions are appropriate.

(13) Describes assumptions and provides partial rationale for why assumptions are appropriate.

(12) Attempts to describe assumptions but writing does not adequately provide rationale for assumptions.

0 Does not attempt to describe assumptions.

*Portions of this rubric adapted from Quantitative Literacy Value Rubric with permission from Assessing Outcomes and Improving

Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and

Universities.