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GENERAL EDUCATION RUBRIC—UNDERGRADUATE PROGRAMS

1

Criteria Exemplary (A)

Accomplished (B)

Proficient (C)

Partially Proficient (D)

Unacceptable (F)

PURPOSE OF ASSIGNMENT AND CONTENT DEVELOPMENT

HUMAN PERSPECTIVES

Human cultures, physical and natural world, social and behavioral sciences, mathematics, history, ethics, the arts, and the natural sciences

EFFECTIVE COMMUNICATION

Demonstrates an outstanding use of appropriate, relevant, and compelling content with excellent expression of topic, main idea, and purpose. Demonstrates exemplary knowledge or analysis of human perspectives appropriate to the assignment’s purpose and context.

Demonstrates a sound or accomplished use of appropriate, relevant, and compelling content with appropriate expression of topic, main idea, and purpose. Demonstrates sound or accomplished knowledge or analysis of human perspectives appropriate to the assignment’s purpose and context.

Demonstrates adequate use of appropriate, relevant and compelling content with adequate expression of topic, main idea, and purpose. Demonstrates acceptable knowledge or analysis of human perspectives appropriate to the assignment’s purpose and context.

Demonstrates inadequate use of appropriate, relevant, and compelling content with inadequate or partial expression of topic, main idea, and purpose. Demonstrates inadequate knowledge or analysis of human perspectives appropriate to the assignment’s purpose and context.

Demonstrates unacceptable or unclear use of content with poor expression of topic, main idea and purpose. Demonstrates unacceptable knowledge or analysis of human perspectives appropriate to the assignment’s purpose and context.

ORGANIZATION, GRAMMAR AND PRESENTATION

EFFECTIVE COMMUNICATION Demonstrate effective written and oral communication skills, including the ability to organize and communicate thoughts, ideas, and information in effective documents and presentations.

Organization is clear. Language clearly and effectively communicates ideas and content relevant to the assignment. Presentation and delivery are confident and persuasive (where applicable).

Audience, style, tone and perspective are consistent and appropriate to assignment.

Few if any errors in grammar, spelling, and sentence structure.

Organization is apparent and mostly clear. Language communicates ideas and content relevant to the assignment, with occasional minor lapses or misstatements.

Presentation and delivery are mostly confident and persuasive (where applicable). Audience, style, tone and perspective are mostly consistent and appropriate to assignment. Several minor errors in grammar, spelling, and

Organization is adequate though confusing and unclear. Language is adequate, generally communicating ideas and content relevant to the assignment, sometimes impedes meaning.

Presentation and delivery are adequate, with evident lack of confidence and persuasion (where applicable).

Audience, style, tone and perspective are often inconsistent and

Organization is inadequate, confusing, and distracting. Language often impedes the communication of ideas and content relevant to the assignment. Presentation and delivery are inadequate, lacking confidence and persuasion (where applicable). Audience, style, tone and perspective are often inconsistent and inappropriate to

Organization is not apparent. Language does not clearly and effectively communicate ideas and content relevant to the assignment. Presentation and delivery are unacceptable with little or no confidence and persuasion (where applicable). Audience, style, tone and perspective are inconsistent and inappropriate to

2

Criteria Exemplary (A)

Accomplished (B)

Proficient (C)

Partially Proficient (D)

Unacceptable (F)

sentence structure. inappropriate to assignment. Numerous errors in grammar, spelling, and sentence structure that distract from meaning or presentation.

assignment. Frequent errors in grammar, spelling, and sentence structure often distract from meaning or presentation.

assignment. Many and serious errors in grammar, spelling, and sentence structure are pervasive.

INFORMATION LITERACY AND RESEARCH

PRACTICAL REASONING

Demonstrate intellectual and practical skills, including critical thinking and problem solving, quantitative and information literacy, and teamwork.

Demonstrates outstanding selection and use of high quality, credible, and relevant sources to develop ideas that are appropriate to the assignment.

Sources are consistently cited according to required style sheet (e.g., APA), with no errors beyond punctuation. Manuscript style is completely correct, according to style sheet guidelines.

Demonstrates sound selection and use of credible, relevant sources to support ideas that are appropriate to the assignment.

Sources are mostly cited according to required documentation (e.g., APA), but with minor errors beyond punctuation. Manuscript style is mostly correct, according to style sheet guidelines.

Demonstrates adequate selection and use of credible and/or relevant sources to support ideas that are appropriate to the assignment.

Sources are partly cited according to required style sheet (e.g., APA), with major and minor errors beyond punctuation. Manuscript style is partially correct, according to style sheet guidelines.

Demonstrates inadequate selection and use of sources to support ideas in the writing.

Sources are inconsistently cited according to required documentation (e.g., APA), with significant major and/or minor errors. Manuscript style shows significant errors, according to style sheet guidelines.

Demonstrates unacceptable selection and use of sources to support ideas in the writing.

Sources are not cited according to required documentation (e.g., APA), or citations show serious misunderstanding of style sheet. Manuscript style does not use style sheet guidelines.

CRITICAL AND CREATIVE THINKING, PROBLEM- SOLVING

PRACTICAL REASONING

Demonstrates outstanding or exemplary ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates outstanding or exemplary ability to use creativity and originality in problem- solving.

Demonstrates sound or accomplished ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates sound or accomplished ability to use creativity and originality in problem- solving.

Demonstrates adequate or proficient ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates adequate or proficient ability to use creativity and originality in problem-solving.

Demonstrates inadequate or partially proficient ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates inadequate or partially proficient ability to use creativity and originality in problem-solving.

Demonstrates unacceptable ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates unacceptable ability to use creativity and originality in problem- solving.

Some elements and language in this rubric were adapted based on the American Association of Colleges and Universities (AAC&U) Written Communication Rubric: http://www.aacu.org/value/index.cfm