Information sharing in Facing the leaders of Criminal justice
DeWitt_12
rubric.docThe UMUC Graduate School
COMBINED Rubric for Assessing Critical Thinking, Information Literacy, Written Communication and Technology Fluency
Introduction:
This rubric was developed from research conducted in UMUC’s Graduate School. The rubric articulates fundamental criteria for each Student Learning Expectation (SLE) with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubric is intended for program-level use in evaluating and discussing student learning, not for grading. This rubric is designed to be trans-disciplinary and is designed for use with the UMUC Graduate School’s Common Activity.
Definitions:
Critical Thinking (THIN) - Demonstrate the use of analytical skills and reflective processing of information.
Information Literacy (INFO) - Demonstrate the ability to use libraries and other information resources to effectively locate, select, and evaluate needed information.
Written Communication (COMM) - Produce writing that meets expectations for format, organization, content, purpose, and audience.
Technology Fluency (TECH) - Demonstrate an understanding of information technology broad enough to apply technology productively to academic studies, work, and everyday life.
Glossary:
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are taken for granted or accepted as true.
• Context: The historical, ethical, political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, idea and actions.
• Analysis: The process of breaking something into its parts and putting the parts back together to better understand the whole. It involves exposing underlying assumptions that inform ideas/issues and actions and such strategies as comparing and contrasting, looking at similarities and differences, and examining causes and effects.
• Synthesis: Brings together all opinions and research in support of analysis or informed action. It involves integrating (combining) the relevant ideas, facts and research with one’s own opinions and conclusions into a new whole.
• Consequences/Implications: The effects, results, or outcomes that would naturally or logically occur as the result of ideas or actions (as revealed in foregoing analysis and synthesis).
Criteria Applications:
· Conceptualization/Main Ideas - are expected to be presented early in the writing, include the main idea, issue, assumption or action, and indicate the direction the writer will take in his/her thinking.
· Analysis – will clearly show some of the strategies described in the definition above.
· Integration/Support– clearly brings together analysis and research to move toward the conclusions.
· Conclusions/Recommendations – go beyond a simple summary of the ideas and research presented in the paper, and includes forward looking.
· Information Retrieval – clearly meets the requirements specified in the common activity in terms of what items constitute retrieval performance. All specified requirements are considered equally important.
· Writing Mechanics – when evaluating writing, all elements of writing, word use, grammar, spelling and punctuation are considered equally important.
· APA Style – for purposes of this rubric, APA relates primarily to headings, citations and references and the mastery used in employing each. It does not include recommendations on margins, font and line spacing.
· Technology Application – for purposes of this rubric, technology application specifies the use of MS Word, word count, margins, font, line spacing, page number employment, PPT and PDF creation (8 specified items). Deductions of .5 should be taken for each specified item missed. Students missing six specified items fall in the unsatisfactory range.
· Rating Scale – use one decimal when scoring each criterion, for example, 0.5, 0.8, 2.0, 3.2, or 3.7.
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COMBINED Rubric for Outcomes Assessment for Spring 2013, The Graduate School |
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CRITERIA |
EXEMPLARY 3.1-4.0
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COMPETENT 2.1-3.0 |
MARGINAL 1.1-2.0 |
UNSATISFACTORY 0-1.0
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Score for Each Criterion |
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Conceptualization/Main Ideas [THIN] Identifies and articulates the main idea(s)/issues(s) in a way that is appropriate for the audience, research, context, and purpose of the assignment. |
Identifies and articulates the main ideas/issues as appropriate with exceptional depth and clarity for full understanding with no ambiguities. |
Identifies and articulates the main ideas/issues as appropriate with sufficient depth and clarity. Ambiguities and omissions do not seriously impede understanding. |
Identifies and articulates the main ideas/issues within context with some depth and clarity. Ambiguities and omissions impede understanding. |
Insufficiently identifies and articulates the main ideas/issues. Lack of clarity or depth impedes understanding. |
0.0 |
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Analysis [THIN] Breaks apart concepts and determines essential components and underlying assumptions of the idea(s)/ issue(s) while considering connections and significance. |
Examines information in a highly logical and accurate manner and extensively exposes relationships, causalities, and underlying assumptions of the ideas/issues. |
Examines information in a mostly logical and accurate manner and sufficiently exposes relationships, causalities, and underlying assumptions of the ideas/issues. |
Examines information in a somewhat logical and accurate manner and insufficiently exposes relationships, causalities, and underlying assumptions of the ideas/issues. |
Examines information in an illogical and inaccurate manner and fails to expose relationships, causalities, and underlying assumptions of the ideas/issues. |
0.0 |
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Integration/Support [THIN] Combines key concepts from research and analyses in a coherent manner to form a cohesive, organized response. |
Consistently incorporates analyses with other information/research to connect key concepts in a highly coherent, organized way. |
Usually incorporates analyses with other information/research to connect key concepts in a mostly coherent and mostly organized way. |
Occasionally incorporates analyses with other information/research to connect key concepts in a partially coherent and partially organized way. |
Rarely or never incorporates analyses with other information/research to connect key concepts. Work is incoherent and disorganized.
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0.0 |
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Conclusions/Recommendations [THIN] Formulates a position based upon consequences and implications.
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Forms a conclusion in a highly effective manner demonstrating an original, well-reasoned, and justifiable perspective(s) that extensively considers potential consequences and implications. |
Forms a conclusion in a mostly effective manner demonstrating a generally original, well-reasoned, and justifiable perspective(s) that sufficiently considers potential consequences and implications. |
Forms a conclusion in a partially effective manner demonstrating weakness in originality, reasoning, and justifiable perspective(s) that insufficiently potential consequences and implications. |
Forms a conclusion in an ineffective manner. Lacks an original, well-reasoned, or justifiable perspective(s) with no consideration of potential consequences and implications. |
0.0 |
CRITERIA |
EXEMPLARY 3.1-4.0
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COMPETENT 2.1-3.0
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MARGINAL 1.1-2.0
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UNSATISFACTORY 0-1.0
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Score for Each Criterion |
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Selection/Retrieval [INFO] Chooses appropriate resources identified through online searches and critically assesses the quality of the information according to the criteria in the assignment.
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Displays thorough evidence that information sources were chosen and assessed according to assignment expectations. |
Displays mostly complete evidence that information sources were chosen and assessed according to assignment expectations. |
Displays incomplete evidence that information sources were chosen and assessed according to assignment expectations. |
Displays very little or no evidence that information sources were chosen and assessed according to assignment expectations. |
0.0 |
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Writing Mechanics [COMM] Uses wording, grammar, spelling and punctuation accurately and correctly. |
Contains virtually no errors in grammar, spelling and punctuation; any errors in writing mechanics and word usage do not interfere with reading or message. |
Demonstrates some errors in grammar, spelling, punctuation and/or word usage that somewhat interfere with reading or message. |
Demonstrates numerous errors in grammar, spelling, punctuation and/or word usage. These errors distract from the reading and weaken the message. |
Demonstrates excessive errors in grammar, spelling, punctuation and word usage. These errors display an inability to communicate the message. |
0.0 |
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APA Compliance [COMM] Follows APA style that includes headings, citations and a reference page.
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Employs very accurate APA style. |
Employs mostly accurate APA style. |
Employs mostly inaccurate APA style. |
Employs little or no APA style. |
0.0 |
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Technology Application [TECH] Creates accurate electronic document according to formatting specifications of the assignment.
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Creates an electronic document that complies with all of the formatting specifications of the assignment. |
Creates an electronic document that mostly complies with the formatting specifications of the assignment. |
Creates an electronic document that partially complies with the formatting specifications of the assignment. |
Creates an electronic document that minimally complies or shows no evidence of compliance with the formatting specifications of the assignment. |
0.0
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C2 Model-Combined Rubric 2014 Spring
