Curriculum Design Evaluation i5

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Graduate Program Rubric—MASTER OF EDUCATION Definition: work at the graduate level is expected to focus on mastery of advanced discipline‐specific frameworks, professional practices, and tools.

Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F) DISCIPLINE‐SPECIFIC CONTENT DEVELOPMENT

PROFESSIONAL MASTERY AND KNOWLEDGE ACQUISITION/ MANGEMENT

Demonstrates outstanding or exemplary use of appropriate, relevant, and innovative content demonstrating mastery of the subject in order to solve problems, analyze current trends, theories, opportunities and challenges.

Demonstrates a sound use of appropriate, relevant, and innovative content exploring the subject

in order to solve

problems, analyze current trends, theories, opportunities and challenges.

Demonstrates adequate or proficient use of appropriate, relevant, and innovative content demonstrating competency of the subject in order to solve problems, analyze current trends, theories, opportunities and challenges.

Demonstrates inadequate or partially proficient use of appropriate, relevant, and innovative content demonstrating emerging competency with minimal understanding of the subject in order to solve problems, analyze current trends, theories, opportunities and challenges.

Does not use appropriate and relevant content to develop ideas.

EFFECTIVE COMMUNICATION

Approach and Purpose, Organization, Style, Grammar, Mechanics, Format, Presentation and Delivery (where applicable)

Demonstrates outstanding or exemplary application of written, visual, or oral skills.

Topic, main idea, and purpose are clearly expressed.

Audience is addressed appropriately.

Language clearly and effectively communicates ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are minimal.

Organization is clear. Format is consistently appropriate to assignment.

Demonstrates sound or accomplished application of written, visual, or oral skills.

Language does not interfere with the communication of ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are present, but do not distract.

Organization is apparent and mostly clear.

Format is appropriate to assignment, but not entirely consistent.

Presentation and

Demonstrates adequate or proficient application of written, visual, or oral skills.

Writing is fairly clear and communicates the idea and content. It matches the writing task.

Errors in grammar, spelling, and sentence structure are present and sometimes distract from meaning or presentation.

Organization is adequate, though confusing or unclear at times.

Format is adequate, but inconsistent.

Demonstrates inadequate or partially proficient application of written, visual, or oral skills.

Writing is somewhat vague and loosely communicates the idea and content. It barely addresses the writing task.

Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation.

Organization is inadequate, confusing, and distracting.

Format is inadequate

Demonstrates unacceptable application of written, visual, or oral skills.

Writing is not clear and does not communicate the idea. There is no relation to writing task.

Errors in grammar, spelling, and sentence structure are pervasive and consistently distracting.

Format is absent or consistently appropriate to assignment.

Organization is not apparent and completely inadequate.

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Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

Presentation and delivery are confident and persuasive (where applicable).

delivery are mostly confident and persuasive (where applicable).

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

and obscures meaning.

Presentation and

delivery are inadequate, lacking confidence and persuasive power (where applicable).

Presentation and delivery are unacceptable, with little or no confidence and persuasive power (where applicable).

RESEARCH AND INFORMATION LITERACY

Sources and Support for Assignment

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 documentation (e.g., APA), with almost no errors.

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

Sources are generally cited according to required documentation (e.g., APA), with few errors.

Demonstrates adequate selection and use of

credible and/or relevant

sources to support ideas that are appropriate to the assignment.

Sources are cited according to required documentation (e.g., APA), with some errors.

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

Sources are inconsistently cited according to required documentation (e.g., APA), with frequent errors.

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

Sources are not cited according to required documentation (e.g., APA).

CRITICAL ANALYSIS

Evaluative, Integrative, Creative Thinking

Demonstrates outstanding or exemplary ability to evaluate, integrate, and critique a wide range of opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems and, where appropriate, propose new hypotheses.

Demonstrates sound or accomplished ability to evaluate, integrate, and critique a variety of opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses.

Demonstrates adequate or proficient ability to evaluate, integrate, and critique some opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Shows some weaknesses in evaluation and problem‐solving.

Demonstrates inadequate or partially proficient ability to evaluate, integrate, and critique some opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Shows many weaknesses in evaluation and problem‐solving.

Demonstrates unacceptable ability to evaluate, integrate, and critique opinions, beliefs, abstract ideas, and data to inform judgment, identify and solve problems, and, where appropriate, propose new hypotheses. Shows pervasive weaknesses in evaluation and problem‐solving.