University of Houston-Victoria

Institutional Research Effectiveness

Rubrics for Core Curriculum Program Assessment

Critical Thinking

Students will demonstrate the capacity to analyze and synthesize information to arrive at a conclusion.

70% of students are expected to meet or exceed expectations as measured by this rubric.

Critical Thinking Rubric
Criteria

Exceeds expectations

Meets expectations

Does not meet expectations

Context of and Purpose

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).

Content Development

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Communication

Students will demonstrate effective communication of an idea by developing and organizing cogent supports and expressing these via appropriate media in competent and contextually suited presentations.

Note: Four literacy skills—oral, aural, written, and visual—must be included in the core curriculum, but it is not necessary for every course to emphasize all four. Proposals for new core courses must include an indication of which literacy skill(s) are emphasized.

70% of students are expected to meet or exceed expectations as measured by this rubric.

Communication Rubric
Criteria

Exceeds expectations

Meets expectations

Does not meet expectations

Context of and Purpose

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).

Content Development

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Empirical and Quantitative Skills

Students will demonstrate ability to make appropriate conclusions based on available data or facts.

 70% of students are expected to meet or exceed expectations as measured by this rubric.

Empirical and Quantitative Skills Rubric
Criteria

Exceeds expectations

Meets expectations

Does not meet expectations

Application /Analysis

Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.

Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work.

Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work.

Teamwork

Students will demonstrate ability to consider different points of view and work effectively with others to support a shared purpose or goal.

Note: Teamwork requires students to work effectively with others to support a shared purpose or goal, and therefore teamwork must result in a tangible outcome. Class discussion is not teamwork.

70% of students are expected to meet or exceed expectations as measured by this rubric.

Teamwork Rubric
Criteria

Exceeds expectations

Meets expectations

Does not meet expectations

Contributes to Team Meetings

Helps the team move forward by articulating the merits of alternative ideas or proposals.

Offers alternative solutions or courses of action that build on the ideas of others.

Shares ideas but does not advance the work of the group.

Individual Contributions Outside of Team Meetings

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.

Completes only some of assigned tasks by deadline.

Social Responsibility

Students will demonstrate knowledge, skills and attitudes that support competent interaction and/or effective engagement in a variety of communities and cultural contexts.

70% of students are expected to meet or exceed expectations as measured by this rubric.

Social Responsibility Rubric
Criteria

Exceeds expectations

Meets expectations

Does not meet expectations

Cultural self-awareness

Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.)

Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)

Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)

Empathy

Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group

Identifies components of other cultural perspectives but responds in all situations with own worldview

Views the experience of others but does so through own cultural worldview

Personal Responsibility

Students will demonstrate the ability to connect choices, actions and consequences to decision-making.

Note: Personal Responsibility requires course specific learning of ethical decision-making. Routine protocols of classroom decorum and completion of assignments are an integral part of every college course and do not satisfy by themselves this learning outcome.

70% of students are expected to meet or exceed expectations as measured by this rubric.

Personal Responsibility Rubric
Criteria

Exceeds expectations

Meets expectations

Does not meet expectations

Global systems

Takes informed and responsible action to address ethical, social, and environmental challenges in global systems and evaluates the local and broader consequences of individual and collective interventions.

Analyzes the ethical, social, and environmental consequences of global systems and identifies a range of actions informed by one’s sense of personal and civic responsibility.

Identifies basic ethical dimensions of some local or national decisions that have global impact.

Reflection

Reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal significantly changed perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.

Reviews prior learning (past experiences inside and outside of the classroom) in depth, revealing fully clarified meanings or indicating broader perspectives about educational or life events.

Reviews prior learning (past experiences inside and outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about educational or life events.