Rubrics for Core Assessment

Core Writing Proficiency –Rubric for 2011-2012 Assessment Learning Goals Students will be able to: 1 compose clear, effective sentences that display principles of style, grammar, and punctuation, without errors that interfere with meaning. 2 address an intended audience effectively in a variety of writing situations. 3 use reflection to gain insight into their own reading and writing practices. 4 by using basic research methods, find and integrate appropriate electronic and print sources into their writing. Approved by the English Department (WCP) faculty, 5/4/2009

Rubric for Assessing Sentence Structures

Good to Excellent

Uses a variety of kinds of sentence structures to vary pace and support meaning; free of sentence-level errors such as fragments or run-ons

Adequate

Weak/Needs Improvement

Uses some varied kinds of sentence structures to vary pace; few if any sentencelevel errors such as fragments or run-ons

Writes sentences that demonstrate minimal variety (i.e., most sentences are simple in structure); some problems with sentence-level errors such as fragments or run-ons

Unacceptable

Uses simple sentence structures; major problems with sentence-level errors (fragments or runons)

Reflection Rubric for Core Writing Proficiency Assessment, 20092010, 2010-2011 Learning Goals Students will be able to: 1 compose clear, effective sentences that display principles of style, grammar, and punctuation, without errors that interfere with meaning. 2 address an intended audience effectively in a variety of writing situations.

3 use reflection to gain insight into their own reading and writing practices. 4 by using basic research methods, find and integrate appropriate electronic and print sources into their writing. Approved by the English Department (WCP) faculty, 5/4/2009

Context for the creation of the rubric: The faculty members from the English Department who decided upon and collaborated on assessment of the “reflection” learning goal chose it because of their conviction that it is probably the most important of the goals as well as the most challenging to assess. In particular, the choice was inspired by the notion that good writers are “good” because they develop the capacity to reread and reflect on their work—as well as by the way that reflection is an integral, distinctive practice in Ignatian pedagogy.

The rubric appears on the following page.

Reflection Rubric

Deeply Reflective

Somewhat Reflective

Minimally Reflective or Unreflective

Writer explains how he/she has changed, questioned, deepened, or reinforced a past writing attitude or habit. Writer compares present and past patterns of behavior. Writer contemplates questions and dilemmas.

Writer addresses some attitude or habit but does not link that to the self of the writer’s past. Writer does not just react. Writer may compare present and past behavior. Writer records questions and dilemmas.

Writer does not demonstrate awareness of his/her writing behavior. Writer does not address any attitude or habit related to writing.

Writer demonstrates an ability to selfassess (to understand when her/his writing is effective or adequate or inadequate). The writer connects specific examples from her/his own texts to selfassessment.

Writer demonstrates some effort to selfassess but without exhibiting deep understanding of when she/he does or does not perform well in writing. Writer cites examples from her/his own texts, without clearly connecting such examples to selfassessment.

Writer does not attempt to selfassess or to understand her/his performance of writing. The writer may or may not cite examples from her/his own texts, but does not connect such examples to selfassessment.

Writer contemplates Critical thinking behavior by positing reasons, seeing (about self, texts, connections, or behavior) making judgments.

Writer initiates some thinking about reasons, connections, and/or judgments.

Writer offers a reaction (or simply describes behavior) without explaining, connecting, or evaluating.

Self-awareness

Performing self-assessment

Scientific-Relational Rubric In the SR Mode there is not "a" rubric. All assessment is designed by the instructor and assessed according to him/her. All we do as a mode is decide which criterion we are focusing on in a given semester and which courses are being assessed. Instructors then decide how they are going to assess, either via assignment or exam questions, so in some cases there is not even a rubric. So I don't know what I can send you that would be helpful other than the actual SR modal reports (and I have not finished the one for the fall 2011 semester yet as I'm still waiting on reports from several faculty). GPR Rubric Since GPR aims and criteria, as mapped to the learning themes, were only approved in April 2012, GPR faculty will begin their first group assessment in the Fall 2012 semester. We plan to meet early in the fall to finalize volunteers for Fall 2012 assessment, as well as the objective for assessment and the rubric. Historical Mode Rubric 3 SUMMARY

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*description of source and author *narrative description *main idea *supporting data

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ANALYSIS

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*key themes *significance and meaning of themes *relationship between themes and supporting data

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2

Explains identity of source Explains identity of author States main idea Includes all supporting data and relates these back to main idea Consistently gives welldeveloped and logical explanation of supporting data

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Identifies all key themes Consistently explains significance and/or meaning of themes Consistently connects themes

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1

States main idea Identifies some of the important supporting data Usually presents supporting data in random order Usually presents supporting idea in disjointed manner

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Fails to present data in logical order

Identifies some of the important themes Gives partial explanation about the significance and/or meaning of themes

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Fails to identify key themes Fails to show significanc e and/or

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Fails to present main idea Presents only a few of the supporting data

to supporting data

CONTEXT *background *historical context *positioning of author *relationship between document and outside material

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STYLE *structure *organization *grammar (including diction, typographical errors, voice) *clarity

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Thoroughly shows thorough knowledge of background and historical context of document Explores role and reliability of author Consistently demonstrates relationship of document to important course readings and/or topics

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Solid and discernible paper structure and consistently appropriate paragraph/ sentence structures and transitions Minimal (less than one page) grammatical and/or typographical errors; appropriate choice of words; consistent respect and appreciation for

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Fails to show correlation between themes and supporting data

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Gives an incomplete explanation of the background and historical context of document Fails to position author appropriately Draws some connection between document to some course readings and/or

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Acceptable structure (solid organization; usually appropriate paragraph/sentence structures and transitions Acceptable (1-2 per page) number of grammatical/ typographical errors Usually clear, readable prose Pace and flow of summary is usually readable

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meaning of themes Fails to show correlation between themes and supporting data Fails to provide the backgroun d historical context Fails to cite role and relevance of author Fails to correlate course readings and/or topics to document Poor structure (Confusing paragraph/ sentence structures and transitions) Excessive (more than 2 per page) number of errors in grammar Excessive typographi -cal errors);

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audience Consistently clear, readable prose Pace and flow is consistently readable

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confusion of, and/or disrespect for audience Awkward, confusing and/or unreadable prose style Uneven pace and flow

Theological Mode Rubrics 1. TH 3000 LEARNING GOAL INSTRUMENT SECTION: _______ DATE __________ ANONYMOUS ______ 1. Regarding the Lord’s Supper, Martin Luther believed in _____. A) transubstantiation B) consubstantiation C) memorialism D) transmogrification ______ 2. Who taught that God has predetermined from all eternity who will be saved and damned? A) Pelagius B) Benedict VIII C) Calvin D) Melancthon ______ 3. Sola fides means a Christian is saved by ______ alone. A) grace B) works C) fear D) faith ______ 4. The Catholic practice of selling spiritual credits of grace for Purgatory is called _____. A) indulgences B) sacramentals C) oratories D) filing for bankruptcy ______ 5. Which group considered infant baptism to be invalid? A) Anabaptists B) Calvinists C) Lutherans D) Orthodox ______ 6. The belief in following reason alone is called _______. A) Fideism B) Enlightenment C) Methodism D) Fundamentalism ______ 7. Roman Catholics believe Papal Infallibility is grounded in _______. A) Impeccability B) Immutabilty C) Instability D) Collegial Infallibility ______ 8. Which group believes in the literal inerrancy of the Bible? A) Catholics B) Orthodox C) Fundamentalists D) Deists ______ 9. Churches dialoguing w/, and respecting each other, in hopes of reconciliation is called _____. A) Autocracy B) Pentecostalism C) Collegiality D) Ecumenism ______ 10. Vatican II says that truth _______ the Catholic Church. A) subsists in B) desists in C) persists despite D) consists in

2. TH 1000 Learning Goals Instrument SECTION _______ DATE _________ ANONYMOUS _____ 1. Which word refers to the authoritative list of Scripture accepted by Christianity? A) dogma B) canon C) creed D) ritual _____ 2. Who argued against Pelagius regarding faith and grace? A) Augustine B) Benedict C) Chrysostom D) Damasus _____ 3. According to the Apostle Paul, without the truth of this event regarding Jesus, then the Christian “proclamation has been in vain” (1 Cor 15:14). A) incarnation B) reincarnation C) resurrection D) anointing _____ 4. Based on the Genesis account of creation, which one of the following statements is true? A) Matter is eternal. B) God creates out of pre-existing matter. C) Creation is good. D) Creation is a mixture of good and evil. _____ 5. The idea that God became flesh in the person of Jesus is known as the A) atonement B) incarnation C) reincarnation D) resurrection _____ 6. Who believed that the Logos was created by God? A) Arius B) Aquinas C) Athanasius D) Augustine _____ 7. “Visible sign of invisible grace” is an early Christian description of A) the Bible B) faith C) revelation D) sacrament _____ 8. Which theologian taught that all humanity is born deprived of original righteousness, but that God chooses or elects some for salvation? A) Pelagius B) Augustine C) Gregory of Nyssa D) Origen _____ 9. Which one of the following is not a classical “mark” or “note” of the Church? A) Church is holy B) Church is apostolic (C) Church is eternal D) Church is catholic _____10. Sacraments are __________ arising from the ministry of Jesus which, when celebrated in faith, are encounters with the living God: Father, Son, and Holy Spirit. A) statements B) decrees C) dogmas D) symbols

3. Leadership Assessment Instrument Course _____ Date____ 1) This course has given me the opportunity to develop my team working skills. Strongly Disagree Disagree Neutral Agree Strongly Agree 2) In preparing for and presenting in a group presentation I took responsibility. Strongly Disagree Disagree Neutral Agree Strongly Agree 3) In preparing for and presenting in a group presentation I exercised leadership. Strongly Disagree Disagree Neutral Agree Strongly Agree 4) This course provided the opportunity for me to utilize some of my gifts/talents. Strongly Disagree Disagree Neutral Agree Strongly Agree

5) The instructor’s educational style inspires me to mentor others. Strongly Disagree Disagree Neutral Agree Strongly Agree 6) This course has reinforced in me or caused me to value leading by example. Strongly Disagree Disagree Neutral Agree Strongly Agree 7) The course content has exposed me to values and ideas which impact leadership. Strongly Disagree Disagree Neutral Agree Strongly Agree 8) In studying various religious leaders, I have drawn insight on how to lead. Strongly Disagree Disagree Neutral Agree Strongly Agree 9) Have you initiated a conversation with others based on something you learned from this course? Yes No 10) Have you noticed how something you learned in this course enhanced your understanding of material learned in another course? Yes No

Please share in brief written format on the back, a few illustrations for some of the above. Thanks! This is anonymous. Assessment and Rubric of Literary Mode  Literary Mode Assessment. In conjunction with faculty from Modern Languages, English Department faculty in the literary mode assessed aims #1 and #2 in the Literary Mode of Inquiry: 1) to experience the genres of literature and 2) to develop critical thinking skills [analysis of a theme in a passage of literature]. 

Course Embedded Assessment for the Literary Mode. The students in each of 4 literary mode level I classes in the fall of 2010 were given a short passage from a literary work covered in level I course but which had not been discussed in class in terms of its theme prior to this assessment writing exercise. Students were asked to explain what they had read in their own words and to identify the theme of this passage.

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The instructors rated the student responses with a simple rubric as “exceeds expectations,” “meets expectations,” or “needs improvement.”

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Results Shared. Results were collectively shared at a meeting of literary mode faculty, with 7 faculty connected with the literary mode attending. The 2010-11 assessment showed stronger performance by students than the previous year:

exceeds expectations 41%, meets expectations 39%, needs work 20%. The discussion about these results was lively. 

Future actions. Instructors decided they wanted to deliberately talk more about themes in class. Participants said they could not tell if this was a trend, so teachers want to assess these two goals again.