AAC&U VALUE Rubrics

These rubrics were developed for the Essential Learning Outcomes as part of the VALUE initiative (Valid Assessment of Learning in
Undergraduate Education) of the Association of American Colleges and Universities (AAC&U). More information can be found at
http://www.aacu.org/value/rubrics

The Essential Learning Outcomes

Beginning in school, and continuing at successively higher levels across their college studies, students should prepare for twenty-first-
century challenges by gaining:

Knowledge of Human Cultures and the Physical and Natural World

 Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
Focused by engagement with big questions, both contemporary and enduring
Intellectual and Practical Skills, including
 Inquiry and analysis
 Critical and creative thinking
 Written and oral communication
 Quantitative literacy
 Information literacy
 Teamwork and problem solving
Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for
performance
Personal and Social Responsibility, including
 Civic knowledge and engagement—local and global
 Intercultural knowledge and competence
 Ethical reasoning and action
 Foundations and skills for lifelong learning
Anchored through active involvement with diverse communities and real-world challenges
Integrative Learning, including
 Synthesis and advanced accomplishment across general and specialized studies
Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems
Note: This list was developed through a multiyear dialogue with hundreds of colleges and universities about needed goals for student
learning; analysis of a long series of recommendations and reports from the business community; and analysis of the accreditation
requirements for engineering, business, nursing, and teacher education. The findings are documented in a series of AAC&U
publications, including Greater Expectations: A New Vision for Learning as a Nation Goes to College (2002), Taking Responsibility
for the Quality of the Baccalaureate Degree (2004), Liberal Education Outcomes: A Preliminary Report on Achievement in College
(2005), and College Learning for the new Global Century (2007).

Included in this packet are the following rubrics:

Civic Engagement page 84
Creative Thinking page 88
Critical Thinking page 91
Ethical Reasoning page 94
Information Literacy page 97
Inquiry and Analysis page 100
Integrative Learning page 103
Intercultural Knowledge and Competence page 106
Oral Communication page 110
Problem Solving page 114
Teamwork page 117
Quantitative Literacy page 120
Written Communication page 124
Reading page 127
Lifelong Learning page 131

The Introduction to each VALUE rubric begins with this statement:

The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States
through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated
additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors
demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating
and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be
translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position
learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally
through a common dialog and understanding of student success.
 CIVIC ENGAGEMENT VALUE RUBRIC
for more information, please contact [email protected]
Definition
Civic engagement is "working to make a difference in the civic life of our communities and developing the combination of
knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both
political and non-political processes." (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich,
published by Oryx Press, 2000, Preface, page vi.) In addition, civic engagement encompasses actions wherein individuals participate
in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.
Framing Language
Preparing graduates for their public lives as citizens, members of communities, and professionals in society has historically been a
responsibility of higher education. Yet the outcome of a civic-minded graduate is a complex concept. Civic learning outcomes are
framed by personal identity and commitments, disciplinary frameworks and traditions, pre-professional norms and practice, and the
mission and values of colleges and universities. This rubric is designed to make the civic learning outcomes more explicit. Civic
engagement can take many forms, from individual volunteerism to organizational involvement to electoral participation. For students
this could include community-based learning through service-learning classes, community-based research, or service within the
community. Multiple types of work samples or collections of work may be utilized to assess this, such as:
• The student creates and manages a service program that engages others (such as youth or members of a neighborhood) in learning
about and taking action on an issue they care about. In the process, the student also teaches and models processes that engage others
in deliberative democracy, in having a voice, participating in democratic processes, and taking specific actions to affect an issue.
• The student researches, organizes, and carries out a deliberative democracy forum on a particular issue, one that includes multiple
perspectives on that issue and how best to make positive change through various courses of public action. As a result, other students,
faculty, and community members are engaged to take action on an issue.
• The student works on and takes a leadership role in a complex campaign to bring about tangible changes in the public’s awareness
or education on a particular issue, or even a change in public policy. Through this process, the student demonstrates multiple types
of civic action and skills.
• The student integrates their academic work with community engagement, producing a tangible product (piece of legislation or
policy, a business, building or civic infrastructure, water quality or scientific assessment, needs survey, research paper, service
program, or organization) that has engaged community constituents and responded to community needs and assets through the
process.
In addition, the nature of this work lends itself to opening up the review process to include community constituents that may be a part
of the work, such as teammates, colleagues, community/agency members, and those served or collaborating in the process.
 Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Civic-identity: When one sees her or himself as an active participant in society with a strong commitment and responsibility to work
with others towards public purposes.
• Service-learning class: A course-based educational experience in which students participate in an organized service activity and
reflect on the experience in such a way as to gain further understanding of course content, a broader appreciation of the discipline,
and an enhanced sense of personal values and civic responsibility.
• Communication skills: Listening, deliberation, negotiation, consensus building, and productive use of conflict.
• Civic life: The public life of the citizen concerned with the affairs of the community and nation as contrasted with private or
personal life, which is devoted to the pursuit of private and personal interests.
• Politics: A process by which a group of people, whose opinions or interests might be divergent, reach collective decisions that are
generally regarded as binding on the group and enforced as common policy. Political life enables people to accomplish goals they
could not realize as individuals. Politics necessarily arises whenever groups of people live together, since they must always reach
collective decisions of one kind or another.
• Government: "The formal institutions of a society with the authority to make and implement binding decisions about such matters as
the distribution of resources, allocation of benefits and burdens, and the management of conflicts." (Retrieved from the Center for
Civic Engagement website, May 5, 2009.)
• Civic/community contexts: Organizations, movements, campaigns, a place or locus where people and/or living creatures inhabit,
which may be defined by a locality (school, national park, non-profit organization, town, state, nation) or defined by shared identity
(i.e., African-Americans, North Carolinians, Americans, the Republican or Democratic Party, refugees, etc.). In addition, contexts
for civic engagement may be defined by a variety of approaches intended to benefit a person, group, or community, including
community service or volunteer work, academic work.
 CIVIC ENGAGEMENT VALUE RUBRIC
for more information, please contact [email protected]

Definition
Civic engagement is "working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and
motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes." (Excerpted from
Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.) In addition, civic engagement
encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to
the community.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark
4 3 2 1
Diversity of Communities Demonstrates evidence of Reflects on how own Has awareness that own Expresses attitudes and
and Cultures adjustment in own attitudes attitudes and beliefs are attitudes and beliefs are beliefs as an individual, from
and beliefs because of different from those of other different from those of other a one-sided view. Is
working within and learning cultures and communities. cultures and communities. indifferent or resistant to
from diversity of Exhibits curiosity about what Exhibits little curiosity about what can be learned from
communities and cultures. can be learned from diversity what can be learned from diversity of communities and
Promotes others' engagement of communities and cultures. diversity of communities and cultures.
with diversity. cultures.
Analysis of Knowledge Connects and extends Analyzes knowledge (facts, Begins to connect knowledge Begins to identify knowledge
knowledge (facts, theories, theories, etc.) from one's own (facts, theories, etc.) from (facts, theories, etc.) from
etc.) from one's own academic one's own academic one's own academic
academic study/ study/field/discipline making study/field/discipline to civic study/field/discipline that is
field/discipline to civic relevant connections to civic engagement and to tone's own relevant to civic engagement
engagement and to one's own engagement and to one's own participation in civic life, and to one's own participation
participation in civic life, participation in civic life, politics, and government. in civic life, politics, and
politics, and government. politics, and government. government.

Civic-Identity and Provides evidence of Provides evidence of Evidence suggests Provides little evidence of
Commitment experience in civic experience in civic involvement in civic her/his experience in civic-
engagement activities and engagement activities and engagement activities is engagement activities and
describes what she/he has describes what she/he has generated from expectations does not connect experiences
learned about her or himself learned about her or himself or course requirements rather to civic-identity.
as it relates to a reinforced as it relates to a growing than from a sense of civic-
and clarified sense of civic sense of civic-identity and identity.
identity and continued commitment.
commitment to public action.
Civic Communication Tailors communication Effectively communicates in Communicates in civic Communicates in civic
strategies to effectively civic context, showing ability context, showing ability to do context, showing ability to do
express, listen, and adapt to to do all of the following: more than one of the one of the following: express,
others to establish express, listen and adapt ideas following: express, listen and listen and adapt ideas and
relationships to further civic and messages based on adapt ideas and messages messages based on others'
action others' perspectives. based on others' perspectives. perspectives.
Civic Action and Reflection Demonstrates independent Demonstrates independent Has clearly participated in Has experimented with some
experience and experience and team civically-focused actions and civic activities but shows
shows initiative in team leadership of civic action, begins to reflect or describe little internalized
leadership of complex or with reflective insights or how these actions may understanding of its aims or
multiple civic engagement analysis about the aims and benefit individual(s) or effects and little commitment
activities, accompanied by accomplishments of one’s communities. to future action.
reflective insights or analysis actions.
about the aims and
accomplishments of one’s
actions.
Civic Contexts/Structures Demonstrates ability and Demonstrates ability and Demonstrates experience Experiments with civic
commitment to commitment to work actively identifying intentional ways contexts and structures, tries
collaboratively work across within community contexts to participate in civic out a few to see what fits.
and within community and structures to achieve a contexts
contexts and structures to civic aim. and structures.
achieve a civic aim.
 CREATIVE THINKING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking,
reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.

Framing Language
Creative thinking, as it is fostered within higher education, must be distinguished from less focused types of creativity such as, for example, the
creativity exhibited by a small child’s drawing, which stems not from an understanding of connections, but from an ignorance of boundaries.
Creative thinking in higher education can only be expressed productively within a particular domain. The student must have a strong foundation in
the strategies and skills of the domain in order to make connections and synthesize. While demonstrating solid knowledge of the domain's
parameters, the creative thinker, at the highest levels of performance, pushes beyond those boundaries in new, unique, or atypical recombinations,
uncovering or critically perceiving new syntheses and using or recognizing creative risk-taking to achieve a solution.

The Creative Thinking VALUE Rubric is intended to help faculty assess creative thinking in a broad range of transdisciplinary or interdisciplinary
work samples or collections of work. The rubric is made up of a set of attributes that are common to creative thinking across disciplines. Examples
of work samples or collections of work that could be assessed for creative thinking may include research papers, lab reports, musical
compositions, a mathematical equation that solves a problem, a prototype design, a reflective piece about the final product of an assignment, or
other academic works. The work samples or collections of work may be completed by an individual student or a group of students.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Exemplar: A model or pattern to be copied or imitated (quoted from http://dictionary.reference.com/browse/exemplar).
• Domain: Field of study or activity and a sphere of knowledge and influence.
 CREATIVE THINKING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking,
reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Acquiring competencies Reflect: Evaluates creative Create: Creates an entirely Adapt: Successfully adapts Model: Successfully
This step refers to process and product using new object, solution or an appropriate exemplar to reproduces an appropriate
acquiring strategies and domain-appropriate idea that is appropriate to his/her own specifications. exemplar.
skills within a particular criteria. the
domain. domain.
Taking risks Actively seeks out and Incorporates new Considers new directions Stays strictly within the
May include personal risk follows through on directions or approaches to or approaches without guidelines of the
(fear of embarrassment or untested and potentially the assignment in the final going beyond the assignment.
rejection) or risk of failure risky directions or product. guidelines of the
in successfully completing approaches to the assignment.
assignment, i.e. going assignment in the final
beyond original product.
parameters of assignment,
introducing new materials
and forms, tackling
controversial topics,
advocating unpopular
ideas or solutions.
Solving Problems Not only develops a Having selected from Considers and rejects less Only a single approach is
logical, consistent plan to among alternatives, acceptable approaches to considered and is used to
solve problem, but develops a logical, solving problem. solve the problem.
recognizes consequences consistent plan to solve the
of solution and can problem.
articulate reason for
choosing solution.
Embracing Integrates alternate, Incorporates alternate, Includes (recognizes the Acknowledges (mentions
Contradictions divergent or contradictory divergent or contradictory value of) alternate, in passing) alternate,
perspectives or ideas fully. perspectives or ideas in a divergent or contradictory divergent, or contradictory
exploratory way. perspectives or ideas in a perspectives or ideas.
small way.
Innovative Thinking Extends a novel or unique Creates a novel or unique Experiments with creating Reformulates a collection
Novelty or Uniqueness (of idea, question, format, or idea, question, format, or a novel or unique idea, of available ideas.
Idea, Claim, Question, product to create new product. question, format, or
Form, etc.) knowledge or knowledge product.
that crosses boundaries.
Connecting, Transforms ideas or Synthesizes ideas or Connects ideas or solutions Recognizes existing
Synthesizing, solutions into entirely new solutions into a coherent in novel ways. connections among ideas
Transforming forms. whole. or solutions.
 CRITICAL THINKING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or
formulating an opinion or conclusion.

Framing Language
This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that
share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those
habits in various and changing situations encountered in all walks of life.
This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical
thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across
presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information
sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be
especially illuminating.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Ambiguity: Information that may be interpreted in more than one way.
• Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or accepted as true without proof." (quoted from
http://dictionary.reference.com/browse/assumptions)
• Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the
consideration of any issues, ideas, artifacts, and events.
• Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy" would be interpreted to mean that her
skin was green.
• Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, "she was green with envy" is intended to convey an
intensity of emotion, not a skin color.
 CRITICAL THINKING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating
an opinion or conclusion.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Explanation of issues Issue/problem to be Issue/problem to be Issue/problem to be Issue/problem to be
considered critically is considered critically is considered critically is considered critically is
stated clearly and described stated, described and stated but description leaves stated without clarification
comprehensively, delivering clarified so that some terms undefined, or description.
all relevant information understanding is not ambiguities unexplored,
necessary for full seriously impeded by boundaries undetermined,
understanding. omissions. and/or backgrounds
unknown.
Evidence Information is taken from Information is taken from Information is taken from Information is taken from
Selecting and using source(s) with enough source(s) with enough source(s) with some source(s) without any
information to investigate a interpretation/evaluation, to interpretation/evaluation to interpretation/evaluation, interpretation/evaluation.
point of view or conclusion develop a comprehensive develop a coherent analysis but not enough to develop a Viewpoints of experts are
analysis or synthesis. or synthesis. coherent analysis or taken as fact, without
Viewpoints of experts are Viewpoints of experts are synthesis. question.
questioned thoroughly. subject to questioning. Viewpoints of experts are
taken as mostly fact, with
little questioning.
Influence of context and Thoroughly (systematically Identifies own and others' Questions some Shows an emerging
assumptions and methodically) analyzes assumptions and several assumptions. Identifies awareness of present
own and others' assumptions relevant contexts when several relevant contexts assumptions (sometimes
and carefully evaluates the presenting a position. when presenting a position. labels assertions as
relevance of contexts when May be more aware of assumptions).
presenting a position. others' assumptions than Begins to identify some
one's own (or vice versa). contexts when presenting a
position
Student's position Specific position Specific position Specific position Specific position
(perspective, (perspective, (perspective, (perspective, (perspective,
thesis/hypothesis) thesis/hypothesis) is thesis/hypothesis) takes into thesis/hypothesis) thesis/hypothesis) is stated,
imaginative, taking into account the complexities of acknowledges different but is simplistic and
account the complexities of an issue. sides of an issue. obvious.
an issue. Limits of position Others' points of view are
(perspective, acknowledged within
thesis/hypothesis) are position (perspective,
acknowledged. thesis/hypothesis).
Others' points of view are
synthesized within position
(perspective,
thesis/hypothesis).
Conclusions and related Conclusions and related Conclusion is logically tied Conclusion is logically tied Conclusion is inconsistently
outcomes outcomes (consequences to a range of information, to information (because tied to some of the
(implications and and implications) are logical including opposing information is chosen to fit information discussed;
consequences) and reflect student’s viewpoints; related the desired conclusion); related outcomes
informed evaluation and outcomes (consequences some related outcomes (consequences and
ability to place evidence and and implications) are (consequences and implications) are
perspectives discussed in identified clearly. implications) are identified oversimplified.
priority order clearly.
 ETHICAL REASONING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values
and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives
might be applied to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self identity evolves as
they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues.

Framing Language
This rubric is intended to help faculty evaluate work samples and collections of work that demonstrate student learning about ethics.
Although the goal of a liberal education should be to help students turn what they’ve learned in the classroom into action,
pragmatically it would be difficult, if not impossible, to judge whether or not students would act ethically when faced with real ethical
situations. What can be evaluated using a rubric is whether students have the intellectual tools to make ethical choices.

The rubric focuses on five elements: Ethical Self Awareness, Ethical Issue Recognition, Understanding Different Ethical
Perspectives/Concepts, Application of Ethical Principles, and Evaluation of Different Ethical Perspectives/Concepts. Students’ Ethical
Self Identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues.
Presumably, they will choose ethical actions when faced with ethical issues.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Core Beliefs: Those fundamental principles that consciously or unconsciously influence one's ethical conduct and ethical thinking.
Even when unacknowledged, core beliefs shape one's responses. Core beliefs can reflect one's environment, religion, culture or
training. A person may or may not choose to act on their core beliefs.
• Ethical Perspectives/concepts: The different theoretical means through which ethical issues are analyzed, such as ethical theories
(e.g., utilitarian, natural law, virtue) or ethical concepts (e.g., rights, justice, duty).
• Complex, multi-layered (grey) context: The sub-parts or situational conditions of a scenario that bring two or more ethical dilemmas
(issues) into the mix/problem/context/for student's identification.
• Cross-relationships among the issues: Obvious or subtle connections between/among the sub-parts or situational conditions of the
issues present in a scenario (e.g., relationship of production of corn as part of climate change issue).
 ETHICAL REASONING VALUE RUBRIC
for more information, please contact [email protected]
Definition
Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of
problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the
ramifications of alternative actions. Students’ ethical self identity evolves as they practice ethical decision-making skills and learn how to describe and analyze
positions on ethical issues.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark
4 3 2 1
Ethical Self Awareness Student discusses in Student discusses in Student states both core Student states either their
detail/analyzes both core detail/analyzes both core beliefs and the origins of the core beliefs or articulates the
beliefs and the origins of the beliefs and the origins of the core beliefs. origins of the core beliefs but
core beliefs and discussion core beliefs. not both.
has greater depth and clarity.
Understanding Different Student names the theory or Student can name the major Student can name the major Student only names the major
Ethical theories, can theory or theories she/he uses, theory she/he uses, and is theory she/he uses.
Perspectives/Concepts present the gist of said theory can present the gist of said only able to present the gist
or theories, and theory or theories, and of the named theory.
accurately explains the details attempts to explain the details
of the theory or of the theory or theories used,
theories used. but has some inaccuracies.
Ethical Issue Recognition Student can recognize ethical Student can recognize ethical Student can recognize basic Student can recognize basic
issues when presented in a issues when issues are and obvious ethical issues and obvious ethical issues but
complex, multi-layered (grey) presented in a complex, and grasp (incompletely) the fails to grasp complexity or
context AND can recognize multilayered (grey) context complexities or inter- inter-relationships.
cross-relationships among the OR can grasp cross- relationships among the
issues. relationships among the issues.
issues.
Application of Ethical Student can independently Student can independently (to Student can apply ethical Student can apply ethical
Perspectives/Concepts apply ethical a new example) apply ethical perspectives/concepts to an perspectives/concepts to an
perspectives/concepts to an perspectives/concepts to an ethical question, ethical question with support
ethical question, accurately, ethical question, accurately, independently (to a new (using examples, in a class, in
and is able to consider full but does not consider the example) and the application a group, or a fixed-choice
implications of the specific implications of the is inaccurate. setting) but is unable to apply
application. application. ethical perspectives/concepts
independently (to a new
example.).
Evaluation of Different Student states a position and Student states a position and Student states a position and Student states a position but
Ethical can state the objections to, can state the objections to, can state the objections to, cannot state the objections to
Perspectives/Concepts assumptions and implications assumptions and implications assumptions and implications and assumptions and
of and can reasonably defend and respond to the objections of different ethical limitations of the different
against the objections to, to, assumptions and perspectives/concepts but perspectives/concepts.
assumptions and implications implications of different does not respond to them (and
of different ethical ethical perspectives/concepts ultimately objections,
perspectives/concepts and the but the student's response is assumptions and implications
student's defense is adequate inadequate. are compartmentalized by
and effective. student and do not affect
student's position.)
 INFORMATION LITERACY VALUE RUBRIC
for more information, please contact [email protected]

Definition
The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use
and share that information for the problem at hand. -Adopted from The National Forum on Information Literacy

Framing Language
This rubric is recommended for use evaluating a collection of work, rather than a single work sample in order to fully gauge students’
information skills. Ideally, a collection of work would contain a wide variety of different types of work and might include: research
papers, editorials, speeches, grant proposals, marketing or business plans, PowerPoint presentations, posters, literature reviews,
position papers, and argument critiques to name a few. In addition, a description of the assignments with the instructions that initiated
the student work would be vital in providing the complete context for the work. Although a student’s final work must stand on its
own, evidence of a student’s research and information gathering processes, such as a research journal/diary, could provide further
demonstration of a student’s information proficiency and for some criteria on this rubric would be required.
 INFORMATION LITERACY VALUE RUBRIC
for more information, please contact [email protected]
Definition
The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the
problem at hand. - The National Forum on Information Literacy

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance .

Capstone Milestones Benchmark

4 3 2 1
Determine the extent of Effectively defines the scope Defines the scope of the Defines the scope of the Has difficulty defining the
information needed of the research question or research question or thesis research question or thesis scope of the research
thesis. Effectively completely. Can determine incompletely (parts are question or thesis. Has
determines key concepts. key concepts. Types of missing, remains too broad difficulty determining key
Types of information information (sources) or too narrow, etc.). Can concepts. Types of
(sources) selected directly selected relate to concepts or determine key concepts. information (sources)
relate to concepts or answer answer research question. Types of information selected do not relate to
research question. (sources) selected partially concepts or answer
relate to concepts or research question.
answer research question.
Access the needed Accesses information using Accesses information using Accesses information Accesses information
information effective, well-designed variety of search strategies using simple search randomly, retrieves
search strategies and most and some relevant strategies, retrieves information that lacks
appropriate information sources. information from limited relevance and quality.
information sources. Demonstrates ability to and similar sources.
refine search.
Evaluate information and its Thoroughly (systematically Identifies own and others' Questions some Shows an emerging
sources critically and methodically) analyzes assumptions and several assumptions. Identifies awareness of present
own and others' assumptions relevant contexts when several relevant contexts assumptions (sometimes
and carefully evaluates the presenting a position. when presenting a labels assertions as
relevance of contexts when position. May be more assumptions). Begins to
presenting a position. aware of others' identify some contexts
assumptions than one's when presenting a position.
own (or vice versa).
Use information effectively Communicates, organizes Communicates, organizes Communicates and Communicates information
to accomplish a specific and synthesizes information and synthesizes information organizes information from sources. The
purpose from sources to fully achieve from sources. Intended from sources. The information is fragmented
a specific purpose, with purpose is achieved. information is not yet and/or used inappropriately
clarity and depth synthesized, so the (misquoted, taken out of
intended purpose is not context, or incorrectly
fully achieved. paraphrased, etc.), so the
intended purpose is not
achieved.
Access and use information Students use correctly all of Students use correctly three Students use correctly two Students use correctly one
ethically and legally the following information of the following information of the following of the following
use strategies (use of use strategies (use of information use strategies information use strategies
citations and references; citations and references; (use of citations and (use of citations and
choice of paraphrasing, choice of paraphrasing, references; choice of references; choice of
summary, or quoting; using summary, or quoting; using paraphrasing, summary, or paraphrasing, summary, or
information in ways that are information in ways that are quoting; using information quoting; using information
true to original context; true to original context; in ways that are true to in ways that are true to
distinguishing between distinguishing between original context; original context;
common knowledge and common knowledge and distinguishing between distinguishing between
ideas requiring attribution) ideas requiring attribution) common knowledge and common knowledge and
and demonstrate a full and demonstrates a full ideas requiring attribution) ideas requiring attribution)
understanding of the ethical understanding of the ethical and demonstrates a full and demonstrates a full
and legal restrictions on the and legal restrictions on the understanding of the understanding of the
use of published, use of published, ethical and legal ethical and legal
confidential and/or confidential and/or restrictions on the use of restrictions on the use of
proprietary information. proprietary information. published, confidential published, confidential
and/or proprietary and/or proprietary
information. information.
 INQUIRY AND ANALYSIS VALUE RUBRIC
for more information, please contact [email protected]

Definition
Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed
conclusions or judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.

Framing Language
This rubric is designed for use in a wide variety of disciplines. Since the terminology and process of inquiry are discipline-specific, an effort has
been made to use broad language which reflects multiple approaches and assignments while addressing the fundamental elements of sound inquiry
and analysis (including topic selection, existing, knowledge, design, analysis, etc.) The rubric language assumes that the inquiry and analysis
process carried out by the student is appropriate for the discipline required. For example, if analysis using statistical methods is appropriate for the
discipline then a student would be expected to use an appropriate statistical methodology for that analysis. If a student does not use a discipline-
appropriate process for any criterion, that work should receive a performance rating of "1" or "0" for that criterion.
In addition, this rubric addresses the products of analysis and inquiry, not the processes themselves. The complexity of inquiry and analysis tasks
is determined in part by how much information or guidance is provided to a student and how much the student constructs. The more the student
constructs, the more complex the inquiry process. For this reason, while the rubric can be used if the assignments or purposes for work are
unknown, it will work most effectively when those are known. Finally, faculty are encouraged to adapt the essence and language of each rubric
criterion to the disciplinary or interdisciplinary context to which it is applied.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Conclusions: A synthesis of key findings drawn from research/evidence.
• Limitations: Critique of the process or evidence.
• Implications: How inquiry results apply to a larger context or the real world.
 INQUIRY AND ANALYSIS VALUE RUBRIC
for more information, please contact [email protected]

Definition
Inquiry is a systematic process of exploring issues/objects/works through the collection and analysis of evidence that result in informed
conclusions/judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Topic selection Identifies a creative, focused, Identifies a focused and Identifies a topic that while Identifies a topic that is far too
and manageable topic that manageable/doable topic that manageable/doable, is too general and wide-ranging as to
addresses potentially appropriately addresses narrowly focused and leaves be manageable and doable.
significant yet previously relevant aspects of the topic. out relevant aspects of the
lessexplored aspects of the topic.
topic.
Existing knowledge, Synthesizes in depth Presents in depth information Presents information from Presents information from
research, information from relevant from relevant sources relevant sources representing irrelevant sources representing
and/or views sources representing various representing various points of limited points of limited points of
points of view/approaches. view/approaches. view/approaches. view/approaches.

Design process All elements of the Critical elements of the Critical elements of the Inquiry design demonstrates a
methodology or theoretical methodology or theoretical methodology or theoretical misunderstanding of the
framework are skillfully framework are appropriately framework are missing, methodology or theoretical
developed. Appropriate developed however more incorrectly developed or framework.
methodology or theoretical subtle elements are ignored or unfocused.
frameworks may be unaccounted for.
synthesized from across
disciplines or from relevant
sub-disciplines.
Analysis Organizes and synthesizes Organizes evidence to reveal Organizes evidence but the Lists evidence but it is not
evidence to reveal insightful important patterns, differences, organization is not effective in organized and/or is unrelated to
patterns, differences, or or similarities related to focus. revealing important patterns, focus.
similarities related to focus. differences or similarities.
Conclusions States a conclusion that is a States a conclusion focused States a general conclusion States an ambiguous, illogical
logical extrapolation from the solely on the inquiry findings. that, because it is so general, or unsupportable conclusion
inquiry findings. The conclusion arises also applies beyond the scope from inquiry findings.
specifically from and responds of the inquiry findings.
specifically to the inquiry
findings.
Limitations and implications Insightfully discusses in detail Discusses relevant and Presents relevant and Presents limitations and
relevant and supported supported limitations and supported limitations and implications, but they are
limitations and implications implications implications possibly irrelevant and
unsupported
 INTEGRATIVE LEARNING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple
connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.

Framing Language
Fostering students’ abilities to integrate learning—across courses, over time, and between campus and community life—is one of the most
important goals and challenges for higher education. Initially, students connect previous learning to new classroom learning. Later, significant
knowledge within individual disciplines serves as the foundation, but integrative learning goes beyond academic boundaries. Indeed, integrative
experiences often occur as learners address real-world problems , unscripted and sufficiently broad, to require multiple areas of knowledge and
multiple modes of inquiry, offering multiple solutions and benefiting from multiple perspectives. Integrative learning also involves internal
changes in the learner. These internal changes, which indicate growth as a confident, lifelong learner, include the ability to adapt one's intellectual
skills, to contribute in a wide variety of situations, and to understand and develop individual purpose, values and ethics. Developing students’
capacities for integrative learning is central to personal success, social responsibility, and civic engagement in today’s global society. Students face
a rapidly changing and increasingly connected world where integrative learning becomes not just a benefit...but a necessity.

Because integrative learning is about making connections, this learning may not be as evident in traditional academic artifacts such as research
papers and academic projects unless the student, for example, is prompted to draw implications for practice. These connections often surface,
however, in reflective work, self assessment, or creative endeavors of all kinds. Integrative assignments foster learning between courses or by
connecting courses to experientially-based work. Work samples or collections of work that include such artifacts give evidence of integrative
learning. Faculty are encouraged to look for evidence that the student connects the learning gained in classroom study to learning gained in real
life situations that are related to other learning experiences, extra-curricular activities, or work. Through integrative learning, students pull together
their entire experience inside and outside of the formal classroom; thus, artificial barriers between formal study and informal or tacit learning
become permeable. Integrative learning, whatever the context or source, builds upon connecting both theory and practice toward a deepened
understanding.

Assignments to foster such connections and understanding could include, for example, composition papers that focus on topics from biology,
economics, or history; mathematics assignments that apply mathematical tools to important issues and require written analysis to explain the
implications and limitations of the mathematical treatment, or art history presentations that demonstrate aesthetic connections between selected
paintings and novels. In this regard, some majors (e.g., interdisciplinary majors or problem-based field studies) seem to inherently evoke
characteristics of integrative learning and result in work samples or collections of work that significantly demonstrate this outcome. However,
fields of study that require accumulation of extensive and high-consensus content knowledge (such as accounting, engineering, or chemistry) also
involve the kinds of complex and integrative constructions (e.g., ethical dilemmas and social consciousness) that seem to be highlighted so
extensively in self reflection in arts and humanities, but they may be embedded in individual performances and less evident. The key in the
development of such work samples or collections of work will be in designing structures that include artifacts and reflective writing or feedback
that support students' examination of their learning and give evidence that, as graduates, they will extend their integrative abilities into the
challenges of personal, professional, and civic life.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Academic knowledge: Disciplinary learning; learning from academic study, texts, etc.
• Content: The information conveyed in the work samples or collections of work.
• Contexts: Actual or simulated situations in which a student demonstrates learning outcomes. New and challenging contexts encourage students to
stretch beyond their current frames of reference.
• Co-curriculum: A parallel component of the academic curriculum that is in addition to formal classroom (student government, community
service, residence hall activities, student organizations, etc.).
• Experience: Learning that takes place in a setting outside of the formal classroom, such as workplace, service learning site, internship site or
another.
• Form: The external frameworks in which information and evidence are presented, ranging from choices for particular work sample or collection
of works (such as a research paper, PowerPoint, video recording, etc.) to choices in make-up of the eportfolio.
• Performance: A dynamic and sustained act that brings together knowing and doing (creating a painting, solving an experimental design problem,
developing a public relations strategy for a business, etc.); performance makes learning observable.
• Reflection: A meta-cognitive act of examining a performance in order to explore its significance and consequences.
• Self Assessment: Describing, interpreting, and judging a performance based on stated or implied expectations followed by planning for further
learning.
 INTEGRATIVE LEARNING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making
simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and
beyond the campus.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Connections to experience Meaningfully synthesizes Effectively selects and Compares life experiences Identifies connections
Connects relevant experience connections among experiences develops examples of life and academic knowledge to between life experiences and
and academic outside of the formal classroom experiences, drawn from a infer differences, as well as those academic texts and
knowledge (including life experiences and variety of contexts (e.g. family similarities, and ideas perceived as similar
academic experiences such as life, artistic participation, civic acknowledge perspectives and related to own interests.
internships and travel abroad) to involvement, work experience), other than own.
deepen understanding of to illuminate concepts/theories/
fields of study and to broaden frameworks of fields of study.
own points of view.
Connections to discipline Independently creates wholes Independently connects When prompted, connects When prompted, presents
Sees (makes) connections out of multiple parts examples, facts, or theories examples, facts, or theories examples, facts, or theories
across disciplines, (synthesizes) or draws from more than one field of from more than one field of from more than one field of
perspectives conclusions by combining study or perspective. study or perspective. study or perspective.
examples, facts, or theories
from more than one field of
study or perspective.
Transfer Adapts and applies, Adapts and applies skills, Uses skills, abilities, theories, Uses, in a basic way, skills,
Adapts and applies skills, independently, skills, abilities, abilities, theories, or or methodologies gained in abilities, theories, or
abilities, theories, or theories, or methodologies methodologies gained in one one situation in a new methodologies gained in one
methodologies gained in one gained in one situation to new situation to new situations to situation to contribute to situation in a new situation.
situation to new situations to solve difficult solve problems or explore understanding of problems
situations problems or explore complex issues. or issues.
issues in original ways.
 INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC
for more information, please contact [email protected]

Definition
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and
appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. (2008). "Transformative training: Designing programs for culture
learning." In M. A. Moodian (Ed.), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity
to build successful organizations (pp. 95-110). Thousand Oaks, CA: Sage.)

Framing Language
The call to integrate intercultural knowledge and competence into the heart of education is an imperative born of seeing ourselves as
members of a world community, knowing that we share the future with others. Beyond mere exposure to culturally different others, the
campus community requires the capacity to: meaningfully engage those others, place social justice in historical and political context, and put
culture at the core of transformative learning. The intercultural knowledge and competence rubric suggests a systematic way to measure our
capacity to identify our own cultural patterns, compare and contrast them with others, and adapt empathically and flexibly to unfamiliar
ways of being.

The levels of this rubric are informed in part by M. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, M.J. (1993),
"Towards Ethnorelativism: A Developmental Model of Intercultural Sensitity". In R. M. Paige (Ed.) Education for the Intercultural
Experience (pp. 22-71). Yarmouth, ME: Intercultural Press). In addition, the criteria in this rubric are informed in part by D.K. Deardorff's
intercultural framework which is the first research-based consensus model of intercultural competence (Deardorff, D.K. 2006, "The
identification and assessment of intercultural competence as a student outcome of internationalization" in Journal of Studies in International
Education, Vol. 10, No. 3, 241-266). It is also important to understand that intercultural knowledge and competence is more complex than
what
is reflected in this rubric. This rubric identifies six of the key components of intercultural knowledge and competence, but there are other
components as identified in the Deardorff model and in other research.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Culture: All knowledge and values shared by a group.
• Cultural rules and biases: Boundaries within which an individual operates in order to feel a sense of belonging to a society or group, based
on the values shared by that society or group.
• Empathy: "Empathy is the imaginary participation in another person’s experience, including emotional and intellectual dimensions, by
imagining his or her perspective (not by assuming the person’s position)". Bennett, J. 1998. Transition shock: Putting culture shock in
perspective. In Bennett, M., Ed. Basic concepts of intercultural communication. Yarmouth ME: Intercultural Press, 215 – 224.
• Intercultural experience: The experience of an interaction with an individual or groups of people whose culture is different from your own.
• Intercultural/cultural differences: The differences in rules, behaviors, communication and biases, based on cultural values that are different
from one's own culture.
• Suspends judgment in valuing their interactions with culturally different others: Postpones assessment or evaluation (positive or negative)
of interactions with people culturally different from one self. Disconnecting from the process of automatic judgment and taking time to
reflect on possibly multiple meanings.
• Worldview: Worldview is the cognitive and affective lens through which people construe their experiences and make sense of the world
around them.
 INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC
for more information, please contact [email protected]

Definition
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of
cultural contexts.” (Bennett, J. M. (2008). "Transformative training: Designing programs for culture learning." In M. A. Moodian (Ed.), Contemporary leadership and intercultural
competence: Understanding and utilizing cultural diversity to build successful organizations (pp. 95-110). Thousand Oaks, CA: Sage.)

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Knowledge Articulates insights into own Recognizes new perspectives Identifies own cultural rules Shows minimal awareness of
Cultural self- awareness cultural rules and biases (e.g. about own cultural rules and and biases (e.g. with a strong own cultural rules and biases
seeking complexity; aware of biases (e.g. not looking for preference for those rules (even those shared with own
how her/his experiences have sameness; comfortable with shared with own cultural cultural group(s)) (e.g.
shaped these rules, and how the complexities that new group and seeks the same in uncomfortable with
to recognize and respond to perspectives offer.) others.) identifying possible cultural
cultural biases, resulting in a differences with others.)
shift in self-description.)
Knowledge Demonstrates sophisticated Demonstrates adequate Demonstrates partial Demonstrates surface
Knowledge of cultural understanding of the understanding of the understanding of the understanding of the
worldview frameworks complexity of elements complexity of elements complexity of elements complexity of elements
important to members of important to members of important to members of important to members of
another culture in relation to another culture in relation to another culture in relation to another culture in relation to
its history, values, politics, its history, values, politics, its history, values, politics, its history, values, politics,
communication styles, communication styles, communication styles, communication styles,
economy, or beliefs economy, or beliefs & economy, or beliefs & economy, or beliefs &
& practices. practices. practices. practices.
Skills Interprets intercultural Recognizes intellectual and Identifies components of Views the experience of
Empathy experience from the emotional dimensions of other cultural perspectives but others but does so through
perspectives of own and more more than one worldview and responds in all situations with own cultural worldview
than one worldview and sometimes uses more than own worldview
demonstrates ability to act in one worldview in interactions
a supportive manner that
recognizes the feelings of
another cultural group
Skills Articulates a complex Recognizes and participates Identifies some cultural Has a minimal level of
Verbal and non-verbal understanding of cultural in cultural differences in differences in verbal and understanding of cultural
communication differences in verbal and verbal and nonverbal nonverbal communication differences in verbal and
nonverbal communication communication and begins to and is aware that nonverbal communication; is
(e.g., demonstrates negotiate a shared misunderstandings can occur unable to negotiate a shared
understanding of the degree understanding based on those based on those differences understanding.
to which people use physical differences. but is still unable to negotiate
contact while communicating a shared understanding.
in different cultures or use
direct/indirect and
explicit/implicit meanings)
and is able to skillfully
negotiate a shared
understanding based on those
differences.
Attitudes Asks complex questions Asks deeper questions about Asks simple or surface States minimal interest in
Curiosity about other cultures, seeks other cultures and seeks out questions about other cultures learning more about other
out and articulates answers to answers to those questions cultures
those questions which reflect
multiple cultural perspectives
Attitudes Initiates and develops Begins to initiate and develop Expresses openness to most if Receptive to interacting with
Openness interactions with culturally interactions with culturally not all interactions with culturally different others.
different others. Suspends different others. Begins to culturally different others. Has difficulty suspending any
judgment in valuing her/his suspend judgment in her/his Has difficulty suspending any judgment in her/his
interactions with culturally valuing interactions with judgment in her/his interactions with culturally
different others. culturally different others. interactions with culturally different others, but is
different others, and is aware unaware of own judgment.
of own judgment and
expresses a willingness to
change.
 ORAL COMMUNICATION VALUE RUBRIC
for more information, please contact [email protected]

The type of oral communication most likely to be included in a collection of student work is an
oral presentation and therefore is the focus for the application of this rubric.

Definition
Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote
change in the listeners' attitudes, values, beliefs, or behaviors.

Framing Language
Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time
and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each
speaker be evaluated separately. This rubric best applies to presentations of sufficient length such that a central message is conveyed,
supported by one or more forms of supporting materials and includes a purposeful organization. An oral answer to a single question
not designed to be structured into a presentation does not readily apply to this rubric.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Central message: The main point/thesis/"bottom line"/"take-away" of a presentation. A clear central message is easy to identify; a
compelling central message is also vivid and memorable.
• Delivery techniques: Posture, gestures, eye contact, and use of the voice. Delivery techniques enhance the effectiveness of the
presentation when the speaker stands and moves with authority, looks more often at the audience than at his/her speaking
materials/notes, uses the voice expressively, and uses few vocal fillers ("um," "uh," "like," "you know," etc.).
• Language: Vocabulary, terminology, and sentence structure. Language that supports the effectiveness of a presentation is appropriate
to the topic and audience, grammatical, clear, and free from bias. Language that enhances the effectiveness of a presentation is also
vivid, imaginative, and expressive.
• Organization: The grouping and sequencing of ideas and supporting material in a presentation. An organizational pattern that
supports the effectiveness of a presentation typically includes an introduction, one or more identifiable sections in the body of the
speech, and a conclusion. An organizational pattern that enhances the effectiveness of the presentation reflects a purposeful choice
among possible alternatives, such as a chronological pattern, a problem-solution pattern, an analysis-of-parts pattern, etc., that makes
the content of the presentation easier to follow and more likely to accomplish its purpose.
• Supporting material: Explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities, and other kinds
of information or analysis that supports the principal ideas of the presentation. Supporting material is generally credible when it is
relevant and derived from reliable and appropriate sources. Supporting material is highly credible when it is also vivid and varied
across the types listed above (e.g., a mix of examples, statistics, and references to authorities). Supporting material may also serve
the purpose of establishing the speakers credibility. For example, in presenting a creative work such as a dramatic reading of
Shakespeare, supporting evidence may not advance the ideas of Shakespeare, but rather serve to establish the speaker as a credible
Shakespearean actor.
 ORAL COMMUNICATION VALUE RUBRIC
for more information, please contact [email protected]

Definition
Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote
change in the listeners' attitudes, values, beliefs, or behaviors
.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Organization Organizational pattern Organizational pattern Organizational pattern Organizational pattern
(specific introduction (specific introductionand (specific introduction (specific introduction
and conclusion, conclusion, sequenced and conclusion, and conclusion,
sequenced material material within the body, sequenced material sequenced material
within the body, and and transitions) is within the body, and within the body, and
transitions) is clearly clearly and consistently transitions) is transitions) is not
and consistently observable within the intermittently observable observable within the
observable and is skillful presentation. within the presentation. presentation.
and makes the content of
the presentation
cohesive.
Language Language choices are Language choices are Language choices are Language choices are
imaginative, memorable thoughtful and generally mundane and unclear and minimally
and compelling and support the effectiveness commonplace and support the effectiveness
enhance the of the presentation. partially support the of the presentation.
effectiveness of the Language in effectiveness of the Language in
presentation. Language presentation is presentation. Language presentation is not
in presentation is appropriate to audience. in presentation is appropriate to audience.
appropriate to audience. appropriate to audience.
Delivery Delivery techniques Delivery techniques Delivery techniques Delivery techniques
(posture, gesture, eye (posture, gesture, eye (posture, gesture, eye (posture, gesture, eye
contact, and vocal contact, and vocal contact, and vocal contact, and vocal
expressiveness) make expressiveness) make expressiveness) make expressiveness) detract
the presentation the presentation the presentation from the
compelling, and speaker interesting, and speaker understandable, and understandability of the
appears polished and appears comfortable. speaker appears presentation, and
confident. tentative. speaker appears
uncomfortable.
Supporting Material A variety of types of Supporting materials Supporting materials Insufficient supporting
supporting materials (explanations, examples, (explanations, examples, materials (explanations,
(explanations, examples, illustrations, statistics, illustrations, statistics, examples, illustrations,
illustrations, statistics, analogies, quotations analogies, quotations statistics, analogies,
analogies, quotations from relevant from relevant quotations from relevant
from relevant authorities) make authorities) make authorities) make
authorities) make appropriate reference to appropriate reference to reference to information
appropriate reference to information or analysis information or analysis or analysis which
information or analysis which generally supports which partially supports minimally supports the
which significantly the presentation or the presentation or presentation or
supports the presentation establishes the establishes the establishes the
or establishes the presenter's presenter's presenter's
presenter's credibility/authority on credibility/authority on credibility/authority on
credibility/authority on the topic. the topic. the topic.
the topic.
Central Message Central message is Central message is clear Central message is Central message can be
compelling (precisely and consistent with the basically understandable deduced, but is not
stated, appropriately supporting material. but is not often repeated explicitly stated in the
repeated, memorable, and is not memorable. presentation.
and strongly supported.)
 PROBLEM SOLVING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal.

Framing Language
Problem-solving covers a wide range of activities that may vary significantly across disciplines. Activities that encompass problem-solving by
students may involve problems that range from well-defined to ambiguous in a simulated or laboratory context, or in real-world settings. This
rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough
to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their
respective abilities to practice thinking through problems in order to reach solutions.

This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of
work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem
to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). The final product of
an assignment that required problem resolution is insufficient without insight into the student’s problem-solving process. Because the focus is on
institutional level assessment, scoring team projects, such as those developed in capstone courses, may be appropriate as well.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Contextual Factors: Constraints (such as limits on cost), resources, attitudes (such as biases) and desired additional knowledge which affect how the
problem can be best solved in the real world or simulated setting.
• Critique: Involves analysis and synthesis of a full range of perspectives.
• Feasible: Workable, in consideration of time-frame, functionality, available resources, necessary buy-in, and limits of the assignment or task.
• “Off the shelf ”solution: A simplistic option that is familiar from everyday experience but not tailored to the problem at hand (e.g. holding a bake sale
to "save" an underfunded public library).
• Solution: An appropriate response to a challenge or a problem.
• Strategy: A plan of action or an approach designed to arrive at a solution. ( If the problem is a river that needs to be crossed, there could be a
construction-oriented, cooperative (build a bridge with your community) approach and a personally-oriented, physical (swim across alone) approach.
An approach that partially applies would be a personal, physical approach for someone who doesn't know how to swim.
• Support: Specific rationale, evidence, etc. for solution or selection of solution.
 PROBLEM SOLVING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a
desired goal.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark

4 3 2 1
Demonstrates the ability to Demonstrates the ability to Begins to demonstrates the Demonstrates a limited
Define problem construct a clear and construct a problem ability to construct a ability in identifying a
insightful problem statement statement with evidence of problem statement with problem statement or
with evidence of all relevant most relevant contextual evidence of most relevant related contextual factors.
contextual factors. factors, and problem contextual factors, but
statement is adequately problem statement is
detailed. superficial.
Identifies multiple Identifies multiple Identifies only a single Identifies one or more
Identify strategies approaches for solving the approaches for solving the approach for solving the approaches for solving the
problem that apply within a problem, only some of which problem that does apply problem that do not apply
specific context. apply within a specific within a specific context. within a specific context.
context.
Propose Proposes one or more Proposes one or more Proposes one Proposes a
solutions/hypotheses solutions/hypotheses that solutions/hypotheses that solution/hypothesis that is solution/hypothesis that is
indicates a deep indicates comprehension of “off the shelf ” rather than difficult to evaluate
comprehension of the the problem. individually designed to because it is vague or only
problem. Solutions/hypotheses are address the specific indirectly addresses the
Solution/hypotheses are sensitive to contextual contextual factors of the problem statement.
sensitive to contextual factors as well as the one of problem.
factors as well as all of the the following: ethical,
following: ethical, logical, logical, or cultural
and cultural dimensions of dimensions of the problem.
the problem.
Evaluate potential Evaluation of solutions is Evaluation of solutions is Evaluation of solutions is Evaluation of solutions is
solutions deep and elegant (for adequate (for example brief (for example superficial (for example,
example contains thorough contains horough explanation lacks depth) contains cursory, surface
and insightful explanation) explanation) and includes the and includes the following: level explanation) and
includes, deeply and following: considers history considers history of includes the following:
thoroughly, all of the of problem, reviews problem, reviews considers history of
following: considers history logic/reasoning, examines logic/reasoning, examines problem, reviews logic/
of problem, reviews feasibility of solution and feasibility of solution and reasoning, examines
logic/reasoning, examines weighs impacts of solution. weighs impacts of feasibility of solution and
feasibility of solution and solution. weighs impacts of solution.
weighs impacts of solution.
Implement Solution Implements the solution in a Implements the solution in a Implements the solution in Implements the solution in
manner that addresses manner that addresses a manner that addresses a manner that does not
thoroughly and deeply multiple contextual factors the problem statement but directly address the
multiple contextual factors of the problem in a surface ignores relevant contextual problem statement.
of the problem. manner. factors.

Evaluate outcomes Reviews results relative to Reviews results relative to Reviews results in terms of Reviews results
the problem defined with the problem defined with the problem defined with superficially in terms of
thorough, specific some consideration of need little, if any consideration the problem defined with
considerations of need for for further work. of need for further work. no consideration of need
further work. for further work
 TEAMWORK VALUE RUBRIC
for more information, please contact [email protected]

Definition
Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on
team, and the quantity and quality of contributions they make to team discussions.)

Framing Language
Students participate on many different teams, in many different settings. For example, a given student may work on separate teams to complete a
lab assignment, give an oral presentation, or complete a community service project. Furthermore, the people the student works with are likely to be
different in each of these different teams. As a result, it is assumed that a work sample or collection of work that demonstrates a student’s
teamwork skills could include a diverse range of inputs. This rubric is designed to function across all of these different settings.

Two characteristics define the ways in which this rubric is to be used. First, the rubric is meant to assess the teamwork of an individual student, not
the team as a whole. Therefore, it is possible for a student to receive high ratings, even if the team as a whole is rather flawed. Similarly, a student
could receive low ratings, even if the team as a whole works fairly well. Second, this rubric is designed to measure the quality of a process, rather
than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s
interactions within the team. The final product of the team’s work (e.g., a written lab report) is insufficient, as it does not provide insight into the
functioning of the team.

It is recommended that work samples or collections of work for this outcome come from one (or more) of the following three sources: (1) students'
own reflections about their contribution to a team's functioning; (2) evaluation or feedback from fellow team members about students' contribution
to the team's functioning; or (3) the evaluation of an outside observer regarding students' contributions to a team's functioning. These three sources
differ considerably in the resource demands they place on an institution. It is recommended that institutions using this rubric consider carefully the
resources they are able to allocate to the assessment of teamwork and choose a means of compiling work samples or collections of work that best
suits their priorities, needs, and abilities.
 TEAMWORK VALUE RUBRIC
for more information, please contact [email protected]

Definition
Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity
and quality of contributions they make to team discussions.)

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance .

Capstone Milestones Benchmark

4 3 2 1
Contributes to team Helps the team move Offers alternative solutions Offers new suggestions to Shares ideas but does not
meetings forward by articulating the or courses of action that advance the work of the advance the work of the
merits of alternative ideas build on the ideas of group. group.
or proposals. others.
Facilitates the Engages team members in Engages team members in Engages team members in Engages team members by
contributions of team ways that facilitate their ways that facilitate their ways that facilitate their taking turns and listening
members contributions to meetings contributions to meetings contributions to meetings to others without
by both constructively by constructively building by restating the views of interrupting.
building upon or upon or synthesizing the other team members and/or
synthesizing the contributions of others. asking questions for
contributions of others as clarification.
well as noticing when
someone is not
participating and inviting
them to engage.
Individual contributions Completes all assigned Completes all assigned Completes all assigned Completes all assigned
outside of team tasks by deadline; work tasks by deadline; work tasks by deadline; work tasks by deadline.
meetings accomplished is thorough, accomplished is thorough, accomplished advances the
comprehensive and comprehensive and project.
advances the project. advances the project.
Proactively helps other
team members complete
their assigned tasks to a
similar level of excellence.
Fosters constructive team Supports a constructive Supports a constructive Supports a constructive Supports a constructive
climate team climate by doing all team climate by doing any team climate by doing any team climate by doing any
of the following: three of the following: two of the following: one of the following:
• Treats team members • Treats team members • Treats team members • Treats team members
respectfully by being respectfully by being respectfully by being respectfully by being
polite and constructive in polite and constructive in polite and constructive in polite and constructive in
communication. communication. communication. communication.
• Uses positive vocal or • Uses positive vocal or • Uses positive vocal or • Uses positive vocal or
written tone, facial written tone, facial written tone, facial written tone, facial
expressions, and/or body expressions, and/or body expressions, and/or body expressions, and/or body
language to convey a language to convey a language to convey a language to convey a
positive attitude about the positive attitude about the positive attitude about the positive attitude about the
team and its work. team and its work. team and its work. team and its work.
• Motivates teammates by • Motivates teammates by • Motivates teammates by • Motivates teammates by
expressing confidence expressing confidence expressing confidence expressing confidence
about the importance of about the importance of about the importance of about the importance of
the task and the team's the task and the team's the task and the team's the task and the team's
ability to accomplish it. ability to accomplish it. ability to accomplish it. ability to accomplish it.
• Provides assistance • Provides assistance • Provides assistance • Provides assistance
and/or encouragement to and/or encouragement to and/or encouragement to and/or encouragement to
team members. team members. team members. team members.
Responds to conflict Addresses destructive Identifies and Redirecting focus toward Passively accepts alternate
conflict directly and acknowledges conflict and common ground, toward viewpoints/ideas/opinions.
constructively, helping to stays engaged with it task at hand (away from
manage/resolve it in a way conflict)
that strengthens overall
team cohesiveness and
future effectiveness
 QUANTITATIVE LITERACY VALUE RUBRIC
for more information, please contact [email protected]

Definition
Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and
comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative
problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated
arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words,
tables, graphs, mathematical equations, etc., as appropriate).

Quantitative Literacy Across the Disciplines

Current trends in general education reform demonstrate that faculty are recognizing the steadily growing importance of Quantitative
Literacy (QL) in an increasingly quantitative and data-dense world. AAC&U’s recent survey showed that concerns about QL skills are
shared by employers, who recognize that many of today’s students will need a wide range of high level quantitative skills to complete
their work responsibilities. Virtually all of today’s students, regardless of career choice, will need basic QL skills such as the ability to
draw information from charts, graphs, and geometric figures, and the ability to accurately complete straightforward estimations and
calculations.

Preliminary efforts to find student work products which demonstrate QL skills proved a challenge in this rubric creation process. It’s
possible to find pages of mathematical problems, but what those problem sets don’t demonstrate is whether the student was able to
think about and understand the meaning of her work. It’s possible to find research papers that include quantitative information, but
those papers often don’t provide evidence that allows the evaluator to see how much of the thinking was done by the original source
(often carefully cited in the paper) and how much was done by the student herself, or whether conclusions drawn from analysis of the
source material are even accurate.

Given widespread agreement about the importance of QL, it becomes incumbent on faculty to develop new kinds of assignments
which give students substantive, contextualized experience in using such skills as analyzing quantitative information, representing
quantitative information in appropriate forms, completing calculations to answer meaningful questions, making judgments based on
quantitative data and communicating the results of that work for various purposes and audiences. As students gain experience with
those skills, faculty must develop assignments that require students to create work products which reveal their thought processes and
demonstrate the range of their QL skills.
This rubric provides for faculty a definition for QL and a rubric describing four levels of QL achievement which might be observed in
work products within work samples or collections of work. Members of AAC&U’s rubric development team for QL hope that these
materials will aid in the assessment of QL – but, equally important, we hope that they will help institutions and individuals in the
effort to more thoroughly embed QL across the curriculum of colleges and universities.

Framing Language
This rubric has been designed for the evaluation of work that addresses quantitative literacy (QL) in a substantive way. QL is not just
computation, not just the citing of someone else’s data. QL is a habit of mind, a way of thinking about the world that relies on data and
on the mathematical analysis of data to make connections and draw conclusions. Teaching QL requires us to design assignments that
address authentic, data-based problems. Such assignments may call for the traditional written paper, but we can imagine other
alternatives: a video of a PowerPoint presentation, perhaps, or a well designed series of web pages. In any case, a successful
demonstration of QL will place the mathematical work in the context of a full and robust discussion of the underlying issues addressed
by the assignment.

Finally, QL skills can be applied to a wide array of problems of varying difficulty, confounding the use of this rubric. For example, the
same student might demonstrate high levels of QL achievement when working on a simplistic problem and low levels of QL
achievement when working on a very complex problem. Thus, to accurately assess a student's QL achievement it may be necessary to
measure QL achievement within the context of problem complexity, much as is done in diving competitions where two scores are
given, one for the difficulty of the dive, and the other for the skill in accomplishing the dive. In this context, that would mean giving
one score for the complexity of the problem and another score for the QL achievement in solving the problem.
 QUANTITATIVE LITERACY VALUE RUBRIC
for more information, please contact [email protected]

Definition
Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data.
Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They
understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using
words, tables, graphs, mathematical equations, etc., as appropriate).

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark
4 3 2 1
Interpretation Provides accurate explanations Provides accurate explanations Provides somewhat accurate Attempts to explain
Ability to explain information of information presented in of information presented in explanations of information information presented in
presented in mathematical mathematical forms. Makes mathematical forms. For presented in mathematical mathematical forms, but draws
forms (e.g., equations, graphs, appropriate inferences based on instance, accurately explains forms, but occasionally makes incorrect conclusions about
diagrams, tables, words). that information. For example, the trend data shown in a minor errors related to what the information means.
accurately explain the trend graph. computations or units. For For example, attempt to
data shown in a graph and instance, accurately explain explain the trend data shown in
make reasonable predictions trend data shown in a graph, a graph, but will frequently
regarding what the data but may miscalculate the slope misinterpret the nature of that
suggest about future events. of the trend line. trend, perhaps by confusing
positive and negative trends.
Representation Skillfully converts relevant Competently converts relevant Completes conversion of Completes conversion of
Ability to convert relevant information into an insightful information into an appropriate information but resulting information but resulting
information into various mathematical portrayal in a and desired mathematical mathematical portrayal is only mathematical portrayal is
mathematical forms (e.g., way that contributes to a portrayal. partially appropriate or inappropriate or inaccurate.
equations, graphs, diagrams, further or deeper accurate.
tables, words). understanding.
Calculation Calculations attempted are Calculations attempted are Calculations attempted are Calculations are attempted but
essentially all successful and essentially all successful and either unsuccessful or represent are both unsuccessful and are
sufficiently comprehensive to sufficiently comprehensive to only a portion of the not comprehensive.
solve the problem. Calculations solve the problem. calculations required to
are also presented elegantly comprehensively solve the
(clearly, concisely, etc.) problem.
Application / Analysis Uses the quantitative analysis Uses the quantitative analysis Uses the quantitative analysis Uses the quantitative analysis
Ability to make judgments and of data as the basis for deep of data as the basis for of data as the basis for of data as the basis for
draw appropriate and thoughtful judgments, competent judgments, drawing workmanlike (without tentative, basic judgments,
conclusions based on the drawing insightful, carefully reasonable and appropriately inspiration or nuance, ordinary) although is hesitant or
quantitative analysis of data, qualified conclusions from this qualified conclusions from this judgments, drawing plausible uncertain about drawing
while recognizing the limits of work. work. conclusions from this work. conclusions from this work.
this analysis.
Assumptions Explicitly describes Explicitly describes Explicitly describes Attempts to describe
Ability to make and evaluate assumptions and provides assumptions and provides assumptions. assumptions.
important assumptions in compelling rationale for why compelling rationale for why
estimation, modeling, and data each assumption is appropriate. assumptions are appropriate.
analysis. Shows awareness that
confidence in final conclusions
is limited by the accuracy of
the assumptions.
Communication Uses quantitative information Uses quantitative information Uses quantitative information, Presents an argument for which
Expressing quantitative in connection with the in connection with the but does not effectively quantitative evidence is
evidence in support of the argument or purpose of the argument or purpose of the connect it to the argument or pertinent, but does not provide
argument or purpose of the work, presents it in an effective work, though data may be purpose of the work. adequate explicit numerical
work (in terms of what format, and explicates it with presented in a less than support. (May use quasi-
evidence is used and how it is consistently high quality. completely effective format or quantitative words such as
formatted, presented, and some parts of the explication "many," "few," "increasing,"
contextualized). may be uneven. "small," and the like in place of
actual quantities.
 WRITTEN COMMUNICATION VALUE RUBRIC [retrieved September 29, 2009 from
http://www.aacu.org/value/rubrics/index.cfm]

for more information, please contact [email protected]

Definition
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres
and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities
develop through iterative experiences across the curriculum.

Framing Language
This writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on
writing assessment is that the best writing assessments are locally determined and sensitive to local context and mission. Users of this rubric
should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.

This rubric focuses assessment on how specific written work samples or collections of work respond to specific contexts. The central question
guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not
attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of
textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing.

Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers' work. Also recommended is
including reflective work samples of collections of work that address such questions as: What decisions did the writer make about audience,
purpose, and genre as s/he compiled the work in the portfolio? How are those choices evident in the writing -- in the content, organization and
structure, reasoning, evidence, mechanical and surface conventions, and citational systems used in the writing? This will enable evaluators to have
a clear sense of how writers understand the assignments and take it into consideration as they evaluate.

The first section of this rubric addresses the context and purpose for writing. A work sample or collections of work can convey the context and
purpose for the writing tasks it showcases by including the writing assignments associated with work samples. But writers may also convey the
context and purpose for their writing within the texts. It is important for faculty and institutions to include directions for students about how they
should represent their writing contexts and purposes.

Faculty interested in the research on writing assessment that has guided our work here can consult the National Council of Teachers of
English/Council of Writing Program Administrators' White Paper on Writing Assessment
(2008; http://www.wpacouncil.org/whitepaper) and the Conference on College Composition and Communication's Writing Assessment: A
Position Statement (2008; http://www.ncte.org/cccc/resources/positions/123784.htm)

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Content Development: The ways in which the text explores and represents its topic in relation to its audience and purpose.
• Context of and purpose for writing: The context of writing is the situation surrounding a text: who is reading it? who is writing it? Under what
circumstances will the text be shared or circulated? What social or political factors might affect how the text is composed or interpreted? The
purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or
summarize information; they might want to work through complexity or confusion; they might want to argue with other writers, or connect with
other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember.
• Disciplinary conventions: Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.g.
introductory strategies, use of passive voice or first person point of view, expectations for thesis or hypothesis, expectations for kinds of
evidence and support that are appropriate to the task at hand, use of primary and secondary sources to provide evidence and support arguments
and to document critical perspectives on the topic. Writers will incorporate sources according to disciplinary and genre conventions, according
to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their
own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide
meaningful examples to readers.
• Evidence: Source material that is used to extend, in purposeful ways, writers' ideas in a text.
• Genre conventions: Formal and informal rules for particular kinds of texts and/or media that guide formatting, organization, and stylistic choices,
e.g. lab reports, academic papers, poetry, webpages, or personal essays.
• Sources: Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with,
develop, define, or shape their ideas, for example.
 WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]
Definition Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and
styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through
iterative experiences across the curriculum.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark
4 3 2 1
Context of and purpose for Demonstrates a thorough Demonstrates adequate Demonstrates awareness of Demonstrates minimal
writing understanding of context, consideration of context, context, audience, purpose, attention to context, audience,
Includes considerations of audience, and purpose that is audience, and purpose and a and to the assigned tasks(s) purpose, and to the assigned
audience, purpose, and the responsive to the assigned clear focus on the assigned (e.g., begins to show tasks(s) (e.g., expectation of
circumstances surrounding the task(s) and focuses all elements task(s) (e.g., the task aligns with awareness of audience's instructor or self as audience).
writing task(s). of the work. audience, purpose, and context). perceptions and assumptions).
Content Development Uses appropriate, relevant, and Uses appropriate, relevant, and Uses appropriate and relevant Uses appropriate and relevant
compelling content to illustrate compelling content to explore content to develop and content to develop simple
mastery of the subject, ideas within the context of the explore ideas through most of ideas in some parts of the
conveying the writer's discipline and shape the whole the work. work.
understanding, and shaping the work
whole work.
Genre and disciplinary Demonstrates detailed attention Demonstrates consistent use of Follows expectations Attempts to use a consistent
conventions to and successful execution of a important conventions appropriate to a specific system for basic organization
Formal and informal rules wide range of conventions particular to a specific discipline and/or writing and presentation
inherent in the expectations for particular to a specific discipline and/or writing task(s) for basic organization,
writing in particular forms discipline and/or writing task task(s), including organization, content, and presentation
and/or academic fields (please (s) including organization, content, presentation, and
see glossary). content, presentation, stylistic choices
formatting, and stylistic choices
Sources and evidence Demonstrates skillful use of Demonstrates consistent use of Demonstrates an attempt to Demonstrates an attempt to
high quality, credible, relevant credible, relevant sources to use credible and/or relevant use sources to support ideas
sources to develop ideas that support ideas that are situated sources to support ideas that in the writing.
are appropriate for the within the discipline and genre are appropriate for the
discipline and genre of the of the writing. discipline and genre of the
writing writing.
Control of syntax and Uses graceful language that Uses straightforward language Uses language that generally Uses language that sometimes
mechanics skillfully communicates that generally conveys meaning conveys meaning to readers impedes meaning because of
meaning to readers with clarity to readers. The language in the with clarity, although writing errors in usage
and fluency, and is virtually portfolio has few errors. may include some errors.
error-free.
 READING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Reading is "the process of simultaneously extracting and constructing meaning through interaction and involvement with written
language" (Snow et al, 2002). (From http://www.rand.org/pubs/research_briefs/RB8024/index1.html)

Framing Language
To paraphrase Phaedrus, texts do not explain, nor answer questions about, themselves. They must be located, approached, decoded,
comprehended, analyzed, interpreted, and discussed, especially complex academic texts used in college and university classrooms for
purposes of learning. Historically, college professors have not considered the teaching of reading necessary other than as a "basic
skill" in which students may require "remediation." They have assumed that students come with the ability to read and have placed
responsibility for its absence on teachers in elementary and secondary schools.

This absence of reading instruction in higher education must, can, and will change, and this rubric marks a direction for this change.
Why the change? Even the strongest, most experienced readers making the transition from high school to college have not learned
what they need to know and do to make sense of texts in the context of professional and academic scholarship--to say nothing about
readers who are either not as strong or as experienced. Also, readers mature and develop their repertoire of reading performances
naturally during the undergraduate years and beyond as a consequence of meeting textual challenges. This rubric provides some initial
steps toward finding ways to measure undergraduate students' progress along the continuum. Our intention in creating this rubric is to
support and promote the teaching of undergraduates as readers to take on increasingly higher levels of concerns with texts and to read
as one of “those who comprehend.”

Readers, as they move beyond their undergraduate experiences, should be motivated to approach texts and respond to them with a
reflective level of curiosity and the ability to apply aspects of the texts they approach to a variety of aspects in their lives. This rubric
provides the framework for evaluating both students' developing relationship to texts and their relative success with the range of texts
their coursework introduces them to. It is likely that users of this rubric will detect tha t the cell boundaries are permeable, and the
criteria of the rubric are, to a degree, interrelated.

Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Analysis: The process of recognizing and using features of a text to build a more advanced understanding of the meaning of a text.
(Might include evaluation of genre, language, tone, stated purpose, explicit or implicit logic (including flaws of reasoning), and
historical context as they contribute to the meaning of a text.]
• Comprehension: The extent to which a reader "gets" the text, both literally and figuratively. Accomplished and sophisticated readers
will have moved from being able to "get" the meaning that the language of the texte provides to being able to "get" the implications
of the text, the questions it raises, and the counterarguments one might suggest in response to it. A helpful and accessible discussion
of 'comprehension' is found in Chapter 2 of the RAND report, Reading for Understanding:
http://www.rand.org/pubs/monograph_reports/MR1465/MR1465.ch2.pdf.
• Epistemological lens: The knowledge framework a reader develops in a specific discipline as s/he moves through an academic major
(e.g. essays, textbook chapters, literary works, journal articles, lab reports, grant proposals, lectures, blogs, webpages, or literature
reviews, for example). The depth and breadth of this knowledge provides the foundation for independent and self-regulated
responses to the range of texts in any discipline or field that students will encounter.
• Genre: A particular kind of "text" defined by a set of disciplinary conventions or agreements learned through participation in
academic discourse. Genre governs what texts can be about, how they are structured, what to expect from them , what can be done
with them, how to use them
• Interpretation: Determining or construing the meaning of a text or part of a text in a particular way based on textual and contextual
information.
• Interpretive Strategies: Purposeful approaches from different perspectives, which include, for example, asking clarifying questions,
building knowledge of the context in which a text was written, visualizing and considering counterfactuals (asking questions that
challenge the assumptions or claims of the text, e.g., What might our country be like if the Civil War had not happened? How would
Hamlet be different if Hamlet had simply killed the King?).
• Multiple Perspectives: Consideration of how text-based meanings might differ depending on point of view.
• Parts: Titles, headings, meaning of vocabulary from context, structure of the text, important ideas and relationships among those
ideas.
• Relationship to text: The set of expectations and intentions a reader brings to a particular text or set of texts.
• Searches intentionally for relationships: An active and highly-aware quality of thinking closely related to inquiry and research.
• Takes texts apart: Discerns the level of importance or abstraction of textual elements and sees big and small pieces as parts of the
whole meaning (compare to Analysis above).
• Metacognition: This is not a word that appears explicitly anywhere in the rubric, but it is implicit in a number of the descriptors, and
is certainly a term that we find frequently in discussions of successful and rich learning.. Metacognition, (a term typically attributed
to the cognitive psychologist J.H. Flavell) applied to reading refers to the awareness, deliberateness, and reflexivity defining the
activities and strategies that readers must control in order to work their ways effectively through different sorts of texts, from lab
reports to sonnets, from math texts to historical narratives, or from grant applications to graphic novels, for example. Metacognition
refers here as well to an accomplished reader’s ability to consider the ethos reflected in any such text; to know that one is present
and should be considered in any use of, or response to a text.
 READING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Reading is "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language" (Snow et al, 2002).
(From http://www.rand.org/pubs/research_briefs/RB8024/index1.html)

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark
4 3 2 1
Comprehension Recognizes possible Uses the text, general Evaluates how textual Apprehends vocabulary
implications of the text for background knowledge and/or features (e.g., sentence and appropriately to paraphrase or
contexts, perspectives or issues specific knowledge of the paragraph structure or tone) summarize the information
beyond the assigned task within author’s context to draw more contribute to the author’s the text communicates.
the classroom or beyond the complex inferences about the message; draws basic
author’s explicit message (e.g., author’s message and attitude. inferences about context and
might recognize broader issues purpose of text.
at play, or might pose
challenges to the author’s
message and presentation).
Genres Uses ability to identify texts Articulates distinctions among Reflects on reading Applies tacit genre
within and across genres, genres and their characteristic experiences across a variety knowledge to a variety of
monitoring and adjusting conventions. of genres, reading both with classroom reading
reading strategies and and against the grain assignments in productive, if
expectations based on generic experimentally and unreflective, ways.
nuances of particular texts. intentionally.
Relationship to text Evaluates texts for scholarly Uses texts in the context of Engages texts with the Approaches texts in the
Making meanings with texts in significance and relevance scholarship to develop a intention and expectation of context of assignments with
their contexts within and across the various foundation of disciplinary building topical and world the intention and expectation
disciplines, evaluating them knowledge and to raise and knowledge. of finding right answers and
according to their contributions explore important questions. learning facts and concepts to
and consequences. display for credit.
Analysis Evaluates strategies for relating Identifies relations among Recognizes relations among Identifies aspects of a text
Interacting with Texts in Parts ideas, text structure or other ideas, text structure, or other parts or aspects of a text, such (e.g., content, structure or
and as Wholes textual features in order to build textual features, to evaluate as effective or ineffective relations among ideas) as
knowledge or insight within and how they support an advanced arguments or literary features, needed to respond to
across texts and disciplines. understanding of the text as a in considering how these questions posed in assigned
whole. contribute to a basic tasks.
 understanding of the text as a
whole.
Interpretation Provides evidence not only that Articulates an understanding of Demonstrates that s/he can Can identify purpose(s) for
Making Sense with Texts as s/he can read by using an the multiple ways of reading read purposefully, choosing reading, relying on an
Blueprints for Meaning appropriate epistemological and the range of interpretive among interpretive strategies external authority such as an
lens but that s/he can also strategies particular to one's depending on the purpose of instructor for clarification of
engage in reading as part of a discipline(s) or in a given the reading. the task.
continuing dialogue within and community of readers.
beyond a discipline or a
community of readers.
Reader's Voice Discusses texts with an Elaborates on the texts (through Discusses texts in structured Comments about texts in
Participating in Academic independent intellectual and interpretation or questioning) so conversations (such as in a ways that preserve the
Discourse about Texts ethical disposition so as to as to deepen or enhance an classroom) in ways that author's meanings and link
further or maintain disciplinary ongoing discussion. contribute to a basic, shared them to the assignment
conversations. understanding of the text..
 FOUNDATIONS AND SKILLS FOR LIFELONG LEARNING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Lifelong learning is “all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and
competence”. An endeavor of higher education is to prepare students to be this type of learner by developing specific dispositions and
skills described in this rubric while in school. (From The European Commission (2000). Commission staff working paper: A
memorandum on lifelong learning. Retrieved September 3, 2003, from http://www.see-educoop.net/education_in/pdf/lifelong-oth-enl-
t02.pdf.)

Framing Language
This rubric is designed to assess the skills and dispositions involved in lifelong learning, which are curiosity, transfer, independence,
initiative, and reflection. Assignments that encourage students to reflect on how they incorporated their lifelong learning skills into
their work samples or collections of work by applying above skills and dispositions will provide the means for assessing those criteria.
Work samples or collections of work tell what is known or can be done by students, while reflections tell what students think or feel or
perceive. Reflection provides the evaluator with a much better understanding of who students are because through reflection students
share how they feel about or make sense of their learning experiences. Reflection allows analysis and interpretation of the work
samples or collections of work for the reader. Reflection also allows exploration of alternatives, the consideration of future plans, and
provides evidence related to students' growth and development. Perhaps the best fit for this rubric are those assignments that prompt
the integration of experience beyond the classroom.
 FOUNDATIONS AND SKILLS FOR LIFELONG LEARNING VALUE RUBRIC
for more information, please contact [email protected]

Definition
Lifelong learning is “all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence”. An
endeavor of higher education is to prepare students to be this type of learner by developing tspecific dispositions and skills (described in this rubric) while in
school. (From The European Commission (2000). Commission staff working paper: A memorandum on lifelong learning. Retrieved September 3, 2003, from
http://www.see-educoop.net/education_in/pdf/lifelong-oth-enl-t02.pdf.)

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark
4 3 2 1
Curiosity Explores a topic in depth Explores a topic in depth, Explores a topic with some Explores a topic at a
yielding a rich awareness yielding insight and/or evidence of depth, surface level, providing
and/or little known information indicating providing occasional little insight and/or
information indicating interest in the subject. insight and/or information information beyond the
intense interest in indicating mild interest in very basic facts indicating
the subject. the subject. low interest in the subject.
Initiative Completes required work, Completes required work, Completes required work Completes required work.
generates and pursues identifies and pursues and identifies opportunities
opportunities to expand opportunities to expand to expand knowledge,
knowledge, skills, and knowledge, skills, and skills, and abilities.
abilities. abilities.
Independence Educational interests and Beyond classroom Beyond classroom Begins to look beyond
pursuits exist and flourish requirements, pursues requirements, pursues classroom requirements,
outside classroom substantial, additional additional knowledge showing interest in
requirements. Knowledge knowledge and/or actively and/or shows interest in pursuing knowledge
and/or experiences are pursues independent pursuing independent independently
pursued independently. educational experiences educational experiences
Transfer Makes explicit references to Makes references to previous Makes references to Makes vague references to
previous learning and applies learning and shows evidence previous learning and previous learning but does
in an innovative (new & of applying that knowledge attempts to apply that not apply knowledge and
creative) way that and those skills to knowledge and those skills skills to demonstrate
knowledge and those skills demonstrate comprehension to demonstrate comprehension and
to demonstrate and performance in novel comprehension and performance in novel
 comprehension and situations. performance in novel situations.
performance in novel situations.
situations.
Reflection Reviews prior learning (past Reviews prior learning (past Reviews prior learning Reviews prior learning
experiences inside and experiences inside and (past experiences inside (past experiences inside
outside of the classroom) in outside of the classroom) in and outside of the and outside of the
depth to reveal significantly depth, revealing fully classroom) with some classroom) at a surface
changed perspectives about clarified meanings or depth, revealing slightly level, without revealing
educational and life indicating broader clarified meanings or clarified meaning or
experiences, which provide perspectives about indicating a somewhat indicating a broader
foundation for expanded educational or life events. broader perspectives about perspective about
knowledge, growth, and educational or educational or life events.
maturity over time. life events.