Assessment of Liberal Education Learning Goals #2 Rubric ... · Assessment of Liberal Education...

Assessment of Liberal Education Learning Goals #2

Rubric workbook

Fall 2011

Written by Dr. Shevaun Stocker, Assistant Professor (HBJD, Psychology) and

Dr. Monica Roth Day, Assistant Professor (HBJD, Social Work)

In collaboration with the Higher Learning Commission Assessment Team

Contacts:

Dr. Eri Fujieda, Assessment Coordinator

[email protected]

715-394-8292

Swenson Hall 3037

Dr. Shevaun Stocker, HLC Assessment Team Co-chair

[email protected]

715-394-8423

Swenson Hall 3109

Dr. Monica Roth Day, HLC Assessment Team Co-chair

[email protected]

715-394-8486

Swenson Hall 3110

mailto:[email protected]



LELG #2 Rubric workbook

HLC Assessment Team

Executive Summary

The HLC Assessment Academy Team is pleased to provide rubrics for the purpose of assessing Liberal

Education Learning Goal # 2: the ability to express oneself in multiple forms. Departments will use these

rubrics in 2011-2012 for assessing written, oral and creative expression. The Team spent dozens of

people hours reviewing the nationally tested rubrics of American Association of Colleges and

Universities (AAC&U) on these three topics. Each rubric was vetted and re-designed at least three times.

The five Liberal Education Learning Goals (LELGs) were established in February 2010. The HLC

Assessment Academy Team convened in March 2010 for the purpose of implementing an assessment

plan for these goals over a three-year period. The assessment of LELG # 2 (multiple forms of expression)

is the first phase of the three-phase project (2 goals to be assessed in each subsequent year). The

assessment of the five LELGs provides an opportunity to document institution-level achievements in

student learning.

The manual includes concise, detailed information on the process of assessment by faculty and

instructional staff for LELG # 2 (multiple forms of expression). The implementation is comprised of

application of two of three rubrics on an upper-level assignment within the major (e.g., senior capstone).

It is mandatory that the written expression rubric be implemented (in keeping with our campus

commitment to Writing Across the Curriculum). Majors within departments then have the choice of

utilizing at least one of the additional two rubrics (oral expression and/or creative expression). Programs

will work with their departmental Assessment Liaison, who will work with the HLC Assessment

Academy Team. This data will be analyzed as an institutional whole – we will not be identifying

differences or commonalities between departments.

Rubric users will be asked to share their observations on the assessment process and rubrics at a later date

– more information will be provided in the future.


HLC Assessment Team

Table of contents

Area Page number

LELG # 2 Assessment Timeline 1

Preparation for Assessment of Student Assignments and Data Collection 2

Data Collection Process 2

Steps in applying rubrics 2

Working with your department Assessment Liaison 3

Timeline for application and reporting 3

Rubrics (each with purpose and example) 4

Written expression rubric 4

Oral expression rubric 4

Creative expression rubric 5

Appendices

A: Written expression rubric 6

B: Oral expression rubric 7

C: Creative expression rubric

Glossary 8

D: Written expression data collection form 10

E: Oral expression data collection form 11

F: Creative expression data collection form 12

G: Dr. Hermione Fumperbinkel’s Assessment Tale 13


HLC Assessment Team

1

LELG # 2 Assessment Timeline

HLC Assessment

Academy Team

equips Department

Assessment Liaisons

Department

Assessment Liaisons

equip departmental

colleagues

Programs identify

appropriate assignment

in major to assess

Faculty & Instructional

Staff assess student

work

Faculty & Instructional

Staff report data to

Department

Assessment Liaison

Department

Assessment Liaison

collects dept. data and

submits to Office of

Assessment for

collating

HLC Assessment Academy Team

analyzes data & reports to campus

in Fall

September 2011 October 2011

October 2011

December 2011

OR

May 2012

(determined by when

course is taught)

January 2012

OR

May 2012

February 2012

OR

June 2012

June 2012 Office of Assessment

makes the data

anonymous and sends

to HLC Assessment

Academy Team


HLC Assessment Team

2

Preparation for Assessment of Student Assignments and Data Collection

Target Students

Only students who are in the major and in the course will have their work assessed for this project (i.e., if

a non-major or minor is enrolled in the course, his or her work will not be assessed).

Target Assignments

The type of student assignment (project, presentation, performance, other) within a major that is assessed

for LELG # 2 should meet the following criteria:

An assignment in an upper-level (300 or 400) course within the major, preferably the Senior

Capstone course

The assignment should represent a culminating experience, body of work, or demonstration of

essential principles of the major

While the use of the rubric in assessing student work may aid with the grading process, it is not

meant to replace the grading process

Examples of assignments that might be assessed include:

A research manuscript, literature review, or comprehensive written work (e.g., portfolio)

A poster or oral presentation, gallery talk, or performance

A drawing, painting, photograph, or other creative product

Data Collection Process

Steps in applying rubrics

1. Review the HLC Assessment Project rubrics. The written expression rubric must be used; you

will also choose to use either the oral or creative expression rubric as appropriate for your

assignment and/or determined by your major program. In total, students will be assessed on a

minimum of TWO forms of expression for each major.

2. Determine the assignment appropriate for application of each rubric (may be one assignment

or multiple assignments).

o For example, the written expression rubric and oral expression rubric may both be

applied to a research project, with the written expression rubric applied to the research

paper and the oral expression rubric applied to the formal presentation accompanying the

paper.

3. Assess student work using appropriate rubric. You might choose to fill out a rubric form for

each student, to provide feedback and/or grades. Or, you can keep a master rubric sheet and mark


HLC Assessment Team

3

a tally in each cell for the number of students who achieved that level, for each dimension.

However, faculty/instructional staff should submit only the aggregate data (for their majors) to

the Department Assessment Liaison.

4. Collate individual student rubrics into one reporting form (see page # for form). If you have

kept a tally on the rubric as you’ve reviewed assignments, you’ll simply need to transfer the

numbers to the reporting form.

Working with your Department Assessment Liaison

Each academic department has an Assessment Liaison. The role of the Liaison is to work with individual

department members in the use of the rubric, provide equipping opportunities and materials, and collect

the rubrics at determined times, as appropriate.

The HLC Assessment Projects requires these rubrics to be applied and reported at least once a year by all

academic departments. However, not every faculty person needs to apply the rubrics every year.

Each faculty who applies the rubrics in that semester submits an aggregate rubric to the departmental

Assessment Liaison (timelines below). The Assessment Liaison then:

Collates the information into ONE report form for the department

Submits the information to the Office of Assessment, which passes the data to the HLC

Assessment Academy Team

Timeline for application and reporting

When upper level course utilized for assessment occurs in fall, data must be submitted to the

departmental Assessment Liaison by the first day of the spring semester (January 23rd

, 2012)

o Departmental Assessment Liaison reports data to Office of Assessment by February 10th,

2012

When upper level course utilized for assessment occurs in spring, data must be submitted to the

departmental Assessment Liaison by the first day of the summer semester (May 29th, 2012)

o Departmental Assessment Liaison reports data to Office of Assessment June 30th, 2012


HLC Assessment Team

4

Rubrics

The three rubrics were developed to assess the campus’ success in meeting the Liberal Education

Learning Goal (LELG) #2: the ability to express oneself in multiple forms. You may choose to also use

the rubrics for your own purposes. However, for the purpose of the HLC Assessment Project, the focus

of this discussion is solely on the use of the rubrics for assessment of the LELGs.

Written expression rubric (see page 6)

The written expression rubric was developed for use with written assignments in keeping with our

campus initiative, “Writing Across the Curriculum”. It assesses students in five dimensions:

Context of and Purpose for Writing

Content Development

Genre and Disciplinary Conventions

Sources and Evidence

Control of Syntax and Mechanics

Examples of appropriate assignments for application of the rubric include, but are not limited to: a

research paper or manuscript, literature review, historical biography, formal description that accompanies

original artwork, or math statement and proof.

Oral expression rubric (see page 7)

The oral expression rubric was developed for use with assignments that require students to provide

information to an audience verbally, with spoken word or sound (such as a vocal musical performance).

Dimensions for assessment are:

Organization

Language

Audience

Delivery

Supporting Evidence

Presentation Aids (if appropriate)

Central Message


HLC Assessment Team

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Examples of appropriate assignments for application of the rubric include, but are not limited to: formal

presentation in a campus or public setting, video narrative, theater production or performance, or vocal

musical performance.

Creative expression rubric (see page 8)

The creative expression rubric was developed for use with assignments that ask students to stretch their

creativity in new and innovative ways that may or may not use the written or spoken word or sound. The

rubric includes the following dimensions:

Acquiring Competencies

Taking Risks

Creative Problem Solving

Embracing Contradictions

Connecting & Synthesizing

Examples of appropriate assignments for application of the rubric include, but are not limited to: original

art (any medium), instrumental or vocal musical performance, film production, and group facilitation.


HLC Assessment Team

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Appendix A: HLC Assessment Project Written Expression Rubric

Excellent (4) Good (3) Adequate (2) Minimally Sufficient (1) Insufficient (0)

Context of and

Purpose for Writing Includes considerations

of audience, purpose,

and the circumstances

surrounding the writing

task(s).

Demonstrates a thorough

understanding of context,

audience, and purpose that

is responsive to the assigned

task(s) and focuses all

elements of the work.

Demonstrates

consideration of context,

audience, and purpose and

a clear focus on the

assigned task(s) (e.g., the

task aligns with audience,

purpose, and context).

Demonstrates awareness of

context, audience, purpose,

and to the assigned tasks(s)

(e.g., begins to show

awareness of audience's

perceptions and

assumptions).

Demonstrates minimal

attention to context,

audience, purpose, and to

the assigned tasks(s) (e.g.,

expectation of instructor

or self as audience).

Lacks attention to

context, audience,

purpose, and to the

assigned task.

Content

Development

Uses appropriate, relevant,

and compelling content to

illustrate mastery of the

subject, conveying the

writer's understanding, and

shaping the whole work.

Uses appropriate, relevant,

and compelling content to

explore ideas within the

context of the discipline

and shape the whole work.

Uses appropriate and

relevant content to develop

and explore ideas through

most of the work but not

consistently.

Uses appropriate and

relevant content to

develop simple ideas in

some parts of the work.

Fails to use

appropriate and

relevant content to

develop ideas.

Genre and

Disciplinary

Conventions Formal and informal

rules inherent in the

expectations for writing

in particular forms

and/or academic fields.

Demonstrates detailed

attention to and successful

execution of a wide range of

conventions particular to a

specific discipline and/or

writing task (s) including

organization, content,

presentation, formatting,

and stylistic choices.

Demonstrates consistent

use of important

conventions particular to a

specific discipline and/or

writing task(s), including

organization, content,

presentation, and stylistic

choices.

Follows minimal

expectations appropriate to

a specific discipline and/or

writing task(s) for basic

organization, content, and

presentation.

Attempts to use a

consistent (but not

disciplinarily specific)

system for basic

organization and

presentation.

Fails to use a

consistent system for

organization and

presentation.

Sources and

Evidence

Demonstrates skillful use of

high-quality, credible,

relevant sources to develop

ideas that are appropriate

for the discipline and genre

of the writing.

Demonstrates consistent

use of credible, relevant

sources to support ideas

that are situated within the

discipline and genre of the

writing.

Demonstrates an attempt to

use credible and/or

relevant sources to support

ideas that are appropriate

for the discipline and genre

of the writing.

Demonstrates a minimal

attempt to use sources to

support ideas in the

writing (e.g., sources are

not credible, relevant,

and/or appropriate).

Fails to use sources to

support ideas in the

writing.

Control of Syntax

and Mechanics

Uses graceful language that

skillfully communicates

meaning to readers with clarity and fluency, and is

virtually error-free.

Uses straightforward

language that generally

conveys meaning to readers. There are few

language errors.

Uses language that

generally conveys meaning

to readers with clarity, although writing may

include some errors.

Uses language that

sometimes impedes

meaning because of errors in usage.

Uses language that

significantly impedes

meaning (e.g., repeated

errors, poor editing,

lack of clarity).


HLC Assessment Team

7

Appendix B: HLC Assessment Project Oral Expression Rubric

Excellent (3) Good (2) Adequate (1) Insufficient (0)

Organization

E.g., specific introduction

and conclusion, sequenced

material within the body, and

transitions

Organizational pattern is clearly

and consistently observable and is

skillful and makes the content of

the presentation cohesive.

Organizational pattern is clearly and

consistently observable within the

presentation.

Organizational pattern is

intermittently observable within

the presentation.

Organizational pattern is not

observable within the

presentation.

Language Language choices are engaging,

memorable, and compelling, and

enhance the effectiveness of the

presentation.

Language choices are thoughtful

and generally support the

effectiveness of the presentation.

Language choices are mundane

and commonplace and partially

support the effectiveness of the

presentation.

Language choices are unclear

and minimally support the

effectiveness of the

presentation.

Audience Presentation is appropriate to

audience.

Presentation is moderately

appropriate to audience.

Presentation is somewhat


Presentation is not


Delivery Delivery techniques: e.g.,

posture, gesture, eye contact,

and vocal expressiveness

Delivery techniques make the

presentation compelling, and

speaker appears polished and

confident.


presentation interesting, and speaker

appears comfortable.


presentation understandable but

speaker appears tentative.

Delivery techniques detract

from the understandability of

the presentation, and/or

speaker appears

uncomfortable.

Supporting Evidence (e.g., explanations, examples,

illustrations, statistics,

analogies, quotations from

relevant authorities)

Supporting evidence makes

appropriate reference to

information or analysis which

significantly supports the

presentation or establishes the

presenter's credibility/authority on

the topic.


appropriate reference to information

or analysis which generally supports

the presentation or establishes the

presenter's credibility/authority on

the topic.


appropriate reference to


partially supports the presentation

or establishes the presenter's

credibility/authority on the topic.

Supporting evidence, or a

lack thereof, does not make

sufficient reference to


minimally supports the

presentation or establishes the

presenter's credibility /

authority on the topic.

Presentation Aids (if

appropriate) (e.g., PowerPoint, film clips,

multi-media, handouts)

Presentation aids are used to

enhance and strengthen the

overall message and are

appropriately contextualized.

Presentation aids are used to clarify

the message but do not strengthen

the message (i.e., are redundant with

message or are not contextualized).

Presentation aids lack aesthetic

appeal, serve as a crutch for

presenter, lack relevance, or are

inappropriate for overall message.

Presentation aids are

distracting or detract from

overall message.

Central Message Central message is compelling

(i.e., precisely stated,

appropriately repeated,

memorable, strongly supported.)

Central message is clear and

consistent.

Central message is basically

understandable, but is not often

repeated and/or is not memorable.

Central message can be

deduced, but is not explicitly

stated in the presentation.


HLC Assessment Team

8

Appendix C: HLC Assessment Project Creative Expression Rubric

Excellent (4) Good (3) Adequate (2) Minimally sufficient

(1)

Insufficient (0)

Acquiring

Competencies Refers to acquiring

strategies and skills within a particular

discipline.

Evaluates one’s own

creative process and the

product created using

discipline-appropriate

criteria.

Creates an entirely new

object, solution or idea that is

appropriate to the discipline

but lacks self-evaluation.

Successfully adapts an

appropriate exemplar to

his/her own specifications.

Successfully reproduces

an appropriate

exemplar.

Does not demonstrate

acquisition of

strategies and skills to

produce or create a

product within a

particular discipline.

Taking Risks

May include personal

risk (fear of embarrassment or

rejection) or risk of

failure in successfully completing

assignment

Actively seeks out and

follows through on

untested and potentially

risky approaches to the

assignment or the final

product.

Incorporates new approaches

to the assignment or the final

product.

Demonstrates a

consideration of new

approaches but fails to

incorporate them and go

beyond the guidelines of the

assignment.

Does not demonstrate a

consideration of new

approaches and stays

strictly within the

guidelines of the

assignment.

Does not meet

minimal sufficiency

for the assignment.

Creative Problem

Solving

Develops a creative,

consistent plan to solve

problems which recognizes

consequences of solutions,

and can articulate reasons

for choosing solutions.



problems which minimally

recognizes consequences of

solutions, or has difficulty

articulating reasons for

choosing solutions.



problems which fails to

recognize consequences of

solutions or articulate

reasons for choosing

solutions.

Develops a weak but

recognizable plan to

solve problems.

Does not generate a

creative, consistent

plan to solve problems.

Embracing

Contradictions

Integrates alternate,

divergent, or contradictory

perspectives or ideas fully.

Incorporates alternate,


perspectives or ideas in a

exploratory way.

Includes (i.e., recognizes the

value of) alternate,


perspectives or ideas in a

small way.

Acknowledges (i.e.,

mentions in passing)

alternate, divergent, or

contradictory

perspectives or ideas.

Does not recognize

alternate, divergent, or

contradictory

perspectives.

Connecting &

Synthesizing

Fully connects and

synthesizes ideas or

solutions into a coherent

whole.

Partially connects and

synthesizes ideas or solutions

in a recognizable pattern.

Connects and synthesizes

ideas or solutions but in an

inconsistent or random

fashion.

Fails to synthesize but

does connect ideas or

solutions.

Fails to connect and

synthesize ideas or

solutions.

9

Glossary Terms (to accompany Appendix C)

Connect: Student can identify A and B and recognizes a relationship between them

Synthesis: Student understands implications, consequences, and impact of relationship between A and B and can apply

those within and/or beyond.

10

Appendix D: Liberal Education Learning Goal (LELG) #2

Assessment Report Form

<Written Expression>

Semester (circle one): Fall 2011 Spring 2012

Department: ______________________________________________

Program: ______________________________________________

Total Number of Students Assessed: ______________

Assignment used for this assessment: _________________________________________________________

Excellent Good Adequate Minimally Sufficient

Insufficient

Context and Purpose for Writing

Content Development

Genre and Disciplinary Conventions

Sources and Evidence

Control of Syntax and Mechanics

11

Appendix E: Liberal Education Learning Goal (LELG) #2


<Oral Expression>


Department: ______________________________________________

Program: ______________________________________________



Excellent Good Adequate Insufficient

Organization

Language

Audience

Delivery

Supporting Evidence

Presentation Aids (if appropriate)

Central Message

12

Appendix F: Liberal Education Learning Goal (LELG) #2


<Creative Expression>


Department: ______________________________________________

Program: ______________________________________________



Excellent Good Adequate Minimally Sufficient

Insufficient

Acquiring Competencies

Taking Risks

Creative Problem Solving

Embracing Contradictions

Connecting and Synthesizing

13

Appendix G: Dr. Hermione’s Assessment Tale

Provided by Elizabeth Twining Blue

Dr. Hermione Fumperbinkel, a faculty person in the Department of Creative Work, has been asked by

her department to assess the seniors in her capstone class using the Liberal Education Learning Goal

rubrics for “multiple forms of expression”. She knows that the seniors need to be assessed for a

minimum of two forms of expression and must choose from the three rubrics in light of how well they fit

what she expects of seniors. The three rubrics are on written expression, oral expression and creative

expression.

After examining all three rubrics, she chose to use the Creative Expression Rubric as her second form of

assessment. She knows that all programs have to use the Written Expression Rubric. She chose this as

her second choice because creativity is a hallmark of the kinds of products that are expected of

graduating seniors. There was a natural fit for the Written Expression Rubric because each senior in the

class has to write a lengthy description of how the final piece of creative work is sited or contextualized

in the discipline. The Creative Expression Rubric is a good fit because the dimensions examined on this

rubric seem a good fit with the expectations she has of seniors generally speaking in the capstone.

She decides to correct and grade each senior capstone using her own rubric and assessment techniques.

Then for each senior, she will also apply the Creative and Written Expression Rubrics, reporting in

aggregate her take on the degree to which the seniors in her course are meeting the expected outcomes

for the campus.

She then used the reporting rubric and turned it over to her department’s assessment liaison, Dr.

Measure-Twice-But-Cut-Once. She then lived happily ever after, continuing her assessment activities.

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