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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
715-394-8292
Swenson Hall 3037
Dr. Shevaun Stocker, HLC Assessment Team Co-chair
715-394-8423
Swenson Hall 3109
Dr. Monica Roth Day, HLC Assessment Team Co-chair
715-394-8486
Swenson Hall 3110
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.
LELG #2 Rubric workbook
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
LELG #2 Rubric workbook
HLC Assessment Team
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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
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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
LELG #2 Rubric workbook
HLC Assessment Team
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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
LELG #2 Rubric workbook
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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
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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.
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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).
LELG #2 Rubric workbook
HLC Assessment Team
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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
appropriate to audience.
Presentation is not
appropriate to audience.
Delivery Delivery techniques: e.g.,
posture, gesture, eye contact,
and vocal expressiveness
Delivery techniques make the
presentation compelling, and
speaker appears polished and
confident.
Delivery techniques make the
presentation interesting, and speaker
appears comfortable.
Delivery techniques make the
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.
Supporting evidence makes
appropriate reference to information
or analysis which generally supports
the presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting evidence makes
appropriate reference to
information or analysis which
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
information or analysis which
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.
LELG #2 Rubric workbook
HLC Assessment Team
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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.
Develops a creative,
consistent plan to solve
problems which minimally
recognizes consequences of
solutions, or has difficulty
articulating reasons for
choosing solutions.
Develops a creative,
consistent plan to solve
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,
divergent, or contradictory
perspectives or ideas in a
exploratory way.
Includes (i.e., recognizes the
value of) alternate,
divergent, or contradictory
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
Assessment Report Form
<Oral Expression>
Semester (circle one): Fall 2011 Spring 2012
Department: ______________________________________________
Program: ______________________________________________
Total Number of Students Assessed: ______________
Assignment used for this assessment: _________________________________________________________
Excellent Good Adequate Insufficient
Organization
Language
Audience
Delivery
Supporting Evidence
Presentation Aids (if appropriate)
Central Message
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Appendix F: Liberal Education Learning Goal (LELG) #2
Assessment Report Form
<Creative 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
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.