Written Communication, Critical Thinking, and Information Literacy Integrated Rubric

CSUMB’s Integrated Intellectual Skills Rubrics and Assignment Guides were created to help teachers design activities and assignments that better help students demonstrate their learning. It is not expected that a given activity or assignment address all components of the rubric. Rather, teachers should select the most relevant components and language. Note that the rubric levels are developmental (describing student development over a 4-year undergraduate program) but can be adapted for course grading purposes. Abbreviations: WC = written communication, CT = critical thinking, IL = information literacy. 4 - Advanced 3 - Proficient 2 - Developing 1 - Beginner Expectations for some students at or Expectations for all students at or near Expectations for all students at a Expectations for most students entering near graduation. graduation. specified point in curriculum. college (i.e. before receiving college- level instruction) Issue/problem Clearly states, comprehensively Clearly states, describes, and clarifies States and describes issue/problem to States issue/problem to be considered (CT) describes, and fully clarifies the the issue/problem to be considered: be considered, leaving some terms generally. Delivers information needed issue/problem to be considered: defines key terms, explores ambiguities, undefined, ambiguities unexplored, for minimal understanding (more defines key terms, explores determines boundaries. Delivers boundaries undetermined, and/or information needed for basic ambiguities, determines boundaries. relevant information necessary for backgrounds unknown. Delivers understanding). Delivers all relevant information understanding (understanding is not information needed for basic needed for full understanding. seriously impeded by omissions). understanding (more information needed for full understanding). Support Chooses a variety of information Chooses a variety of information Chooses a variety of information Chooses a few information sources. (IL) sources appropriate to the scope and sources appropriate to the scope and sources. discipline of the task. discipline of the task. Selects sources using limited criteria, Selects sources using basic criteria, such as relevance to the topic. Takes Selects sources after considering the Selects sources using multiple criteria, such as relevance to the topic and viewpoints of experts as fact, without importance of the multiple criteria such as relevance to the topic, currency, currency. Takes viewpoints of question. used, such as relevance to the topic, and authority. Questions viewpoints of experts mostly as fact, with little currency, authority, audience, and experts. questioning. bias or point of view. Thoroughly questions viewpoints of experts. Synthesis Organizes, interprets, analyzes and Organizes, interprets, analyzes and Organizes, interprets, and analyzes, Provides information from sources. (IL) synthesizes information from sources synthesizes information from sources to information from sources. Achieving Achieving intended purpose requires to fully achieve a specific, intended achieve intended purpose. intended purpose requires synthesis better organization, interpretation, purpose with clarity and depth. of information. and/or analysis in addition to synthesis of information. Position Presents imaginative and nuanced Presents clear position (perspective, Presents position (perspective, Presents position (perspective, (CT) position (perspective, thesis/hypothesis) that takes into thesis/hypothesis) that acknowledges thesis/hypothesis) that represents a thesis/hypothesis) that takes into account the complexities of the different sides of the issue/problem single perspective, but suggests an account the complexities of the issues/problem and acknowledges the and relevant contexts, but suggests emerging awareness of own issues/problem and explains the relevance of context, own and others’ more awareness of others’ than own assumptions (although sometimes labels relevance of context, own and others’ assumptions, and the perspectives of assumptions (or vice versa). own assumptions as assertions). assumptions, and the perspectives of others. others. Developed by California State University, Monterey Bay Download: https://csumb.edu/tla/intellectual-skills-ilo1-assignment-guides-and-rubrics Please let us know if you use or modify this guide: [email protected] Audience and Connects to audience and establishes Connects to audience and establishes Connects to audience and establishes Relies on personal experience and context and maintains context by doing all of and maintains context by doing all of the and maintains context by doing the anecdotal support as primary evidence. (WC) the following consistently: following consistently: following inconsistently: Relies on colloquial, everyday ● applies effective and appropriate ● applies appropriate voice, tone, and ● applies appropriate voice, tone, vocabulary. voice, tone, and use of person person and person ● applies precise, specialized ● applies vocabulary appropriate to ● applies emerging understanding vocabulary appropriate to discipline and purpose and command of vocabulary discipline and purpose appropriate to discipline and purpose Conclusions and Presents a logical conclusion and Presents a logical conclusion tied to a Presents a logical conclusion tied to Presents a conclusion that is outcomes related outcomes (consequences range of information, including information, but information is inconsistently tied to information (CT) and implications) that reflect an opposing viewpoints. Clearly selectively chosen to fit the desired discussed. Identifies some related informed evaluation and ability to identifies related outcomes conclusion. Clearly identifies some outcomes (consequences and place evidence and perspectives in (consequences and implications). related outcomes (consequences implications), but in an oversimplified priority order. and implications). manner. Academic Does all of the following consistently Does all of the following consistently, Does the following inconsistently, Use the following practices incorrectly Integrity and correctly: though some errors are present: with some errors: or incompletely: (IL) • attributes information to • attributes information to sources • attributes information to • attributes information to sources sources • appropriately chooses to paraphrase, sources • appropriately chooses to paraphrase, • appropriately chooses to summarize, or quote • appropriately chooses to summarize, or quote paraphrase, summarize, or quote • uses information in ways that are paraphrase, summarize, or quote • uses information in ways that are • uses information in ways that true to original context • uses information in ways that are true to original context are true to original context • distinguishes between common true to original context • distinguishes between common • distinguishes between common knowledge and ideas requiring • distinguishes between common knowledge and ideas requiring knowledge and ideas requiring attribution knowledge and ideas requiring attribution attribution • acquires information ethically and attribution • acquires information ethically and • acquires information ethically and legally • acquires information ethically and legally legally legally Grammar and Uses graceful language which Uses language which consistently Uses language which generally Errors in grammar and mechanics mechanics skillfully applies all conventions of applies conventions of mechanics and conveys meaning but may contain sometimes impede meaning. (WC) mechanics and grammar. grammar. Demonstrates attention to errors in grammar and usage. Demonstrates attention to detail, detail, producing a final draft that is producing a polished final draft that virtually error free. is virtually error free.

Developed by California State University, Monterey Bay Download: https://csumb.edu/tla/intellectual-skills-ilo1-assignment-guides-and-rubrics Please let us know if you use or modify this guide: [email protected]