CLO Rubric Development Project Report Form Part 1

CLO Rubric Development Project Report Form – Part 1 Core Learning Outcome: THINK CRITICALLY Discipline and Faculty: ENGLISH (online Intro to Literature Sequence): Amy Beasley, Anne McGrail, Eileen Thompson, Jennifer Von Ammon Draft Core Learning Outcomes Rubric for “THINK” for Moodle Discussion Questions and Responses Beasley, McGrail, Thompson, Von Ammon

English 104, 105, 106

 Identify and define key issues  Determine information need, find and cite relevant information  Demonstrate knowledge of the context and complexity of the issue  Integrate other relevant points of view of the issue  Evaluate supporting information and evidence  Construct appropriate and defensible reasoning to draw conclusions

Dimension Assessed* Accomplished Proficient Developing Failing Below 60% Score of 1 “F” Critical Thinking Outstanding Clear understanding General understanding Little or no Lack of Identify and define understanding of the of the specific of the specific content understanding of the understanding of key issues specific content of content of the text, of the text, question at specific content of the text, or no the text, question or question or comment issue or comment the text, question, or engagement at all Demonstrate comment under under discussion. under discussion. Few comment under with it. Posting knowledge of the discussion. New ideas show some new ideas with little discussion. Few new may offer simple context and Reflections are rich introspection and are introspection. Postings ideas with no evaluations of the complexity of the and introspective or engaged with others’ are mostly summary of introspection. text—“I liked it.”

Beasley, McGrail, Thompson, Von Ammon Intro to Lit/THINK CRITICALLY Rubric issue deeply engaged with ideas but may lack general plot points or Cursory summary of “It was boring” as a others’ ideas. Utilizes depth. Utilizes and other aspects of the points and little replacement for and develops develops terminology material. Some use of developing use of critical analysis. terminology learned learned over the terminology learned, course terminology. over the course of course of the term but sometimes Simple evaluations the term correctly correctly. Analysis incorrectly or without offered in the place and with increasing relates specific parts effect. Analysis may of analysis. sophistication. to the whole, feel mostly like Thoughtful analysis recognizing relations summary, with little relates specific parts between them and relating of parts to the to the whole, articulating some whole. Little reflection recognizing relations understanding of the on significance of between them and significance of those patterns as they clearly and artfully connections. develop. Sometimes articulating the Evaluations—“I liked uses evaluations—“I significance of those it” “I hated it”—are liked it” “I hated it” in connections. clearly anchored in the place of sustained Evaluations---“I like analysis. engagement. it” “I hated it”—are anchored in insightful analysis. Relevance and Rich and fully Thoughtful responses Postings reflect a Postings reflect a Incorrect or absent Connections developed, if brief, to the assigned cursory if correct cursory and even reading of the text, Determine ideas and readings, question at reading of the text, incorrect reading of question at issue, information need, connections to the issue or to others’ question at issue, or the text, question at or lecture notes. find and cite relevant assigned readings, answers to the lecture notes. Little issue, or lecture Tangential postings information question at issue or question. Specific specificity in referring to notes. Opinions may that may be others’ answers to references to the the text. Postings be irrelevant or rambling with the question. Specific text, including demonstrate a weak tangential. No “filler” rather than references to the quotes, are engagement with the quotes or specificity. serious work

Beasley, McGrail, Thompson, Von Ammon Intro to Lit/THINK CRITICALLY Rubric text, including consistent. Reading text. There is some Postings engaged in the text quotes, are notes demonstrate application of previous demonstrate a lack or question at consistent and thoughtful effort to reading to present text, of engagement with issue. incisive. Insightful engage directly with but it is unclear and the text; the reader applications of new the text. inconsistent. of the posting may material—including Applications of new Occasional irrelevant or feel as if the student lecture notes—to material—including tangential material has only read a Cliff previous material lecture notes—to included. Notes version of the and the primary text. previous material text. There is little or Integration of and the primary text. no application of the previous texts and Consistent and previous reading to terms to new competent the present text. material is integration of outstanding and previous texts and consistent. terms to new material. Uniqueness, Exceptionally Interesting and A careful reader can A careful reader may The posting does Freshness, Originality, insightful, well engaged, well- follow the logical not be able to not contribute to Contribution reasoned, original or reasoned approach argument or approach ascertain the logical the conversation  Construct fresh approach to or to the text, lecture to the text, but the argument being about the text. appropriate and use of the text, notes, or others’ response may lack offered. Consistently Reasoning is defensible reasoning lecture notes, or postings. The originality or freshness unoriginal approach indefensible or to draw conclusions others’ postings. The instructor and others and reasoning may to the material, often indiscernible. instructor feels she may feel that the show some devolving into Postings border on has learned response is familiar oversimplification or summary. Instructor plagiarism with something, and/or but the posting shows missed logical steps. and peers may have ideas that are peers have benefited thoughtfulness and Ideas may feel overly the sense they are hackneyed and from the students’ engagement. familiar or rehashed at reading a rehashing seemingly lifted contribution. times, although there is of a LitNotes directly from consistent effort to website. others work. Actual

Beasley, McGrail, Thompson, Von Ammon Intro to Lit/THINK CRITICALLY Rubric engage with the plagiarism also in concepts and material this category. at hand. Timeliness On time. On time. On time/late Late Late or not at all. combination. Stylistics and Strong command of Command of Use of standard English Lack of use of Lack of use of Completeness standard English. standard English. with lapses. Informal standard English. standard English. Even informal Informal language is language is always Informal language is Informal language language is always always appropriate appropriate and inappropriate for a is inappropriate for appropriate and uses and grammar errors grammar errors may be college class. a college class. fresh vocabulary; are at a minimum. frequent but minor. Grammar errors may Grammar errors grammar errors are at be frequent and may be frequent a minimum. minor or major. and minor or major. Group “Listens” to others’ “Listens” to others’ Participates in May post, but may Does not post at Dynamics/Interaction comments, comments and discussions but does not follow all, does not with Others’ Ideas acknowledges and acknowledges them. not actively “listen” to instructions; does engage with ideas  Integrate other builds on them. Explores and others’ comments. not participate in of others, or does relevant points of Summarizes and supports developing Loses the “thread” or discussions or not engage view of the issue acknowledges other issues. Asks relevant may post without “listen” to others’ according to Evaluate supporting students’ work and questions about reference to anyone comments. Little instructions. No information and encourages increased reasoning or else’s ideas. Beginning attempt to explore relevant questions evidence effort and evidence brought to to explore other ideas other ideas and few offered. perseverance among bear on others’ and beginning to ask or no questions peers. Explores and arguments. questions about the about the reasoning supports developing reasoning or evidence or evidence brought issues. Asks brought to bear on to bear on others’ challenging questions others’ arguments. arguments. about reasoning or evidence brought to

Beasley, McGrail, Thompson, Von Ammon Intro to Lit/THINK CRITICALLY Rubric bear on others’ arguments.

Beasley, McGrail, Thompson, Von Ammon Intro to Lit/THINK CRITICALLY Rubric