<p> Personal Development Plan Assessment Rubric: MY INVOLVEMENT AND IMPACT Adapted from Ash & Clayton, 2009, including modified source: Paul, R & Elder, L. 2001. The Miniature Guide to Critical Thinking. The Foundation for Critical Thinking. Santa Rosa, CA. www.criticalthinking.org</p><p>0 1 2 3 4 Score</p><p>Does not identify any campus or Identifies a Explains what I learned such that Gives examples Considers the significance Selected community experiences that campus or someone not familiar with the of how specific of the things I learned in Campus or enhanced my learning in college community experience will understand it elements of this this campus or community Community AND/OR experience campus or experience in terms of Experience Does not identify at least two that community advancing my educational things I learned from them enhanced experience and/or career goals – why my learning helped me learn is what I learned important in college these things to me? AND Identifies at least two specific things I learned from this experience Provides no connections among Rarely Occasionally provides (adequate) Usually provides Consistently provides Integration what I learned and how I provides connections among what I (good) (strong) connections learned it and why it matters to (minimal) learned and how I learned it and connections among what I learned and me connection why it is important to me among what I how I learned it and why it s among learned and how is important to me what I I learned it and learned and why it is how I important to me learned it and why it is important to me Precision Provides no specific details and Rarely Occasionally provides specific Usually but not Consistently provides & never defines terms used provides details and/or defines terms always provides specific details and defines Clarity specific used specific details terms used details or and/or defines defines terms used terms used Never addresses “why” Rarely Addresses few of “why” Addresses some Thoroughly addresses Depth questions; never considers addresses questions; considers little of the but not all “why” “why” questions; considers complexities; always over- “why” complexity of the issue(s); questions; the full complexity of the simplifies questions; occasionally over-simplifies considers some, issue(s); never over- rarely but not all, of the simplifies considers complexity of the complexitie issue(s); rarely s; usually over-simplifies over- simplifies Writing is full of typographical, Writing Writing includes several Writing includes Writing includes very few Writing spelling, grammatical, and includes typographical, spelling, a few or no typographical, Mechanics structural errors many grammatical, and/or structural typographical, spelling, grammatical, or typographic errors spelling, structural errors al, spelling, grammatical, grammatica and/or structural l, and/or errors structural errors</p>