Goal 1: To cultivate intellectual and practical skills that are practiced extensively,
across the curriculum, in the context of progressively more challenging problems,
projects, and standards of performance.
Domain 1.1: Inquiry and Analysis
Inquiry and Analysis
Definition: Inquiry is a systematic process of exploring issues/objects/works through the collection and
analysis of evidence that result in informed conclusions/judgments. Analysis is the process
of breaking complex topics or issues into parts to gain a better understanding of them.
Instructors may use any or all of the behavioral achievements appearing in the list under each
performance level using the levels provided here (4, 3, 2, 1).
4
• Successfully
completes a
major-specific
research project
• Accurately
explains logical
reasoning
Behavioral
embedded in
Achievement
one's own work
and/or Quality of • Effectively
Work
evaluates the
inquiry proposals
and analysis
reports of others
Raw number of
students
achieving at this
level.
Performance Levels
3
2
1
• Successfully
• Frames questions • Raises questions
completes a
relevant to the
about the topic
topic of interest
of interest, but
process of inquiry
• Pieces together
• Understands what the questions are
generally
information will
the information
dispersed and
answer the
collected to
irrelevant
questions and
formulate
where to locate
answers to the
• Seeks answers to
questions asked
the sources of the
the questions in
a non-systematic
• Identifies gaps in
needed
manner
information,
information
understands
• Needs guidance in • Lacks knowledge
limitations of the
designing a
of systematic
inquiry process,
systematic
process of
and formulates
process of inquiry
inquiry and
conclusions
and procedures of analysis
analysis to answer
these questions
Number of students who participated in this assessment
but failed to meet Performance Level 1.
This template is adapted from the VALUE (Valid Assessment of Undergraduate Education) rubric of the Association of American Colleges and
Universities.
Page 2 of Reporting Template
Department/Program:
Semester, Year of Assessment:
Assessment Method: Course(s) Number (not section), student work product that was evaluated, brief
description of the rubric or evaluation instrument used (a copy would be appreciated.)
Executive Summary: Please briefly describe your findings, and your interpretations of the findings.
Recommendations: Please provide any suggestions you have for improvement (e.g., from minor
adjustments to the course, to changes to the assessment method, to major changes in KU’s approach to
the learning goal)