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.
Domain 1.4: Written and Oral Communication
Written Communication (1.4A)
Definition: Written communication is the development and expression of ideas in writing. Written
communication involves learning to work in many genres and styles. It can involve working
with many different writing technologies, and mixing texts, data, and images. Written
communication skills develop through iterative experiences.
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
Behavioral
Achievement
and/or Quality of
Work
Raw number of
students
achieving at this
level.
• Demonstrates a
thorough understanding
of context, audience,
and purpose that is
responsive to the
assigned task(s)
• Uses appropriate,
compelling content to
illustrate mastery of the
subject
• Demonstrates detailed
attention to conventions
particular to the task
and the discipline for
organization, content,
presentation,
formatting, and stylistic
choices
• Skillfully uses highquality, credible,
relevant sources
• Uses graceful language
that skillfully
communicates meaning
to readers and is
virtually error-free
Performance Levels
3
2
• Demonstrates adequate
consideration of
context, audience, and
purpose that is
responsive to the
assigned task(s)
• Uses appropriate,
compelling content to
explore idea.
• Consistently uses
important conventions
particular to the task
and the discipline for
organization, content,
presentation,
formatting, and stylistic
choices
• Consistently uses
credible, relevant
sources to support ideas
• Uses straightforward
language that generally
conveys meaning to
readers that has few
errors
• Demonstrates
awareness of context,
audience, and purpose
that is somewhat
responsive to the
assigned task(s)
• Uses appropriate,
relevant content to
develop and explore
ideas throughout most
of the work
• Follows expectations
appropriate to the
discipline and task for
organization, content,
presentation,
formatting, and stylistic
choices
• Attempts to use credible
and/or relevant sources
to support ideas
• Uses language that
generally conveys
meaning to readers with
clarity, but includes
some errors
1
• Demonstrates minimal
attention to context,
audience, and purpose
of the assigned task(s)
• Uses appropriate,
relevant content to
develop simple ideas in
some parts of the work
• Attempts to use a
consistent system for
basic organization and
presentation
• Attempts to use sources
to support ideas
• Uses language that
sometimes impedes
meaning because of
errors in usage
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)