Goal 2: To develop an understanding of human cultures and the physical and natural world
that is focused by engagement with big questions, both contemporary and enduring.
Domain 2.2: Mathematics.
Definition: Mathematics is, in part, the study of relationships and properties of quantities and sets. This study
uses algebraic, numerical, symbolic, or graphical representations, and is based on underlying logical
structures. Mathematics may be studied in its own right or applied to an understanding of the
physical and natural world. Arithmetic, algebra, geometry, measurement, data analysis, probability,
and calculus are some of the major branches of mathematics. In order to reach mathematical
proficiency one should be able to use procedural skills, reason abstractly and quantitatively, model
with mathematics, construct viable arguments, use appropriate tools strategically, and attain
conceptual understanding. Some of the big questions are: How can particular results be
generalized? How can general processes and concepts be applied to specific problems?*
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).
Behavioral
Achievement
and/or Quality of
Work
Raw number of
students achieving
at this level.
Performance Levels
4
3
• Accurately derives,
uses, or manipulates
algebraic, graphical, or
numeric
representations of
mathematical concepts,
pertinent data, and the
stated problem’s
elements.
• Uses quantitative
information in a
mathematically-correct
solution and justifies
the use of the
representations of the
information.
• Provides a reasoned
explanation of the
solution.
• Makes appropriate
connections among
different
representations in
order to provide a
mathematically-correct
solution.
• Reasons logically and
interprets logical
relationships among
problem elements and
solutions.
• Accurately represents
algebraic, graphical,
and numeric
information presented
in the stated problem.
• Correctly identifies
quantitative
information presented
in a given problem, but
does not accurately use
the information in the
solution to the
problem.
• Provides a correct
solution without an
adequate explanation.
• Connections among
different
representations are not
thoroughly developed.
• Logical reasoning is
correct but incomplete.
2
1
• Incomplete or
inaccurate
representations of
algebraic, graphical,
and numeric
information presented
in the stated problem.
• Incorrectly identifies
presented quantitative
information presented
in a given problem.
• Provides an incomplete
or incorrect solution for
a given problem.
• Provides incorrect
connections among
various
representations.
• Logical reasoning is
incorrect.
• Provides little or no
representation of the
information presented
in the stated problem.
• Provides little or no
quantitative
information from the
stated problem.
• Provides no solution or
an incorrect solution
not based on the stated
problem.
• Provides no
connections among
various
representations.
• Presents no logical
argument for a
presented solution.
Number of students who participated in this assessment
but failed to meet Performance Level 1.
*This rubric and definition are 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)