LAIS 400-level Courses
Assessment Rubric
1—Lacking
2—Emerging or Developing
3—Proficient
4—Advanced
1. Innovative Thought
ABET outcomes (g),(h),
(j)
LAIS objectives 2a, 2b,
2c
2. Critical Reading
ABET outcome (g)
LAIS objective 2e
Reformulates a collection of
available ideas; repeats course
material mechanically or
faultily.
Attempts to articulate a novel or
unique question or idea.
Articulate a novel or unique
question or idea.
Discusses readings with
misinterpretations or a
unilateral viewpoint; has
difficulty reading and
synthesizing information.
Is beginning to identify main ideas
from readings and discusses basic
arguments and course concepts,
but has difficulty determining
connections and contexts for these
ideas.
3. Argument
ABET outcome (g)
LAIS objectives 2b, 2e
Doesn’t support claims
effectively; presents
ambiguous or illogical
argumentative conclusion with
weak logical support or
opinionated reasoning
Struggles to find relevant,
diverse, or reliable research; is
unable to reference
appropriate material or cite
sources correctly in written
work.
Attempts to support claims
effectively, but presents a vague
argumentative conclusion that
isn’t fully supported by logical
support
Competently identifies main
ideas from readings and can
synthesize concepts from
lectures and discussions
effectively; demonstrates an
understanding of diverse
views and social contexts.
Supports claims effectively;
presents a well-focused and
original argumentative
conclusion with adequate
logical support
Extends a novel or unique idea,
question, format, or product to
create new knowledge or
knowledge that crosses
boundaries.
Isolates main arguments in
readings and relates them to
course lectures and content with
sophistication; shows an ability to
synthesize diverse views and
discuss key concepts in multiple
contexts.
Constructs an advanced argument
and supports claims skillfully;
presents a well-focused, original
argumentative conclusion with
effective logical support
Presents information from
relevant sources representing
limited points of view, or shows
various perspectives through
inappropriate sources; is imprecise
with source citation in written
work.
Writes prose that contains
meaningful content, but contains
errors, confusing phrasing, shifts
in tone, or inappropriate style
Demonstrates ability to find
and reference applicable,
diverse source material in
written work; cites sources
correctly in written work.
Locates and synthesizes in-depth
information from relevant sources
that represent diverse points of
view; cites sources accurately in
written work.
Writes straightforward prose
that is generally clear and
readable with few errors,
and suitable tone and style
Organizes evidence, but the
organization is not effective in
revealing important patterns,
differences, or similarities.
Organizes evidence to reveal
important patterns,
differences, or similarities
related to focus.
Writes prose that is clear, fluent,
readable, and virtually error-free;
conveys meaning expertly through
precise word choice and
impeccable style and tone
Organizes and synthesizes
evidence to reveal insightful
patterns, differences, or
similarities related to focus.
4. Prior Knowledge
ABET outcomes (g), (j)
LAIS objectives 2b, 2c,
2e
5. Writing
ABET outcome (g)
LAIS objective 2e
6. Analysis
ABET outcomes (g),(h)
LAIS objectives 2a, 2c,
2e
Writes prose that is often
unclear and unreadable
because of errors; tone is
inappropriate or style is
awkward
Lists evidence, but it is not
organized and/or is unrelated
to topic.