Student Learning Goals
1. Goal #1: To prepare graduate students to be proficient in scientific oral and written
communication
Objective 1.a - Graduate students will effectively communicate scientific observations,
analyses, and arguments in a written format typically required by biology professionals.
ii ) Assessment measure #1.a.ii:
a)
Description
Ultimately, graduate students produce a thesis, project report, or internship report.
These documents are reviewed by faculty and will provide evidence of
proficiency.
Objective 2a – Graduate students will demonstrate competence in their area of study.
ii) Assessment measure #2.a.ii:
a)
Description
Graduate students must present and defend their thesis, project, or internship work
in an open public forum.
Student Learning Goals - Assessment measure #1.a.ii - Thesis assessment tool:
Evaluate each component of the thesis (Introduction, Methods, Results, Discussion) using 5
metrics for each. Use fractions (e.g., 4.75 = A-, 4.25=B+) as appropriate.
Graduate Student__________________________________
Introduction
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Integration of other work
A
5
5
5
5
5
B
4
4
4
4
4
C
3
3
3
3
3
D
2
2
2
2
2
F
1
1
1
1
1
Methods
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Integration of other work
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
Results
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Data presentation
(figures and tables)
Discussion
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Integration of other work
General Comments
Comments
Student Learning Goals - Assessment measure #2.a.ii, Thesis Defense assessment tool:
Evaluate each component of the presentation (Introduction, Methods, Results, Discussion) using
5 metrics for each. Use fractions (e.g., 4.75 = A-, 4.25=B+) as appropriate.
Graduate Student__________________________________
PRESENTATION
Introduction
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Integration of other work
A
5
5
5
5
5
B
4
4
4
4
4
C
3
3
3
3
3
D
2
2
2
2
2
F
1
1
1
1
1
Methods
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Integration of other work
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
Discussion
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Integration of other work
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
RESPONSE TO QUESTIONS
5
4
3
2
1
Results
I. Focus and Development
II. Organization
III. Style, Expression
IV. Mechanics
V. Data presentation
(figures and tables)
General Comments
BASIS FOR EVALUATING EACH COMPONENT
Comments
I. Focus and Development – examples of this component, depending on section (e.g.,
Introduction vs. Methods), may include development of ideas (e.g., big picture narrowing to
specific project questions), maintenance of focus, clearly articulated objectives and/or
hypotheses, coverage of topics, obvious integration of project/thesis ideas into exiting knowledge
II. Organization – overall organization, logical progression, consistent formats
III. Style and Expression – word choice, clarity of expression, sentence variety, sentence
structure
IV. Mechanics – spelling, punctuation, grammar
V. Integration with other works – number and type of references, incorporation of references
into the text
GENERAL GRADING CRITERIA
I. Focus and Development
A
Excellent
Strongly focused
Key ideas developed in
substantial detail
B
Good
Stays on topic
Ideas developed in some detail
A
Excellent
Inviting, challenging opening,
Smooth, purposeful transitions,
clear, original overall pattern
B
Good
Clear, functional opening,
Helpful transitions, clear,
sensible overall pattern
A
Excellent
Precise, interesting word choice
Natural, fluid expression
Varied sentence patterns
B
Good
Correct word choice
Functional, clear expression
Some sentence variety
A
Excellent
Correct spelling
Accurate, sensible punctuation
Conventional grammar
Correct citation format
B
Good
Few spelling errors
Functional use of punctuation
In general, solid grammar
Consistent citation format
C
Adequate
Generally maintains focus
Support tends to be sketchy or
general
D
Inadequate
Confusing or unoriginal ideas
Focus shifts or disappears
Little development of individual
ideas
F
Failing
D
Inadequate
Missing or misleading opening
Weak or missing transitions
No pattern holding things
together
F
Failing
D
Inadequate
Unclear or incorrect word choice
Disjointed, confusing expression
Many simple or incorrect
sentences
F
Failing
D
Inadequate
Frequent spelling errors
Frequent punctuation problems
Frequent grammar problems
Missing or unclear citations
F
Failing
D
Inadequate
Poor use and understanding of
the literature
References missing
F
Failing
II. Organization
C
Adequate
General or mechanical opening
Abrupt or mechanical transitions
Overall pattern is apparent
III. Style and Expression
C
Adequate
Basic word choice
Somewhat labored expression
Formulaic or choppy sentence
structure
IV. Mechanics
C
Adequate
Some spelling errors
Some awkward punctuation
Some grammar problems
Inconsistent citation format
V. Integration
A
Excellent
Strong use and understanding of
the literature
Well incorporated into text
B
Good
Reasonable use and
understanding of the literature
Incorporated into text
C
Adequate
Moderate use and understanding
of the literature
Some awkward use