Rubrics for
General Education Outcomes
Critical Thinking
Elements
4
Exemplary
Identify the Problem
Problem is thoroughly
identified. All relevant
aspects described
Gather Data
All sources are properly cited
and credible; data is
organized in a meticulous
and thorough manner
Analysis is thorough with no
errors; evaluation shows
deep insight
Analyze and Evaluate
Data
Synthesize the Data,
Generate Alternatives,
and Formulate
Conclusions
Synthesis is comprehensive;
alternatives and conclusions
are reasonable, well defined
and defended
Implement Solutions
and Report Effectively
Where appropriate, solutions
are immediately and
effectively implemented;
report is thorough, well
organized and communicates
effectively
Last Update: October 14, 2011
3
Accomplished
2
Developing
Most relevant aspects are
described, some mistakes or
omissions
Some relevant aspects
identified; poor
understanding of the
problem
Majority of sources are
Some sources are properly
properly cited and credible; cited and credible; data is
data is mostly organized in
poorly organized and
an accurate manner
contains some errors
Analysis contains a few
Analysis contains several
minor errors; evaluation
minor or a few major errors;
shows some insight
evaluation shows little
insight
Synthesis omits some
Synthesis omits many
elements; alternatives and
elements; alternatives and
conclusions are feasible and conclusions are impractical
competently defined and
and poorly defined and
defended
defended
Where appropriate,
solutions are competently
implemented; report has
minor errors and omissions,
is organized, and
communicates adequately
Where appropriate,
solutions are poorly
implemented; report has
major errors and omissions,
is poorly organized, and
communicates inadequately
1
Beginning
No
Evidence
Problem poorly identified
Few sources properly
cited and credible; data is
unorganized and contains
multiple errors
Analysis contains several
major errors; evaluation is
poor or lacking
Synthesis omits multiple
important elements;
alternatives and
conclusions are unrealistic
and are neither defined
nor defended
Where appropriate,
solutions are suggested,
but not implemented;
report has multiple major
errors and omissions, is
poorly organized, and is
confusing
1
Rubrics for
General Education Outcomes
Life / Personal Skills
4
Exemplary
3
Accomplished
Skill, Motivation and
Self-regulation
Demonstrates an exceptional
level of learning skills and
self- regulation; highly
motivated to learn
Demonstrates a high level of
learning skills and self regulation; motivated to
learn
Demonstrates a minimal
level of learning skills and
self-regulation; somewhat
motivated to learn
Creative and
Innovative
Thinking
Exceptional level of
creativity; frequently thinks
“outside the box”
High level of creativity;
sometimes thinks “outside
the box”
Moderate level of creativity;
occasionally thinks “outside
the box”
Elements
2
Developing
1
Beginning
No
Evidence
Demonstrates a
inadequate level of
learning skills and selfregulation; unmotivated
to learn
Little creativity; seldom
thinks “outside the box”
Civic Awareness
Elements
4
Exemplary
Identify and describe
issues and
perspectives
Issues are thoroughly
identified. All relevant
perspectives are described
Analyze issues and
perspectives
Critique and evaluate
consequences
Analysis is thorough with no
errors
Critique and evaluation are
well supported and show
deep insight.
Last Update: October 14, 2011
3
Accomplished
2
Developing
Most issues are identified;
some errors or omissions.
Most relevant perspectives
are described
Analysis contains a few
minor errors
Critique and evaluation are
competently supported and
show some insight.
Some issues are identified;
many errors or omissions.
Poor understanding of
relevant perspectives
Analysis contains several
minor or a few major errors
Critique and evaluation are
poorly supported and show
minimal insight.
1
Beginning
No
Evidence
Issues and perspectives
are poorly identified and
described.
Analysis contains several
major errors
Critique and evaluation
are unsupported and
show poor insight.
2
Rubrics for
General Education Outcomes
Cultural Awareness
Elements
4
Exemplary
3
Accomplished
2
Developing
1
Beginning
Demonstrating
knowledge of cultures,
including perspectives,
aesthetic traditions
and cultural practices
Articulates extensive
knowledge of the
characteristics of a wide
variety of cultures, including
their own
Articulates adequate
knowledge of the
characteristics of many
cultures, including their own
with a few minor errors
Articulates minimal
knowledge of the
characteristics of a few
cultures, including their own
with several minor or a few
major errors
Provides minimal analysis of
the differences and
commonalities between a
few cultures with several
minor or a few major errors
Minimally explains cultural
biases of a few cultures,
including one’s own, with
several minor or a few
major errors
Shows limited knowledge
of the characteristics of
one or two cultures,
including their own with
several major errors
Compare, contrast and Comprehensively analyzes
analyze differences
the differences and
and commonalities
commonalities between a
wide variety of cultures
Awareness of cultural
biases
Effectively explains cultural
biases of a wide variety of
cultures, including one’s own
Last Update: October 14, 2011
Adequately analyzes the
differences and
commonalities between
many cultures with a few
minor errors
Adequately explains cultural
biases of many cultures,
including one’s own with a
few minor errors
No
Evidence
Inadequate analysis of the
differences and
commonalities between a
few cultures with several
major errors
Poorly explains cultural
biases of one or two
cultures, including one’s
own, with several major
errors
3
Rubrics for
General Education Outcomes
Quantitative and Empirical Reasoning
4
Exemplary
3
Accomplished
2
Developing
Identify problem or
question
Fully defines parameters and
nuances of the problem or
question in a focused and
testable manner
Contextual
Knowledge, Research,
and Assumptions
Performs extensive
background research,
involving numerous relevant
sources.
Adopts highly effective
methodology that may show
some creativity.
Meticulously and thoroughly
gathers data.
Performs accurate and
insightful analysis of data,
with a few minor or no
errors.
Reaches conclusions that are
insightful and well supported
by the data.
Competently defines
parameters and nuances of
the problem or question in a
focused and testable
manner, with some minor
omissions.
Performs adequate
background research,
involving several relevant
sources.
Adopts effective
methodology that may show
some creativity.
Carefully and accurately
gathers data.
Performs competent
analysis of data, with some
minor errors.
Poorly defines parameters
and nuances of the problem
or question in a focused and
testable manner, with
several minor or a few
major omissions.
Performs minimal
background research,
involving a few relevant or
some irrelevant sources.
Adopts poor methodology
with many missing
elements. Data is poorly
gathered and contains some
errors or omissions.
Performs inadequate
analysis of data, with many
minor or some major errors.
Reaches adequate
conclusions that are logical
and supported by the data.
Reaches conclusions that
are poorly supported by the
data and contain logical
flaws.
Suggests some applications
and describes few
implications.
Performs poor or
incomplete analysis of
data, with many major
errors.
Reaches ambiguous or
illogical conclusions that
are largely unsupported
by the data.
Suggests unsupported and
irrelevant applications and
implications.
Poorly communicates
results in a somewhat
disorganized fashion.
Communicates results in a
confusing and highly
disorganized fashion.
Elements
Experimental or
Observational Design
Computational /
Empirical Analysis
Reaching Conclusions
Applications and
Implications
Communication of
Findings
Suggests insightful or
innovative applications of
results and describes a
variety of implications.
Communicates results in a
comprehensive and
organized fashion.
Last Update: October 14, 2011
Suggests practical
applications of results and
describes several
implications.
Communicates results in a
clear and competent
fashion.
1
Beginning
No
Evidence
Fails to define the
problem or question in a
focused and testable
manner, with several
major omissions.
Performs poor
background research,
involving mostly irrelevant
sources.
Misunderstands and
misapplies methodology.
Data gathered contains
many errors or omissions.
4
Rubrics for
General Education Outcomes
Ethical Reasoning
Elements
4
Exemplary
3
Accomplished
2
Developing
1
Beginning
No
Evidence
2
Developing
1
Beginning
No
Evidence
Identify and describe
ethical principles and
processes
Identify when ethical
reasoning applies
Apply ethical
reasoning in relevant
situations
Assess the
consequences of
ethical decisions
Interpersonal Skills
Elements
Communication
Attitude
Collaboration
4
Exemplary
Effectively conveys
meaningful and relevant
information. Listens and
responds to others
respectfully.
3
Accomplished
Frequently conveys
meaningful and relevant
information. Usually listens
and responds to others
respectfully.
Occasionally conveys
meaningful and relevant
information. Listens to
others and sometimes
responds.
Poorly conveys
information. Rarely
listens and responds to
others rudely.
Participates actively in
pursuing group goals
Conflict Management
Adaptability and
Flexibility
Last Update: October 14, 2011
5
Rubrics for
General Education Outcomes
Oral Communication
4
Exemplary
3
Accomplished
2
Developing
1
Beginning
Organization
Presents information in a
unified and coherent
manner. Central message
clearly stated and supported
Presents information in a
poorly unified and coherent
manner. Central message
poorly stated and supported
Delivery
Presentation given in a fluid
manner using audienceappropriate delivery skills
(eye contact, vocal
projection, poise, etc.) with
no distractions. Speaker
appears polished and
confident.
Effectively utilizes
appropriate visual aids.
Language choices are
creative, memorable,
compelling and enhance the
effectiveness of the
presentation.
Effectively utilizes a wide
variety of relevant and
credible materials with
exceptional citations.
Gives full attention to other
speakers with no distracting
behaviors. Provides
insightful and constructive
feedback.
Presents information in a
fairly unified and coherent
manner. Central message
adequately stated and
supported
Presentation given in a
competent manner using
audience-appropriate
delivery skills (eye contact,
vocal projection, poise, etc.)
with few distractions.
Speaker appears
comfortable.
Competently utilizes
appropriate visual aids.
Language choices are
thoughtful and generally
support the effectiveness of
the presentation.
Presents information in a
disorganized and
incoherent manner.
Central message neither
stated nor supported
Presentation given in a
manner that detracts from
understandability, with
many distractions.
Speaker appears
uncomfortable.
Competently utilizes a
variety of relevant and
credible materials with
appropriate citations.
Gives attention to other
speakers with few
distracting behaviors.
Provides constructive
feedback.
Poorly utilizes some relevant Utilizes few or no relevant
and credible materials with
and credible materials
inadequate citations.
with poor citations.
Elements
Visual Aids
Language Choices
Supporting material
Listening skills
Last Update: October 14, 2011
Presentation given in a poor
manner, using few
appropriate delivery skills
(eye contact, vocal
projection, poise, etc.) with
many distractions. Speaker
appears tentative.
Ineffectively utilizes visual
aids.
Language choices are
mundane and partially
support the effectiveness of
the presentation.
Gives little attention to
other speakers with some
distracting behaviors.
Provides little useful
feedback.
No
Evidence
Utilizes inappropriate
visual aids.
Language choices are
unclear and minimally
support the presentation.
Gives almost no attention
to other speakers with
many distracting
behaviors. Provides no
useful feedback.
6
Rubrics for
General Education Outcomes
Visual Communication
4
Exemplary
3
Accomplished
Demonstrates a thorough
understanding of context,
audience and purpose.
Uses compelling and relevant
content to illustrate mastery
of the subject.
Demonstrates a competent
understanding of context,
audience and purpose.
Uses appropriate and
relevant content to explore
ideas pertinent to the
subject.
Organization
(Layout/Style)
Presents information in a
unified and coherent
manner. Central message
clearly presented and
illustrated
Presents information in a
fairly unified and coherent
manner. Central message
adequately presented and
illustrated
Delivery
(PowerPoint, Poster,
Blog, Social Media,
Handouts)
Visual Elements
(Graphs, Tables,
Charts, Images)
Uses appropriate media
skillfully and effectively
Sources and Evidence
Elements
Context and Purpose
Content
2
Developing
1
Beginning
Demonstrates a superficial
understanding of context,
audience and purpose.
Uses content that is
inadequate and irrelevant,
frequently demonstrating
poor understanding of the
subject.
Uses appropriate media
adequately and somewhat
effectively
Demonstrates a poor
understanding of context,
audience and purpose.
Uses content that is
inappropriate or irrelevant
in some places,
demonstrating a poor
understanding of the
subject.
Presents information in a
weakly organized and
somewhat incoherent
manner. Central message
poorly presented and
illustrated
Occasionally uses
appropriate media poorly
with limited effectiveness
Uses a variety of relevant and
appropriate elements
effectively.
Uses some relevant or
appropriate elements
somewhat effectively.
Occasionally uses relevant
or appropriate elements
with limited effectiveness.
Uses mostly irrelevant or
inappropriate elements
with negligible effect.
Effectively utilizes a wide
variety of relevant and
credible materials with
exceptional citations (when
required).
Competently utilizes a
variety of relevant and
credible materials with
citations (when required).
Poorly utilizes some relevant
and credible materials with
citations (when required)
that are inadequate.
Utilizes few or no relevant
and credible materials
with citations (when
required) that are poor.
Last Update: October 14, 2011
No
Evidence
Presents information in a
disorganized and
incoherent manner.
Central message neither
presented nor illustrated
Rarely uses appropriate
media and delivery is
ineffective.
7
Rubrics for
General Education Outcomes
Written Communication
4
Exemplary
3
Accomplished
2
Developing
1
Beginning
Demonstrates a thorough
understanding of context,
audience and purpose.
Uses compelling and relevant
content to illustrate mastery
of the subject.
Demonstrates a competent
understanding of context,
audience and purpose.
Uses appropriate and
relevant content to explore
ideas pertinent to the
subject.
Demonstrates a superficial
understanding of context,
audience and purpose.
Uses content that is
inadequate and irrelevant,
frequently demonstrating
poor understanding of the
subject.
Organization
Presents information in a
unified and coherent
manner. Thesis clearly stated
and supported.
Presents information in a
fairly unified and coherent
manner. Thesis adequately
stated and supported.
Demonstrates a poor
understanding of context,
audience and purpose.
Uses content that is
inappropriate or irrelevant
in some places,
demonstrating poor
understanding of the
subject.
Presents information in a
poorly unified and coherent
manner. Thesis poorly
stated and supported.
Sources and Evidence
Effectively utilizes a wide
variety of relevant and
credible materials with
exceptional citations (when
required).
Uses graceful language that
skillfully communicates
meaning to readers with
clarity and fluency, and is
virtually error free.
Competently utilizes a
variety of relevant and
credible materials with
citations (when required).
Poorly utilizes some relevant
and credible materials with
citations (when required)
that are inadequate.
Utilizes few or no relevant
and credible materials
with citations (when
required) that are poor.
Uses straightforward
language that generally
communicates meaning to
readers with few errors.
Uses unsophisticated
language with some errors
that confuse the meaning.
Uses language that
impedes the meaning
because of errors in
usage.
Elements
Context and Purpose
Content
Writing Conventions
(grammar/spelling/usa
ge/punctuation/forma
tting)
Last Update: October 14, 2011
No
Evidence
Presents information in a
disorganized and
incoherent manner.
Thesis neither stated nor
supported.
8
Rubrics for
General Education Outcomes
Technology Skills
Elements
4
Exemplary
3
Accomplished
2
Developing
1
Beginning
No
Evidence
Choose appropriate
technology for the
situation
Evaluate information
and sources critically
Last Update: October 14, 2011
9