1. General Education Outcome for COMMUNICATION: The student has reading, writing, speaking, and listening
skills to function effectively and to receive and generate information.
DEVELOPING – 1
INSUFFICIENT – 0
A. Writing Structure,
Organization &
Awareness
Produce complex,
effective written texts
that demonstrate logical
organization; audience
and situational
awareness.
STANDARDS
Writing demonstrates
sophisticated understanding of
assignment, prompt, and/or
writing situation. The text
presents a clear, original,
complex, or creative thesis
(controlling idea, main point).
Thesis is consistently supported
with original and compelling,
specific, relevant examples.
Writing is logically organized,
and consistently uses transitions
to support the organizational
structure.
Writing addresses the
assignment, prompt, and/or
writing situation. The text
presents a clear thesis
(controlling idea, main point).
Thesis is frequently supported
with specific, well developed,
relevant examples. Writing is
logically organized; transitions
(i.e. words like however,
although, etc.) are used
frequently.
Writing addresses the
assignment, prompt, and/or
writing situation. The text
includes a thesis (controlling idea,
main point), but it may be overly
simple or unclear. Supporting
examples and details exist, but
those details are repeated,
and/or too general, and/or too
few to provide adequate support
for the writer’s main idea. While
writing is generally logically
organized, the writing structure
is insufficient to anchor or convey
the writer’s main ideas.
Writing attempts to address
the assignment, prompt
and/or writing situation.
The text lacks a thesis
(controlling idea, main point)
or the thesis is rarely
supported with specific,
relevant examples, and
details and/or the text
contains a lot of irrelevant
information. Writing is
disorganized.
B. Writing Conventions
Produce written texts with
appropriate conventions
for language, grammar
and format.
Writing consistently uses edited,
academic English, varied and
complex sentence structures,
and a college level vocabulary. If
appropriate, writing consistently
follows conventions for using
source material.
Consistently demonstrates
reading comprehension by
accurately summarizing or
paraphrasing the major points
by identifying the main idea and
key supporting details, and
correctly decoding unknown
vocabulary. Consistently
develops relevant conclusions
from ideas and facts in reading
materials.
Writing frequently uses edited
academic English, varied
sentence structures and a college
level vocabulary. If appropriate,
writing frequently follows
conventions for using source
material.
Frequently demonstrates reading
comprehension by accurately
summarizing or paraphrasing the
major points, identifying the
main idea and key supporting
details and correctly decoding
unknown vocabulary. Frequently
develops inferences about
context and purpose.
Writing occasionally uses edited
academic English, a variety of
sentence structures and a college
level vocabulary. If appropriate,
conventions for using source
material are occasionally used.
Writing rarely uses edited
academic English, a collegelevel vocabulary, and varied
sentence structures. If
appropriate, conventions for
using source material are
rarely followed.
Rarely is able to identify the
main idea and key
supporting details. Rarely
shows evidence of decoding
unknown vocabulary,
causing an inability to
summarize or paraphrase
reading materials and
develop inferences about
context and purpose.
C. Effective Reading
Read effectively in order
to comprehend complex
reading materials
EXCEEDS - 3
11/30/2011 CAC Institutional GEO Rubric Task Force
PROFICIENT- 2
Occasionally demonstrates some
degree of reading comprehension
through the limited ability to
summarize or paraphrase the
some of the major points. Has
difficulty identifying the main
idea of a passage and key
supporting details. Occasionally
shows evidence of decoding
unknown vocabulary.
Occasionally develops inferences
about context and purpose.
D. Spoken Discourse &
Nonverbal Messages
Create understanding
through the use of
effective and appropriate
spoken discourse and
nonverbal messages in a
variety of contexts.
Spoken discourse and nonverbal
messages consistently enable
shared meaning with others.
The speaker consistently
accomplishes the desired
outcomes for the interaction
with messages appropriate to
the situation and the audience.
Spoken discourse and nonverbal
messages frequently enable
shared meaning with others. The
speaker frequently accomplishes
the desired outcomes for the
interaction with messages
appropriate to the situation and
the audience.
Spoken discourse and nonverbal
messages occasionally enable
shared meaning with others. The
speaker occasionally
accomplishes the desired
outcomes for the interaction.
Messages are typically
appropriate to the situation and
the audience.
E. Listening &
Comprehension
Comprehend the intended
meaning of complex
spoken messages.
Perceives the sender’s purpose,
attitude, and intended meaning
accurately. Consistently recalls
important information the
sender shares. Employs active
listening techniques as
appropriate.
Perceives the sender’s purpose
and attitude accurately.
Frequently recalls important
information the sender shares.
Frequently employs active
listening techniques as
appropriate.
Incompletely perceives the
sender’s purpose and attitude.
Occasionally recalls important
information the sender shares.
Occasionally employs active
listening techniques as
appropriate.
11/30/2011 CAC Institutional GEO Rubric Task Force
Spoken discourse and
nonverbal messages rarely
enable shared meaning with
others. The speaker rarely
accomplishes the desired
outcomes for the
interaction. Messages are
often inappropriate to the
situation and the intended
audience.
Incompletely or unable to
perceive the sender’s
purpose or attitude. Rarely
recalls information the
sender shares minimal.
Rarely employs active
listening techniques as
appropriate.
2. General Education Outcome for CRITICAL THINKING AND ANALYTICAL REASONING – The student has decision-making
skills through application of critical thinking and analytical reasoning to effectively define and analyze issues, develop and
evaluate solutions, and justify decisions
STANDARDS
A. Analysis of Issues
Define and analyze issues,
problems or questions.
B. Development and Evaluation
Develop and evaluate solutions
and/or positions.
C. Assessment
Effectively communicate
assessment of conclusions,
implications, and/or
consequences.
EXCEEDS - 3
PROFICIENT- 2
Articulates well-defined and
nuanced issue, problem or
question. Applies best strategy
to analyze issues, problems or
questions. Identifies the
complex relationships between
and among context, biases and
assumptions.
Thoroughly accesses, evaluates
and analyzes appropriate
supporting data/evidence.
Establishes complex, welldeveloped argument. Integrates
complex perspectives from a
multitude of sources, disciplines
and/or world views
Develops a convincing argument
addressing long term
considerations, articulates
refinement of approach and
criteria leading to better
solutions. Conclusion addresses
the original statement as well as
multiple perspectives.
Articulates well-defined issue,
problem, or question. Applies
appropriate strategy to
analyze issues, problems or
questions. Identifies the
influence of context, biases
and/or assumptions
Articulates limited definition of
issue, problem or question.
Applies strategy that results in
partial analysis of the issues,
problems or questions. Identifies
some key influences of context,
biases and/or assumptions
Does not define issue, problem
or question. Does not apply a
strategy to analyze issues,
problems or questions. Does
not identify key influences of
context, biases and/or
assumptions
Accesses, evaluates and
analyzes appropriate
supporting data/evidence.
Establishes well-developed
argument. Integrates
perspectives from a variety of
sources, disciplines, and/or
world views.
Develops a convincing
argument addressing some
long term conclusions.
Conclusion addresses original
statement as well as more
than one perspective.
Accesses, evaluates and/or
analyzes limited amounts of
supporting data/evidence.
Establishes limited argument.
Integrates minimal perspectives
from alternate sources/disciplines
and/or world views.
Does not sufficiently access,
evaluate and/or analyze
supporting data/evidence.
Does not develop argument.
Does not integrate alternate
perspectives.
Develops a partially convincing
argument. Addresses some
considerations. Conclusion
seldom addresses original
statement and other perspectives.
Does not develop a convincing
argument. Conclusion does
not address implications
beyond dichotomous
characterization such as
yes/no; good/bad;
right/wrong.
11/30/2011 CAC Institutional GEO Rubric Task Force
DEVELOPING – 1
INSUFFICIENT – 0
3. General Education Outcome for CULTURAL AND ARTISTIC HERITAGE – The student understands and values the ongoing
influence of diverse cultural and artistic heritages in our global society.
STANDARDS
EXCEEDS - 3
PROFICIENT- 2
A. Cultural Literacy
Demonstrates an understanding
of human cultures. Describe and
analyze the nature of intercultural
relations within the United States
and throughout the world
Consistently demonstrates
knowledge of the experiences,
contributions and world views of
many cultures Consistently
Identifies and demonstrates
effective intercultural
communication skills (verbal and
nonverbal) ,
Consistently identifies
globalization and how it links and
affects the local, regional, and
international levels of society.
Consistently identifies the
mechanisms and norms of global
cooperation.
Frequently demonstrates
knowledge of the experiences,
contributions and world views
of many cultures. Frequently
identifies and demonstrates
effective intercultural
communication skills (verbal
and nonverbal) ,
Frequently identifies
globalization and how it links
and affects the local, regional,
and international levels of
society. Frequently identifies
the mechanisms and norms of
global cooperation.
Occasionally demonstrates
knowledge of the experiences,
contributions and world views of
many cultures. Occasionally
identifies and demonstrates
effective intercultural
communication skills (verbal and
nonverbal) ,
Occasionally identifies
globalization and how it links and
affects the local, regional, and
international levels of society.
Occasionally identifies the
mechanisms and norms of global
cooperation.
Rarely demonstrates
knowledge of the experiences,
contributions and world views
of many cultures . Rarely
identifies and demonstrates
effective intercultural
communication skills (verbal
and nonverbal) ,
Rarely identifies globalization
and how it links and affects the
local, regional, and
international levels of society.
Rarely identifies the
mechanisms and norms of
global cooperation.
Consistently critically evaluates
works of human imagination and
thought and articulates an
informed personal reaction to
works in the arts and/or
humanities
Frequently identifies
significant works of human
imagination and thought and
articulates a personal reaction
to works in the arts and/or
humanities
Occasionally identifies significant
works of human imagination and
thought and articulates a limited
personal reaction to works in the
arts and/or humanities
Rarely identifies correctly
works of human imagination
and thought and articulates a
very limited personal reaction
to works in the arts and/or
humanities
B. Global Perspective
Demonstrates an understanding
of the forces leading to a global
society.
C. Artistic Heritage
Demonstrates an understanding
and appreciation of various
modes, periods, mediums, media,
and artists
11/30/2011 CAC Institutional GEO Rubric Task Force
DEVELOPING – 1
INSUFFICIENT – 0
4. General Education Outcome for INDIVIDUAL AND SOCIAL RESPONSIBILITY – The student demonstrates the ability to
take responsibility for his/her physical and mental well-being, resolve interpersonal differences, work effectively with
others, and to adapt to changes in the workforce. The student will:
 Cultivate personal integrity.
 Value the perspectives of others.
 Contribute to a larger community.
STANDARDS
EXCEEDS - 3
PROFICIENT- 2
DEVELOPING – 1
INSUFFICIENT – 0
A. Personal Integrity and Core
Values
Articulates a set of personal core
values and beliefs and understand
how those influence behavior.
Articulates an understanding of
the development of core values,
beliefs, and attitudes.
Consistently expresses a
comprehension of how core
values, beliefs and attitudes
affect and are reflected in one’s
own behavior. Analyzes the
implications of values, beliefs,
and attitudes.
Describes the foundations for
achieving physical and
psychological well-being.
Demonstrates and consistently
evaluates strategies for ensuring
their own well-being.
Articulates an understanding
of the development of core
values, beliefs, and attitudes.
Frequently expresses a
comprehension of how core
values, beliefs and attitudes
affect and are reflected in
one’s own behavior.
Articulates a partial understanding
of the development of core
values, beliefs, and attitudes.
Occasionally expresses a
comprehension of how core
values, beliefs and attitudes affect
and are reflected in one’s own
behavior.
Students do not demonstrate
understanding of their core
values, beliefs, and attitudes.
Describes the foundations for
achieving physical and
psychological well-being.
Frequently demonstrates and
may evaluate strategies for
ensuring their own well-being.
Describes the foundations for
achieving physical and
psychological well-being.
Occasionally demonstrates
strategies for ensuring their own
well-being.
Rarely describes the
foundations for physical and
psychological well-being. Does
not demonstrate strategies for
ensuring their own well-being.
C. Perspectives of Others
Demonstrates an ability to see
things from the perspectives of
others and uses that ability to
interact effectively.
Consistently understands
differing opinions, works
effectively with others and
resolves interpersonal
differences.
Frequently understands
differing opinions, works
effectively with others and
resolves interpersonal
differences
Occasionally understands differing
opinions, works effectively with
others and resolves interpersonal
differences.
Rarely understands differing
opinions, works ineffectively
with others and often fails to
resolves interpersonal
differences
D. Contribute to Larger
Community
Demonstrates an understanding
of community engagement and
involvement in a larger
community.
Defines connections between
individuals and society and show
leadership by their activities in
the community. Consistently
analyzes the effects and
importance of individual
contributions.
Defines connections between
individuals and society and
demonstrate concern for an
involvement in the
community. Frequently
analyzes the effects and
importance of individual
contributions.
Defines connections between
individuals and society and
demonstrate concern for an
involvement in the community.
Describes the importance of
individual contributions.
Rarely makes connections
between individuals and
society. Rarely demonstrates
concern for the community.
B. Personal Well-Being
Understands the importance of
physical and psychological wellbeing.
11/30/2011 CAC Institutional GEO Rubric Task Force
5. General Education Outcome for INFORMATIONAL/TECHNOLOGICAL LITERACY – The student has technological
knowledge and demonstrates proficiency in applying emerging technologies and understands the influence and effects of
technology on society and the impact on our environment. The student uses technology to evaluate, synthesize, and
produce information.
STANDARDS
EXCEEDS - 3
PROFICIENT- 2
DEVELOPING – 1
INSUFFICIENT – 0
A. Access of Information
Locates and accesses suitable
information which fulfills the
information need.
Critically defines the scope of the
research question or topic.
Accesses information using
effective, well-designed search
strategies. Sources directly relate
to the topic and are varied in
type.
Effectively defines the scope of
the research question or topic.
Accesses information using a
variety of search strategies.
Sources frequently relate to
topic and are varied in type.
Incompletely defines the scope of
the research question or topic
(parts are missing; it is too broad
or too narrow, etc). Accesses
information using simple search
strategies. Sources may be only
partially related to topic and/or
too similar in terms of content.
Types of sources are occasionally
varied.
Occasionally identifies credible
sources by evaluating authorship,
bias, relevancy and accuracy.
Incompletely defines the scope
of the research question or
topic. Accesses information
randomly. Sources are only
partially related to and/or may
not be related to the topic.
Types of sources are limited.
B. Evaluation of Information
Critically evaluates information
sources
Consistently identifies credible
sources by evaluating
authorship, bias, relevancy and
accuracy.
Frequently identifies credible
sources by evaluating
authorship, bias, relevancy and
accuracy.
C. Use of Information
Uses information effectively and
ethically
Consistently synthesizes sources
to support purpose and main
idea/thesis. Consistently uses
proper citation conventions
(quotes, paraphrases, style, etc.,)
and citation formats.
Frequently synthesizes sources
to support purpose and main
idea/thesis. Frequently uses
proper citation conventions
(quotes, paraphrases, style,
etc.,) and citation formats.
Occasionally synthesizes sources
to support purpose and main
idea/thesis. Occasionally uses
proper citation conventions
(quotes, paraphrases, style, etc.,)
and citation formats.
Rarely synthesizes sources to
support purpose and main
idea/thesis. Rarely uses
proper citation conventions
(quotes, paraphrases, style,
etc.,) and citation formats.
D. Knowledge of Technology
Demonstrates that technology
involves systems which are groups
of interrelated components.
Effectively applies the operating
principles of a specific
technology.
Explains the operating
principles of specific
technology.
Lists the operating principles of a
specific technology.
Identifies a specific technology
but fails to list the operating
principles.
E. Impact of Technology
Understands the interrelationships
between technology and the
environment.
Analyzes the potential effects of
an emerging technology on
individuals, society and the
environment.
Examines the effects of an
existing technology on
individuals, society and the
environment.
Identifies some interrelationships
between technology and
individuals, society and the
environment.
Lists critical technologies but
fails to identify their
relationships with individuals,
society or the environment.
F. Use of Technology
Effectively uses technology to
achieve the desired end.
Consistently uses technology to
effectively evaluate, synthesize
or produce a desired product.
Frequently uses technology to
effectively evaluate, synthesize
or produce a desired product.
Occasionally uses technology to
evaluate, synthesize or produce a
desired product.
Rarely uses technology
effectively to evaluate,
synthesize or produce a
desired product.
11/30/2011 CAC Institutional GEO Rubric Task Force
Rarely identifies credible
sources by evaluating
authorship, bias, relevancy and
accuracy.
6. General Education Outcome for MATHEMATICAL/SCIENTIFIC INQUIRY AND ANALYSIS – The student applies the
concepts, methods, and principles of mathematics and the sciences.
STANDARDS
EXCEEDS - 3
PROFICIENT- 2
DEVELOPING – 1
INSUFFICIENT – 0
A. Scientific Concepts
The student demonstrates
knowledge and application of
scientific concepts.
Consistently gives evidence of a
complete understanding of, and
ability to apply, the synthesis of
related concepts.
Frequently gives evidence of
having a complete
understanding of, and ability
to apply, the appropriate
concept.
Occasionally gives evidence of
having an incomplete
understanding of, and ability to
apply, the appropriate concept.
Does not demonstrate any
knowledge or application of
the appropriate concept
B. Scientific Methods
The student demonstrates
analysis and application of the
methods of scientific inquiry
Consistently gives evidence of a
complete understanding of, and
ability to apply, the synthesis of
related methods.
Frequently gives evidence of
having a complete
understanding of, and ability
to apply, the appropriate
method.
Occasionally gives evidence of
having an incomplete
understanding of, and ability to
apply, the appropriate method.
Does not demonstrate any
knowledge or application of
the appropriate method.
C. Scientific Principles
The student demonstrates
knowledge and application
scientific principles.
Consistently gives evidence of a
complete understanding of, and
ability to apply, the synthesis of
related principles.
Frequently gives evidence of
having a complete
understanding of, and ability
to apply, the appropriate
principle.
Occasionally gives evidence of
having an incomplete
understanding of, and ability to
apply, the appropriate principle.
Does not demonstrate any
knowledge or application of
the appropriate principle
D. Mathematical Model
Development
Identifies relevant data and uses
technology as necessary to
develop an appropriate
mathematical or statistical model
to address a problem.
Consistently develops the most
appropriate mathematical or
statistical model for a given
situation.
Frequently selects an
appropriate mathematical or
statistical model for a given
situation.
Occasionally recognizes an
appropriate mathematical or
statistical model for a given
situation.
Rarely recognizes an
appropriate mathematical or
statistical model for a given
situation.
E. Mathematical Computation
Accurately carries out numerical
computation in order to solve
problems using technology when
appropriate.
Consistently performs necessary
calculations, using technology
when appropriate, and obtains
correct results while solving a
problem.
Frequently performs necessary
calculations, using technology
when appropriate, and obtains
correct results while solving a
problem.
Occasionally performs calculations
correctly while solving a problem.
Rarely performs calculations
correctly while solving a
problem.
F. Mathematical Interpretation
Analyzes mathematical or
statistical results.
Consistently draws reasonable
conclusions based on numerical
and graphical information.
Frequently draws reasonable
conclusions based on
numerical and graphical
information.
Occasionally draws reasonable
conclusions based on numerical
and graphical information.
Rarely draws reasonable
conclusions based on
numerical and graphical
information.
11/30/2011 CAC Institutional GEO Rubric Task Force
11/30/2011 CAC Institutional GEO Rubric Task Force