Employ written and oral communication skills in order to convey clear and organized information to target audiences for specific purposes.
1. Generate communication that addresses audience and purpose.
2. Employ syntax, usage, style and tone appropriate to academic disciplines and professional environments.
3. Present ideas in an organized framework appropriate to the subject.
4. Develop ideas using concrete reasoning and clear explanation.
| Criteria | 4-Advanced | 3-Competent | 2-Developing | 1-Beginning | N/A |
| Purpose or Central Idea Ability to construct and articulate a main point |
Student work has a clear focus/purpose that demonstrates mastery of material and fresh insight. Clear evidence of critical thinking, originality, and novelty. | Student work has focus/purpose that demonstrates understanding of material. Some evidence of critical thinking, originality, and novelty. | Student work has a focus/purpose but does not show clear understanding of material. Limited evidence of critical thinking, originality, and novelty. | Student work is unfocused and/or lacks a clear purpose. Lacks evidence of critical thinking, originality, and novelty. | |
| Logical Organization & Development Ability to structure ideas that support their main point |
The student has organized information in ways that provide excellent support for the topic. Content is accurate, focused, and consistent. | The student has organized information in ways that provide good support for the topic. Some content may be unfocused and/or inconsistent but overall development of ideas is acceptable. | The student has organized information in ways that provide limited support for the topic. Content used is unfocused or inconsistent, and development of ideas needs support. | Information is disorganized and illogical with little support for the topic. | |
| Evidence & Sources Ability to identify, integrate and explain supporting external information |
The student makes exceptional use of information sources, including using summary effectively and selecting excellent evidence, which is selected for credibility and relevance. | The student makes good use of information sources, including acceptable use of summaries and evidence, which is relevant and credible. | Use of information sources contains summaries or evidence that are not linked or relevant to the focus. Evidence may be from unreliable sources. | Evidence is insufficient, missing, distorted or contradicts the central focus. | |
| Mechanics & Delivery Ability to use language in a manner appropriate for the task |
Written work: Work is essentially error free, barring 1-2 minor grammatical errors. Work adheres to the required assignment format. Oral presentations: Student clearly and audibly pronounces words in a well-paced presentation with vocal variety. Presentation adheres to the required assignment format. |
Written work: Work contains some grammatical errors that do not impact clarity. Work adheres to the required format. Oral presentations: Student may be inconsistent in pronunciation and/or pacing with little vocal variety. Presentation adheres to the required assignment format. |
Written work: Work contains grammatical errors that negatively impact clarity. Work may not adhere to the required format. Oral presentations: Student has poor pronunciation, pacing and/or vocal variety that negatively impacts clarity. Presentation may not adhere to the required format. |
Written work: Work has multiple errors that interfere with communication of ideas. Parts of the work are unclear and it does not follow required format. Oral presentations: Student delivery has multiple problems that interfere with the communication of ideas. Does not follow the required format. |
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| Audience & Context | Student communicates ideas clearly in a manner appropriate to the identity of the audience. Demonstrates mastery of vocabulary and tone. | Student communicates ideas effectively to the audience. Vocabulary and tone may contain a few errors that do not take away from the focus. | Student does not clearly communicate ideas appropriate to audience. Errors in vocabulary and tone make it difficult to follow. | Student does not consider target audience. Vocabulary and tone are poor and limit clarity. |
*The N/A category is to be used in a situation when ONE of the rubric criteria is not applicable to the chosen assessment. For example, if Audience & Context was not part of the original assessment, then you select N/A for that row. Point totals will be adjusted accordingly when the final data is aggregated. Faculty are strongly encouraged to align assessments to the rubric. If you feel the need to select N/A for multiple criteria, then the assessment measure should be adjusted or replaced by a more appropriate one. If you need help with this process, please contact the Assessment Team: awg@ccac.edu .
08) Student projects
05) Short written reports
06) Medium written reports
07) Long written reports
13) Student performance
15) Case study
Written Report
A narrative essay based on a personal experience
Research paper on the American Revolutionary War
Lab report
Written reflection on a capstone project or student portfolio
Reflection on an artistic performance
Reflection on classroom observation experience
Student performance
Oral presentation on any topic
Teaching demonstration
Nurse-patient interaction demonstration
Write, edit, and transcribe literary material in real time (this is taken from Court Reporting CLO)
Exam
Short answer response describing a geological process
Short answer response explaining the significance of a given data set
Short answer response analyzing a provided excerpt from a poem
