Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet emerging (cell one) level performance.
| For more information, please contact value@aacu.org |
Mastering |
Advancing |
Developing |
Emerging |
Score |
| 4 |
3.5 |
3 |
2.5 |
2 |
1.5 |
1 |
.5 |
| Explanation of Issues |
Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. |
Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. |
Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. |
Issue/problem to be considered critically is stated without clarification or description. |
|
| Identify Strategies |
Identifies multiple approaches for solving the problem, that apply within a specific context. |
Identifies multiple approaches for solving the problem, only some of which apply within a specific context. |
Identifies only a single approach for solving the problem that does not apply within a specific context. |
Identifies one or more approaches for solving the problem that do not apply within a specific context. |
|
| Influence of context and assumptions |
Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position. |
Identifies own and others' assumptions and several relevant contexts when presenting a position. |
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa). |
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some context when presenting a position. |
|
| Embracing Contradictions |
Integrates alternate, divergent, or contradictory perspectives or ideas fully. |
Incorporates alternate, divergent, or contradictory perspectives or ideas in a exploratory way. |
Includes (recognizes the value of) alternate, divergent, or contradictory perspectives or ideas in a small way. |
Acknowledges (mentions in passing) alternate, divergent, or contradictory perspectives or ideas. |
|
| Conclusions and related outcomes (implications and consequences) |
Conclusions and related outcomes (consequences and implications) are logical and reflect student's informed evaluation and ability to place evidence and perspectives discussed in priority order. |
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. |
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. |
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. |
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| Total Score |
|
| Overall Average |
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