Contact Link Assessment Plans Hutchinson Community College has in place both direct and indirect as well as internal and external assessment tools to measure student learning. The Assessment Subcommittee, Institutional Research, and President's Council reviews and assesses these instruments in terms of effectiveness and meaningful data gained from them. Course Assessment Faculty are to report their course outcome assessment data each semester. They then use this data to improve the techniques to teach their course outcomes.
The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading.
The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
Definition Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images.
Written communication abilities develop through iterative experiences across the curriculum. Framing Language This writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the best writing assessments are locally determined and sensitive to local context and mission.
Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.
This rubric focuses assessment on how specific written work samples or collectios of work respond to specific contexts. Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers' work. Also recommended is including reflective work samples of collections of work that address such questions as: How are those choices evident in the writing -- in the content, organization and structure, reasoning, evidence, mechanical and surface conventions, and citational systems used in the writing?
This will enable evaluators to have a clear sense of how writers understand the assignments and take it into consideration as they evaluate The first section of this rubric addresses the context and purpose for writing.
A work sample or collections of work can convey the context and purpose for the writing tasks it showcases by including the writing assignments associated with work samples. But writers may also convey the context and purpose for their writing within the texts.
It is important for faculty and institutions to include directions for students about how they should represent their writing contexts and purposes. A Position Statement ; www.
The ways in which the text explores and represents its topic in relation to its audience and purpose. The context of writing is the situation surrounding a text: Under what circumstances will the text be shared or circulated? What social or political factors might affect how the text is composed or interpreted?
The purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or summarize information; they might want to work through complexity or confusion; they might want to argue with other writers, or connect with other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember.
Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.
Writers will incorporate sources according to disciplinary and genre conventions, according to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide meaningful examples to readers.
Source material that is used to extend, in purposeful ways, writers' ideas in a text.The instrument used to assess student skills in writing and delivering an informative speech is the AAC&U Oral Communication VALUE Rubric.
The rubric is used to rate the student’s. developed from the Written Communication and Critical Thinking AAC&U VALUE rubrics; written samples were rated on seven criteria including: Question/problem, thesis/position, content development, sources/evidence, format/genre, conclusion, and syntax/editing.
As of July 30, , CTE will be temporarily relocated to East Campus 3 (EC3).
We look forward to continuing to serve our campus community by offering our regular programs and services from our temporary offices and workshop locations. Institutionally developed rubrics were used along with the written communication rubric developed and promoted by the Association of American Colleges and Universities (AAC&U), Liberal Education and America’s Promise (LEAP) Valid Assessment of Learning in Undergraduate Education (VALUE).
Meta-Rubric; AAC&U VALUE Rubrics; Additional Writing Course; Requirements in the Major: Additional Presentation Experience; Instructions for Instructors of Core Courses (includes Canvas instructions) Assessment of Student Learning in Other Areas (Academic and Student Support, Co-Curricular and Extra-Curricular Learning).
View AAC&U Value Rubrics. Each VALUE rubric contains the most common and broadly shared criteria or core characteristics considered critical for judging the quality of .