Houston Community College Core Curriculum!"#$

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1 Component II. Core Objective Assessment Plan A. Describe the institution s process to determine the appropriate level of attainment of each Core Objective. As described in the Course Selection Process, the members of the Core Curriculum Committee spent several months engaged in the creation of Houston Community College (HCC) rubrics to guide the evaluation of assessment results for each Core Objective. The Committee started with the VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics created by teams of faculty and academic professionals under the auspices of the American Association of Colleges and Universities (AACU). Several long discussions were held by committee members concerning the objectives definitions, assessment plans, evaluation criteria, scoring methodology, and whether the rubrics should remain common across different programs. Early adaptations by committee members of the VALUE rubrics were considered too complex or nebulous by the full committee and a decision was made to match the objectives definitions, and thus evaluation criteria, more closely to those offered by the Coordinating Board. A decision was made to keep the four levels of attainment as described in the VALUE rubrics, but to rename them for greater clarity and understanding. Instead of 1 benchmark, 2 and 3 = milestones, and 4 = capstone, the HCC Core Objectives levels of attainment would be named 1 = poor, 2 = satisfactory, 3 = good, and 4 =- excellent. HCC rubrics were approved for each Core Objective and they are attached in Appendix A at the end of this section of the report. It was decided that the Objectives definitions and scoring categories (1=poor, 2=satisfactory, 3=good, and 4=excellent) had to remain constant across programs, but that programs could add a scoring category of NA=not applicable as appropriate for some criteria and tweak the wording of other criteria so long as it was clearly derived from the Objectives definitions. It was determined that a average of 2 ( satisfactory ) should be the minimal level of attainment by HCC students in general on all Core Objectives evaluation criteria and that the Committee should review results annually to plan for improvement. 1

2 Appendix A: HCC Rubrics for Core Objectives Communication Communication competency will include effective development, interpretation and expression of ideas through written, oral and visual communication. Evaluation Criteria: 1 Poor 2 Satisfactory 3 Good 4- - Excellent Context and Purpose How the student conveys the topic; includes considerations of audience, purpose, circumstances surrounding the task(s), as well as academic conventions according to the field of study (such as lab reports, analytical essays, etc.) Content Development What the student conveys visually, orally or in writing Syntax and Mechanics in written communication Uses appropriate formal academic language. Uses appropriate punctuation, diction, and sentence structures Oral communication Utilizes appropriate delivery techniques including posture, gestures, eye contact, and/or vocal expression Visual Presentation and supporting material PowerPoint slides, foamboards, videos, statistics, examples, relevant quotes, research data, illustrations, analogies. Presents information in a manner that supports presentation and the presenter s credibility Demonstrates minimal attention to context, audience, purpose, and a lack of the assigned task Minimal or no development of ideas. Supporting information is irrelevant, minimal or confusing. Uses language that sometimes impedes meaning because of errors in usage Deliver techniques detract from understandability Insufficient visual presentation and supporting materials. Demonstrates awareness of context, audience, purpose and the assigned task. Rudimentary development of ideas (list- like). Some supporting information may be irrelevant. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors Delivery techniques make the presentation understandable Appropriate visual presentation and supporting materials that partially support the presentation and the presenter s credibility/authority Demonstrates adequate consideration of context, audience, purpose and a clear focus on the assigned task Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shaping the work. Uses straightforward language that generally conveys meaning to readers. The language has few errors. Delivery techniques make the presentation interesting Appropriate visual presentation and supporting materials generally support the presentation and the presenter s credibility and authority Demonstrates a thorough context, audience, and purpose that is responsive to the assigned task Uses appropriate, relevant and compelling content to illustrate mastery of the subject, conveying the student s understanding and shaping the whole work. Uses graceful language that skillfully communicates meaning to the readers with clarity and fluency and is almost error- free. Delivery techniques make the presentation compelling; the speaker appears polished and comfortable Variety of visual and supporting materials significantly support the presentation and the presenter s credibility and authority 2

3 Critical Thinking Critical Thinking competency includes creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information. Evaluation Criteria: 1 Poor 2 Satisfactory 3 Good 4- - Excellent Innovation Skillful conceptualization; solving by implementing new ideas; thinking about a in a new way solutions or perspectives only for s with predetermined outcomes novel solutions for simple s novel, though perhaps not viable solutions or perspectives to complex s effective, novel solutions or perspectives to complex s Inquiry Examination into facts or principles; questioning assumptions; Analysis/Evaluation/Synthesi s of Information Selecting and using available information, interpretation of information, identification of the consequences and implications of information, hypothesizing based upon the information, choosing among bits of information with differing value Poses rote questions; demonstrates little intellectual curiosity Problems/tasks not component parts; implication of information not addressed; significance of data/textual evidence not identified Poses some thoughtful questions demonstrating intellectual curiosity Some /tasks component parts but strategies for finding solutions not fully formed; implications of information not addressed; significance of data/textual evidence identified in a general way Poses thoughtful questions consistently demonstrating intellectual curiosity Most s/tasks component parts and viable strategies for attaining solutions developed; implications of all of the information is addressed; significant features of data/textual evidence identified Poses thoughtful questions demonstrating rare intellectual insight Complex s/tasks component parts; significant features of data/textual evidence identified and related to resolution of particular s with an awareness of logical and ethical implications of all of the information 3

4 Quantitative and Empirical Literacy Quantitative and Empirical Reasoning competency will demonstrate the ability to draw conclusions based on the systematic analysis of topics using observation, experimental and/or numerical skills. Evaluation Criteria: Problem/Argument Awareness Follows a Ability to generate a clear, statement or argument insightful summary of a with difficulty scientific or mathematical or argument based on all pertinent facts/data Hypothesis Formulation Ability to propose one or more insightful, logical and testable hypotheses 1 Poor 2 Satisfactory 3 Good 4- - Excellent Presents hypothesis that is irrelevant to the observation or Follows a statement or argument and generates a rudimentary summary Presents a logical hypothesis but one that might be difficult to test Follows a statement or argument and generates an adequate summary Proposes a reasonable, testable hypothesis to explain a specific observation or Follows a statement or argument and generates a clear, insightful summary Proposes one or more logical, testable hypotheses to explain a specific observation or Data Analysis Ability to interpret empirical information presented in a variety of formats (tables, graphs, charts, equations, word, etc.) and draw appropriate conclusions Data Representation Ability to convert textual information into a variety of mathematical formats (tables, graphs, diagrams, charts, equations, etc.) Problem Solving Ability to apply logic, assumptions, and/or quantitative reasoning to solve a in any context information incorrectly Representation is inappropriate or largely inaccurate Applies faulty logic or reasoning; unable to solve a information correctly Representation is minimally accurate or appropriate Applies some logic or quantitative reasoning to partially solve a information correctly and identifies relevant patterns Representation is accurate and appropriate Applies appropriate logic or quantitative reasoning to solve a in a familiar context information correctly, identifies relevant patterns, and draws insightful conclusions/extrapolations Representation is accurate and highly effective Applies appropriate logic or quantitative reasoning to solve a in an unfamiliar context 4

5 Teamwork Rubric Teamwork competency will include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. Evaluation criteria: 1 Poor 2 Satisfactory 3 Good 4- - Excellent Team Planning and Scheduling Establishing the team s project and goals; choosing among different ways to accomplish goal; development of a schedule and deadlines Does not contribute to the team s plan, or contributes minimally; misses deadlines Contributes to forming the team s plans and meets team deadlines Actively contributes to the formation of the team s plans, contributes ideas and leads in the development of the plan; meets team deadlines Actively contributes to the team s plan, contributes ideas and leads in the development of the plan, meets all deadlines and helps other team members meet their deadlines; is proactive in seeking solution to obstacles that might cause the team to miss deadlines Team Interaction Communication; active listening; participation; courtesy and respect; accountability; team coordination Conflict Resolution Handling disagreements; negotiation; compromise; group cohesiveness; cooperation Task Accomplishment Quality of the team project or product Does not do a fair share of the work; does not share information; is discourteous and disrespectful of other team members; works independently Hostile, apathetic, complains, defensive, will not accept alternative viewpoints; will not accept advice; uncooperative The project or product is flawed or incomplete; is poorly conceived; not appropriate for the task, audience or situation; may be grandiose or excessively derivative Does agreed upon work; communicates regularly, courteously and respectfully; Cooperative; accepts other ideas and does not offer alternatives; never tries to resolve a conflict between other team members Project is complete but was poorly conceived or not appropriate for the task, audience or situation Does the work necessary to complete the team s project (even if more than agreed upon); encourages others; shares information; communicates courteously and respectfully; helps others with their work when asked Cooperative; tries to find solutions to conflicts; suggests compromises The project is good and well- conceived; appropriate for the task and situation. The project builds skills. Leads the communication among teammates but does not monopolize the process; watches for deadlines and proactively helps others; courteous and respectful when the project changes direction; encourages others; does the work necessary to complete the team s project (even if more than agreed upon) Cooperative; works to instill a team spirit in the group; tries to find solutions to conflicts; suggests compromises The project is excellent and exceeds the expectations for the task or situation. The project is a bridge for building beyond the constraints of the classroom. 5

6 Personal Responsibility Rubric Personal Responsibility competency includes the ability to connect choices, actions and consequences to ethical decision- making; students will recognize the importance and impact of responsible personal behavior. Ethical Self- Awareness The student s identification and explanation of core beliefs and their application to his/her role in school, family, community and/or nation Ethical Issue Recognition Awareness of ethical issues in various settings and their complexity Personal Responsibility Accountability, responsibility, persistence, self- discipline, goal- setting 1 Poor 2 Satisfactory 3 Good 4 Excellent Can state personal core beliefs that govern speech and behavior and explain their application to one s role in school, family, community and/or nation. Unable to identify and explain one s core beliefs that govern speech and behavior in application to his/her role in school, family, community and/or nation. Does not demonstrate the ability to recognize the ethical issues in a situation. Demonstrates an inability to recognize nuances among belief systems or cultures. Does not accept responsibility for his own behaviors and work; appears not to have self- discipline; does not complete required work on time Recognizes and articulates the ethical aspects of most situations. Sometimes does not recognize the complexity of a situation that involves multiple cultures or belief systems. Completes work on time. Can work independently. Can work in a group. Is consistently prepared for class and to work on projects. Can state personal core beliefs in a reasoned manner and explain why those beliefs are held when they are challenged in application to his/her role in school, family, community, and/or nation. Can recognize and articulate almost all ethical aspects of situations. Grasps most of the complexities or interrelationships among issues. Understands that there are differing ideas about ethics. Is a self- starter and a hard worker. Goes beyond what is required. Can set goals and make plans that achieve the goal. Can discuss with depth and clarity personal core beliefs. Can state why those beliefs are held when challenged. Acknowledges that others may have different beliefs that are also applicable to one s role in school, family, community, and/or nation. Can recognize and articulate ethical issues within even complex situations. Understands and can articulate the ethical POV of others as well as himself. Can state a position, the objections to it, and the assumptions behind it. Is a self- starter who exhibits a sense of responsibility. Persists even when a project is not going smoothly. Goes beyond what is required. Can set goals and make plans that achieve the goal. Accepts criticism and adapts to complete the work to be done. 6

7 Social Responsibility Rubric Social Responsibility competency will include demonstration of cultural self- awareness, intercultural competency, civic knowledge, and the ability to engage effectively in regional, national and global communities. Evaluation Criteria: Cultural Self- Awareness Ability to identify social issues and analyze them in the light of the student s own cultural perspective 1 Poor 2 Satisfactory 3 Good 4- - Excellent Unable to identify personal assumptions, biases, and beliefs Articulates a basic personal assumptions, biases, and beliefs Articulates a good personal assumptions, biases, and beliefs towards a social issue Articulates a full recognition and personal assumptions, motivations, biases, and beliefs Intercultural Competence Ability to identify social issues and analyze them in the light of a variety of cultural perspectives Unable to demonstrate an a situation, perspective and/or feelings towards a social issue Demonstrates some knowledge of a situation, perspective and/or feelings. Demonstrates good knowledge and a situation, perspective and/or feelings Demonstrates a clear and profound understanding and empathy of a situation, perspective, and/or feelings toward a social issue Civic Identity and Responsibility An understanding the student s role in the quality of life of a community and a sense of responsibility toward civic engagement activities Civic Engagement and/or Reflection Understanding the impact of attitudes and beliefs about social issues and the difference that can be made by engaging in community activities aligning with those attitudes and beliefs Unable to demonstrate an one s role and responsibilities in a community/ society Unable to identify any change or impact in one s attitude, behavior or belief about a social issue a real world in order to take action or personally reflect on it Demonstrates some one s role and responsibilities in a community/ society Identifies and can articulate a basic change or impact in one s attitude, behavior or belief about a social issue through a study of a real world or a service learning project. Demonstrates a good one s role and responsibilities in a community/ society Demonstrates and can articulate a good change or impact in one s attitude, behavior or belief about a social issue through study of a real world or a service learning project. Demonstrates a clear and profound understanding and appreciation for one s role and responsibilities in a community/ society Demonstrates and can articulate a clear and profound understanding of change or impact in one s attitude, behavior or belief about a social issue through the study of a real world or a service learning project. 7