UC - Service-Learning Expo Poster Rubric

Service-Learning Expo Poster Rubric Assessment

TAMIU students should demonstrate the ability to achieve competency in the multidisciplinary degree courses. Your class has been selected to be included in the assessment of the Service-Learning Expo Poster Rubric.

The EXPO poster rubric assess academic connections between course content and service opportunities, personal growth, and civic responsibility of all service-learning courses. In addition, it assess written communication and overall poster design and presentation as well as oral communication skills.

There are 8 criteria to the assess Expo poster rubric:
1. Overall Poster Presentation ; 2. Spelling and Grammar; 3. Description of key academic concept(s) related to Service; 4. Personal Growth; 5. Civic responsibility; 6. Critical Reflection of service work; 7. Oral Presentation; and 8. Clarity of Presentation and Ideas.

Students will demonstrate their competency for each criteria on a scale of 0-10.
0-2= Does not meet Expectations. 3-5= Poorly Meets Expectations. 6-8= Meets Expectations. and 9-10= Exceeds Expectations.

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* 1. Within which course is the culmination experience course being assessed?

UNIV 4390

Other (please specify)

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* 2. Who is responsible for completing this communication assessment?

Course Instructor

Program or Department Committee

University Committee

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* 3. Year of Assessment

2018

2019

2020

2021

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* 4. Section Number

	FALL	SPRING	SUMMER
Term offered	Term offered FALL menu	Term offered SPRING menu	Term offered SUMMER menu

Other (please specify)

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* 5. Student ID Number (please insert complete ID number beginning with 'A')

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* 6. What is the student's status or level of academic attainment?

Freshman

Sophomore

Junior

Senior

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* 7. Type of Assessment Artifact

Exam

Final Exam

Group Project/ Performance

Individual Presentation/ Performance

Lab Project

Term Paper

Writing Assignment

Other (please specify)

Question Title

* 8. Description of key academic concept(s) related to Service: What was the class about? How do you connect your learning with the service performed? What are key academic concepts that the service helped you understand?

9-10 Exceeds Expectation: Skillfully connects course content with the service-learning experience.

6-8 Meets Expectations: Adequately explains the relationship between the course content and the service-learning experience.

3-5 Poorly Meets Expectations: Conveys ideas and facts from the course content that may be related to the service-learning experience but does not explicitly explain their relationship.

0-2 Does not meet Expectations: Conveys ideas and facts from the course and service-learning experience that don’t seem to be related.

COMMENTS:

Question Title

* 9. Personal/Professional Growth: What did you learn about yourself through this experience? What was challenging to you at the beginning, how did you feel during the service?

9-10 Exceeds Expectation: Skillfully explains connection between service-learning and understanding of self and/or profession.

6-8 Meets Expectations: Adequately explains connection between service-learning and understanding of self and/or profession.

3-5 Poorly Meets Expectations: Partially explains connection between service-learning and understanding of self and/or profession.

0-2 Does not meet Expectations: Does not express any connection between service-learning experience and understanding of self and/or profession.

COMMENTS:

Question Title

* 10. Civic responsibility: What is the importance of the service work you performed?

9-10 Exceeds Expectation: Skillfully explains importance of service to community, fully understands service beyond class credit requirement.

6-8 Meets Expectations: Adequately explains importance of service to community, understands service beyond class credit requirement.

3-5 Poorly Meets Expectations: Partially articulates importance of service to community, partially sees service beyond class credit requirement.

0-2 Does not meet Expectations: Cannot articulate the importance of the service, does not see beyond class requirement.

COMMENTS:

Question Title

* 11. Critical Reflection of service work: What issues in the community did your service address? What community impact did your service work have?

9-10 Exceeds Expectation: Skillfully explains community problems and identifies positive impact caused by service learning.

6-8 Meets Expectations: Adequately explains community problems and identifies positive impact caused by service learning.

3-5 Poorly Meets Expectations: Partially explains community problems and does not explain impact caused by service learning.

0-2 Does not meet Expectations: Does not explain community problem or impact caused by service learning.

COMMENTS:

Question Title

* 12. Sources and Evidence (QEP) - What sources, research or evidence helped you to draw some of your conclusions? What kind of research did you draw from to understand the social issue or service experience?

9-10 Exceeds Expectation: Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.

6-8 Meets Expectations: Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

3-5 Poorly Meets Expectations: Demonstrates and attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

0-2 Does not meet Expectations: Demonstrates an attempt to sue sources to support ideas in the writing

COMMENTS:

Question Title

* 13. Clarity of Presentation and Ideas

9-10 Exceeds Expectation: Holds attention of audience with use of direct eye contact. Consistently provides examples, illustrates points, defines terms, and/or expresses ideas in different ways. Seldom looking at notes

6-8 Meets Expectations: Consistent use of direct eye contact with audience. Usually but not always provides examples, illustrates points, defines terms, and/or expresses ideas in different ways. Uses some notes.

3-5 Poorly Meets Expectations: Displays minimal eye contact. Occasionally provides examples, illustrates points, and defines terms, and/or express ideas in different ways. Reads mostly from notes.

0-2 Does not meet Expectations: Holds no eye contact with audience. Consistently fails to provide examples illustrate points, define terms, and/or express ideas in different ways. Entire report is read from notes.

COMMENTS:

Question Title

* 14. Poster Visual Appeal

9-10 Exceeds Expectation: Very visually appealing. Excellent arrangement of content, picture of service and additional information.

6-8 Meets Expectations: Overall visually appealing, not cluttered. Adequate arrangement of information with some pictures of service.

3-5 Poorly Meets Expectations: Visual appeal is somewhat cluttered, colors and patterns distract from readability. Arrangement is somewhat confusing, with few pictures of service.

0-2 Does not meet Expectations: Not visually appealing, colors and patterns hinder readability. Arrangement is confusing. Poster does not have any pictures of service.

COMMENTS:

Question Title

* 15. Control of Syntax and Mechanics

9-10 Exceeds Expectation: Uses sophisticated language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.

6-8 Meets Expectations: Uses straightforward language that generally conveys meaning to reader. The language in the poster has few errors

3-5 Poorly Meets Expectations: Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

0-2 Does not meet Expectations: Uses language that sometime impedes meaning because of errors in usage.

COMMENTS:

Question Title

* 1. Within which course is the culmination experience course being assessed?

Question Title

* 2. Who is responsible for completing this communication assessment?

Question Title

* 3. Year of Assessment

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* 4. Section Number

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* 5. Student ID Number (please insert complete ID number beginning with 'A')

Question Title

* 6. What is the student's status or level of academic attainment?

Question Title

* 7. Type of Assessment Artifact

Question Title

* 8. Description of key academic concept(s) related to Service: What was the class about? How do you connect your learning with the service performed? What are key academic concepts that the service helped you understand?

Question Title

* 9. Personal/Professional Growth: What did you learn about yourself through this experience? What was challenging to you at the beginning, how did you feel during the service?

Question Title

* 10. Civic responsibility: What is the importance of the service work you performed?

Question Title

* 11. Critical Reflection of service work: What issues in the community did your service address? What community impact did your service work have?

Question Title

* 12. Sources and Evidence (QEP) - What sources, research or evidence helped you to draw some of your conclusions? What kind of research did you draw from to understand the social issue or service experience?

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* 13. Clarity of Presentation and Ideas

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* 14. Poster Visual Appeal

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* 15. Control of Syntax and Mechanics

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* 16. Name: Person completing this assessment.