Inquiry And Analysis VALUE Rubric (for more information, please contact value@aacu.org)

Inquiry & Analysis Assessment

TAMIU students demonstrate their ability to achieve competency in the core curriculum classes. Your class was selected to be included in the assessment of the Inquiry and Analysis Competency.

Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments.

Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.

There are 6 dimensions to the Inquiry and Analysis assessment:

1. Topic selection; 2. Existing Knowledge, Research, and/or Views; 3. Design Process; 4. Analysis; 5. Conclusion; and 6.Limitations and Implications.

Students will demonstrate their competency for each dimension on a scale of 1-4.
4= CAPSTONE. 3= MILESTONE. 2= MILESTONE. and 1=BENCHMARK.

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* 1. Within which department is the core class being assessed?

	Department
Assessed Course Department	Assessed Course Department Department menu

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* 2. Year of Assessment

2017

2018

2019

2020

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

Course Instructor

Program or Department Committee

University Committee

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* 4. Which core curriculum class is being assessed?

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* 5. Section Number

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

Other (please specify)

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

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

Freshman

Sophomore

Junior

Senior

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* 8. Type of Assessment Artifact

Exam

Final Exam

Group Project/ Performance

Individual Presentation/ Performance

Lab Project

Term Paper

Writing Assignment

Other (please specify)

Question Title

* 9. Topic Selection: What is mastery level of the student in selecting a topic?

4 - CAPSTONE: Identifies a creative, focused, and manageable topic that addresses potentially significant yet previously less-explored aspects of the topic.

3 - MILESTONE: Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.

2 - MILESTONE: Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.

1 - BENCHMARK: Identifies a topic that is far too general and wide-ranging as to be manageable and doable.

COMMENTS:

Question Title

* 10. Existing Knowledge, Research, and/or Views

4 - CAPSTONE: Synthesizes in-depth information from relevant sources representing various points of view/ approaches.

3 - MILESTONE: Presents in-depth information from relevant sources representing various points of
view/ approaches.

2 - MILESTONE: Presents information from relevant sources representing limited points of view/ approaches.

1 - BENCHMARK: Presents information from irrelevant sources representing limited points of view/ approaches.

COMMENTS:

Question Title

* 11. Design Process: What is the mastery level of student in design process?

4 - CAPSTONE: All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines.

3 - MILESTONE: Critical elements of the methodology or theoretical framework are appropriately developed; however, more subtle elements are ignored or unaccounted for.

2 - MILESTONE: Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.

1- BENCHMARK: Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.

COMMENTS:

Question Title

* 12. Analysis: What is the mastery level of student in analysis process?

4 - CAPSTONE: Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.

3 - MILESTONE: Organizes evidence to reveal important patterns, differences, or similarities related to focus.

2 - MILESTONE: Organizes evidence, but however organization is not effective in revealing important patterns, differences, or similarities.

1 - BENCHMARK: Lists evidence, but it is not organized and/or is unrelated to focus.

COMMENTS:

Question Title

* 13. Conclusions: What is the mastery level of student in providing conclusions?

4 - CAPSTONE: States a conclusion that is a logical extrapolation from the inquiry findings.

3 - MILESTONE: States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.

2 - MILESTONE: States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.

1 - BENCHMARK: States an ambiguous, illogical, or unsupportable conclusion from inquiry findings.

COMMENTS:

Question Title

* 14. Limitations and Implications: What is the mastery level of student in providing with supported limitations & implications?

4 - CAPSTONE: Insightfully discusses in detail relevant and supported limitations and implications

3 - MILESTONE: Discusses relevant and supported limitations and implications.

2 - MILESTONE: Presents relevant and supported limitations and implications.

1 - BENCHMARK: Presents limitations and implications; yet they are possibly irrelevant and unsupported.

COMMENTS:

Question Title

* 1. Within which department is the core class being assessed?

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* 2. Year of Assessment

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

Question Title

* 4. Which core curriculum class is being assessed?

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* 5. Section Number

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

Question Title

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

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* 8. Type of Assessment Artifact

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* 9. Topic Selection: What is mastery level of the student in selecting a topic?

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* 10. Existing Knowledge, Research, and/or Views

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* 11. Design Process: What is the mastery level of student in design process?

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* 12. Analysis: What is the mastery level of student in analysis process?

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* 13. Conclusions: What is the mastery level of student in providing conclusions?

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* 14. Limitations and Implications: What is the mastery level of student in providing with supported limitations & implications?

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* 15. Name: Person completing this assessment.