INQUIRY AND ANALYSIS / WRITTEN COMMUNICATION VALUE RUBRIC
modified for TAMIU QEP (for more information, please contact value@aacu.org)

Inquiry & Analysis / Written Communication 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 Inquiry and Analysis / Written Communication value rubric.

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 5 dimensions to the Inquiry and Analysis assessment:

1. Topic selection; 2. Existing Knowledge, Research, and/or Views; 3. Analysis; 4. Conclusion; and 5. Control of Syntax and Mechanics.

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

Question Title

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

UNIV 4390

Other (please specify)

Question Title

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

Course Instructor

Program or Department Committee

University Committee

Question Title

* 3. Year of Assessment

2018

2019

2020

2021

Question Title

* 4. Section Number

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

Other (please specify)

Question Title

* 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?

Freshman

Sophomore

Junior

Senior

Question Title

* 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. 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

* 9. 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

* 10. 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

* 11. 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

* 12. Control of Syntax and Mechanics:

4 - CAPSTONE: Uses sophisticated language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error free.

3 - MILESTONE: Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

2 - MILESTONE: Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

1 - BENCHMARK: Uses language that sometimes 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

Question Title

* 4. Section Number

Question Title

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

Question Title

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

Question Title

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

Question Title

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

Question Title

* 12. Control of Syntax and Mechanics:

Question Title

* 13. Name: Person completing this assessment.