Skip to Main Content Skip to Footer Toggle Navigation Menu menu

Upper Division Evaluation

Learning Outcome Unsatisfactory Satisfactory Exemplary
(CS) Demonstrate an understanding of the media, genre, craft and presentation of art. Quality of “demonstration of understanding" of media, genre, craft and presentation is superficial as evidenced by the exemplar. Quality of exemplar’s “demonstration of understanding" of media, genre, craft and presentation of art demonstrates some understanding of these four features needed to study the fruit of creative endeavor. Quality of exemplar’s “demonstration of understanding” of media, genre, craft and presentation of art demonstrates an understanding of these four features needed to study the fruit of creative endeavor.
(CS) Articulate an understanding of the complexity of defining and interpreting art. Quality of “articulation” will demonstrate no awareness of this complexity. Quality of “articulation” will demonstrate basic interpretive skills and an appreciation for the open-ended nature of creative studies. Quality of “articulation” will demonstrate interpretive skills necessary for a close reading of a work of art and an understanding of the open-ended nature of creative studies.
(CS) Examine the contexts and influences of art. Quality of “examination” will be superficial or nonexistent. Quality of “examination” will demonstrate an awareness that context alters meaning and that all art is influenced by precedent. Quality of “examination” will demonstrate an ability to interpret how context alters meaning and that all art is influenced by precedent.
(CS) Practice the improvisational and technical processes of art. Evidence of “practice” is superficial. Evidence of “practice” is apparent. Evidence of “practice” suggests advanced skill.
(IS) Understand individual, systemic, and/or social processes. Example does not demonstrate an even basic understanding of at least one individual, system or social process. Example demonstrates a basic understanding of an individual, systemic or social process. Example illustrates an in-depth understanding of an individual, systemic or social process or has demonstrated a clear understanding of more than one process.
(IS) Analyze individuals, systems, and/or societies through multiple frames of reference. Example analyzes individuals, systems and/or societies through only one frame of reference. Example analyzes individuals, systems and/or societies through more than one frame of reference. Example provides in-depth, clear analyses of individuals, systems and/or societies through more than one frame of reference.
(IS) Think critically about the ways that society affects individual behavior and/or individual behavior affects society. Sample fails to critically examine the interplay between individual behavior and society. Sample illustrates that the student can think critically about the reciprocal relationship between individuals and society. Example provides a critical look at multiple ways in which there is a reciprocal relationship between individuals and society.
(IS) Articulate how key theoretical principles can be used to explain individual and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts. Example fails to coherently articulate how theory can be applied to explain one or more of the following: individual and social processes, public policy, development of practical approaches to human problems across contexts. Example demonstrates how theory can be applied, but is unclear or lacking in depth. Example clearly articulates how theory can be applied to explain one or more of the following: individual and social processes, public policy, development of practical approaches to human problems across contexts.
(NW) Demonstrate an understanding of the theoretical and/or experimental background of a particular topic or model, sufficient to form or identify a hypothesis. Example fails to provide a scientific foundation for model or hypothesis – or uses model or hypothesis incorrectly. Example presents a scientific model or hypothesis, but does not thoroughly explain. Example presents a scientific model or hypothesis, connecting it to experimental results, historical studies/literature, or historical interpretations.
(NW) Demonstrate an ability to critically analyze scientific results discussing strengths and weaknesses. Example fails to critically analyze results. Critically analyzes the results, but does not provide adequate detail on strengths and weaknesses. Example recognizes the strengths and weaknesses within a model or hypothesis then critically analyzes results based on evidence.
(NW) Demonstrate how scientific results can be extended to more general situations in contemporary society. Example fails to coherently convey how discoveries can be applied more broadly. Example attempts to extend results more broadly, but is unclear or is lacking depth. Example clearly conveys how a given technology or discovery can impact other similar situations or discoveries.
(QR) Frame contextual questions using mathematical representation. Example fails to provide a contextual question, or fails to use recognized mathematical representations to translate the relevant question. Example uses recognized mathematical representations to translate contextual questions. Example uses recognized mathematical representations to pose questions (student generated) that are relevant and unambiguous.
(QR) Apply models to deduce consequences or make predictions. Model is unclear or absent, or no clear conclusions or predictions are articulated. Example indicates a model, and the model is applied to make conclusions, however some of the terms or supporting work are absent. All of the terms are clearly defined, the supporting work is evident, and the model is applied appropriately to make conclusions.
(QR) Communicate quantitative arguments using clear prose. Exemplar indicates an inability to use, or improper use or interpretation of, commonly accepted mathematical representations. Example adequately conveys a verbal interpretation of a mathematical argument. The example suffers from minor omissions or errors. Example completely and clearly conveys a verbal interpretation of a mathematical argument.
(QR) Critique quantitative arguments with respect to assumptions, constraints, and logical coherence.  Example acknowledges neither the appropriate assumptions and constraints of the model, nor the strengths and weaknesses of the argument.   Example considers the appropriate assumptions and constraints of the model, or the strengths and weaknesses of the argument, but not both. Exemplar considers the appropriate assumptions and constraints of the model, and the strengths and weaknesses of the argument.
(UQ) Identify and analyze or evaluate core assumptions and paradigms through which knowledge and/or values are acquired and assessed. Writing sample does not identify and analyze or evaluate at any substantive level the core assumptions and/or the paradigms through which knowledge and/or values are acquired or assessed. Writing sample somewhat identifies and analyzes or evaluates core assumptions and/or the paradigms through which knowledge and/or values are acquired or assessed. Writing sample clearly identifies and analyzes, or evaluates core assumptions and paradigms through which knowledge and/or values are acquired or assessed.
(UQ) Examine and analyze the ambiguities and tensions inherent in competing truth claims, fundamental beliefs, and/or cultural practices. Writing sample does not include any evidence of examination and analysis of competing truth claims, fundamental beliefs, and/or cultural practices. Writing sample includes some evidence of logical and insightful examination and analysis of competing truth claims, fundamental beliefs, and/or cultural practices. Writing sample includes clear evidence of logical and insightful examination and analysis of competing truth claims, fundamental beliefs, and/or cultural practices.
(UQ) Demonstrate greater self-knowledge and awareness of social responsibility through engaged self-reflection. Writing sample fails to employ or engage any question that leads to deeper insights into our actions and ways of belonging in communities. Writing sample includes some evidence of critical self-knowledge and awareness of social responsibility. Writing sample includes significant evidence of critical self-knowledge and awareness of social responsibility.
(UQ) Articulate and engage core questions that lead to examined insights into our actions and ways of belonging in communities. Writing sample fails to employ or engage any question that leads to deeper insights into our actions and ways of belonging in communities. Writing sample productively employs or engages at least one question that leads to deeper insights into our actions and ways of belonging in communities. Writing sample shows strong evidence of productively and insightfully articulating or engaging at least one question that leads to deeper insights into our actions and ways of belonging in communities.
(VP) Identify, analyze, and contextualize primary sources. Sample is unsatisfactory if either of the following is true:
  • student does not understand what a primary source is.
  • student cannot place the primary source into larger context.
Writing sample illustrates that the student recognizes the relationship between primary source materials and interpretations of the past in a broader context. Writing sample illustrates that student can use primary source material(s) to develop interpretations of the past in a broader context.
(VP) Identify and critique secondary, scholarly arguments about the past. Writing sample is unsatisfactory if either of the following is true:
  • student does not understand what a secondary source is.
  • student is unable to articulate the strengths and weaknesses of a secondary source.
Writing sample illustrates that student understands what a secondary scholarly argument about the past is and that some scholarly arguments about the past are better grounded in evidence than others. Writing sample illustrates that student can recognize a secondary scholarly argument about the past and discuss its strengths and weaknesses.
(VP) Develop and defend an analytical or interpretive argument about the past. Writing sample is unsatisfactory if either of the following is true:
  • student cannot make an analytical or interpretive argument about the past.
  • student is unable to marshal evidence to support an analytical or interpretive argument.
Writing sample illustrates that student is able to make an analytical or interpretive argument about the past that requires more evidence. Writing sample illustrates that student can make a convincing analytical or interpretive argument about the past that is grounded in evidence.
(VP) Recognize that differences separate people past and present, though all people share a common humanity. Writing sample is unsatisfactory if either of the following is true:
  • student does not understand that particular cultural practices, assumption, or ideas (etc.) are historically situated.
  • student believes that current cultural practices, assumptions, or ideas (etc.) are universally true and applicable for all times.
Writing sample illustrates that student recognizes the historic specificity of a particular cultural practice, assumption, or idea (etc.). Writing sample illustrates that student understands the historic specificity of a particular cultural practice, assumption, or idea (etc.) and is able to explain why these prevailed in the time period in question.
(VP) Evaluate the reliability of evidence about the past. Writing sample is unsatisfactory if the student believes that all evidence is created equal. Writing sample illustrates student recognizes that some historical evidence is stronger than others. Writing sample illustrates student understands how to weigh the merits of historical evidence and that evidence about the past is limited in scope.