Concepts are relevant to the specific Concepts are relevant to the specific Not all concepts are relevant to Relevant scientific concepts The Concepts Identify the problem. problem. the specific problem. that would enable the problem concepts to be to be solved are not identified Selection is complete (all relevant and Selection is complete (all relevant and Selection is not complete (all employed in solving necessary concepts are identified) necessary concepts are identified) but relevant and necessary concepts the problem may contain extraneous information are not identified) Concept selection reflects a consideration of the theories, laws, Concept selection reflects a Concept selection reflects a approaches, and models of the course consideration of the theories, laws, limited consideration of the discipline and of other disciplines approaches, and models of the course theories, laws, approaches, and (where appropriate) and supports the discipline and of other disciplines (where models of the course discipline derivation of a best solution appropriate) and supports the derivation and of other disciplines (where of a solution appropriate) and does not directly lead to a viable solution. The Solution Concepts are applied accurately, and in Concepts are applied accurately, and in a Concepts are applied Concepts are not applied in a Apply the concepts a manner appropriate to the course manner appropriate to the course imprecisely, incorrectly and in a manner that allows for a in a manner that discipline discipline manner that is inconsistent with solution to the problem provides a solution the course discipline Reflects an awareness of context and Reflects a partial awareness of context to the problem limits. and limits. Does not reflect an awareness of context and limits. Solution is fully reconciled with Solution is partially reconciled with prediction/estimate/hypothesis prediction/estimate/hypothesis Solution is superficially reconciled with prediction/estimate/hypothesis The Rubric was developed by the Faculty Board, supported by the Office of Undergraduate Studies and the Office of Institutional Research, Planning, and Assessment with the instructors upon review of the AAC&U VALUE rubrics and according to standards determined by the Faculty Board for student performance in the General Education courses. The rubric defines the standards for student performance in courses at the University of Maryland.
The Concepts Identify the concepts to be employed in solving the problem Concepts are relevant to the specific problem. Selection is complete (all relevant and necessary concepts are identified) Concept selection reflects a consideration of the theories, laws, approaches, and models of the course discipline and of other disciplines (where appropriate) and supports the derivation of a best solution Concepts are relevant to the specific problem. Selection is complete (all relevant and necessary concepts are identified) but may contain extraneous information Concept selection reflects a consideration of the theories, laws, approaches, and models of the course discipline and of other disciplines (where appropriate) and supports the derivation of a solution Not all concepts are relevant to the specific problem. Selection is not complete (all relevant and necessary concepts are not identified) Concept selection reflects a limited consideration of the theories, laws, approaches, and models of the course discipline and of other disciplines (where appropriate) and does not directly lead to a viable solution. Relevant scientific concepts that would enable the problem to be solved are not identified The Solution Apply the concepts in a manner that provides a solution to the problem Concepts are applied accurately, and in a manner appropriate to the course discipline Reflects an awareness of context and limits. Solution is fully reconciled with prediction/estimate/hypothesis Concepts are applied accurately, and in a manner appropriate to the course discipline Reflects a partial awareness of context and limits. Solution is partially reconciled with prediction/estimate/hypothesis Concepts are applied imprecisely, incorrectly and in a manner that is inconsistent with the course discipline Does not reflect an awareness of context and limits. Solution is superficially reconciled with prediction/estimate/hypothesis Concepts are not applied in a manner that allows for a solution to the problem The Rubric was developed by the Faculty Board, supported by the Office of Undergraduate Studies and the Office of Institutional Research, Planning, and Assessment with the instructors upon review of the AAC&U VALUE rubrics and according to standards determined by the Faculty Board for student performance in the General Education courses. The rubric defines the standards for student performance in courses at the University of Maryland.
NaturalSciences.docx