Information Selects relevant, accurate, Selects relevant, accurate, Selects some relevant, Selects virtually no Literacy appropriate, and significant and appropriate sources. accurate, and appropriate relevant, accurate, and/or (GE Goal 1) sources. sources. appropriate sources. EKU General Education Scoring Rubric for ORAL COMMUNICATION Revised 2009 3-Competent 2- Developing 1- Beginning Meets Course Incomplete in Meeting Does Not Meet Course 4-Accomplished COMPETENCY Expectations Course Expectations Expectations Exceeds Course Expectations Somewhat organized Clearly organized introduction, main points, Clearly and strategically organized Structure introduction, main points, and conclusion; unfolds Overall disorganization. introduction, main points, and and conclusion; unfolds somewhat logically but Difficult to follow logic. Poor conclusion; unfolds logically. logically. Skillful use of listener(s) must put effort or no use of transitions. Skillful use of transitions. transitions. into following speaker. Some use of transitions. Integrates relevant, Integrates some Integrates relevant, accurate, accurate, recent information/research but recent information/research with Does not integrate information/research with may at times be at irrelevant significant breadth, depth with information/research. sufficient breadth and with times be irrelevant, Content significant breadth, depth and Displays little or no sufficient breadth and depth. inaccurate, or outdated. creativity. Displays sensitivity when sensitivity. Displays little or Displays sensitivity when Displays some sensitivity discussing ethical issues with no sensitivity when discussing ethical issues. when discussing ethical perceptivity and insight. Sources discussing ethical issues. Sources clearly and issues. Sources cited in clearly and accurately cited No sources cited. accurately cited in some some portions of throughout presentation. portions of presentation. presentation. Marginally meets Exceeds expectation of the Meets expectation of the expectation of the presentation goals (informative, Fails to meet expectation of presentation goals presentation goals Context persuasive, ceremonial, etc.). the presentation goals. (informative, persuasive, (informative, persuasive, Offers novel approach to the goals Does not adhere to time ceremonial, etc.) Adheres to ceremonial, etc.) Problems of the presentation. Adheres to limits. Message not suitable proper time limits. Message adhering to proper time proper time limits. Message to occasion. suitable to occasion. limits. Message suitable to suitable to occasion. occasion.
Information Literacy (GE Goal 1) Selects relevant, accurate, appropriate, and significant sources. Selects relevant, accurate, and appropriate sources. Selects some relevant, accurate, and appropriate sources. Selects virtually no relevant, accurate, and/or appropriate sources. EKU General Education Scoring Rubric for ORAL COMMUNICATION Revised 2009 COMPETENCY 4-Accomplished Exceeds Course Expectations 3-Competent Meets Course Expectations 2- Developing Incomplete in Meeting Course Expectations 1- Beginning Does Not Meet Course Expectations Structure Clearly and strategically organized introduction, main points, and conclusion; unfolds logically. Skillful use of transitions. Clearly organized introduction, main points, and conclusion; unfolds logically. Skillful use of transitions. Somewhat organized introduction, main points, and conclusion; unfolds somewhat logically but listener(s) must put effort into following speaker. Some use of transitions. Overall disorganization. Difficult to follow logic. Poor or no use of transitions. Content Integrates relevant, accurate, recent information/research with significant breadth, depth with significant breadth, depth and creativity. Displays sensitivity when discussing ethical issues with perceptivity and insight. Sources clearly and accurately cited throughout presentation. Integrates relevant, accurate, recent information/research with sufficient breadth and with sufficient breadth and depth. Displays sensitivity when discussing ethical issues. Sources clearly and accurately cited in some portions of presentation. Integrates some information/research but may at times be irrelevant at times be irrelevant, inaccurate, or outdated. Displays some sensitivity when discussing ethical issues. Sources cited in some portions of presentation. Does not integrate information/research. Displays little or no sensitivity. Displays little or no sensitivity when discussing ethical issues. No sources cited. Context Exceeds expectation of the presentation goals (informative, persuasive, ceremonial, etc.). Offers novel approach to the goals of the presentation. Adheres to proper time limits. Message suitable to occasion. Meets expectation of the presentation goals (informative, persuasive, ceremonial, etc.) Adheres to proper time limits. Message suitable to occasion. Marginally meets expectation of the presentation goals (informative, persuasive, ceremonial, etc.) Problems adhering to proper time limits. Message suitable to occasion. Fails to meet expectation of the presentation goals. Does not adhere to time limits. Message not suitable to occasion.
ge.program.assessment.results.2014_0.docx