CORE Quality Thinkers & Problem Solvers Assessment Rubric
MSU Graduates are Thinkers and Problem Solvers
Graduates reason using relevant evidence gathered through scholarly, disciplinary and interdisciplinary methods. They analyze, construct, or critique arguments taking into consideration premises, assumptions, contexts, and conclusions. Graduates will apply information literacy; the ability to skillfully consume (i.e. find, evaluate, and use) and meaningfully create information. They successfully anticipate counterarguments, but can respectfully consider, accommodate or incorporate opposing views as appropriate. Graduates independently, or collaboratively, demonstrate ethical, creative and innovative approaches to asking and answering questions, defining problems and identifying solutions, and creating knowledge or art.
Student work from the CS, Q, IA, IH, IN, IS, and US core perspectives are required to incorporate Thinking & Problem Solving into their course and assignments. The Core Curriculum Committee will request student work that has been designed to meet specific criteria for program assessment using a 3-Point Rubric determining whether work is Proficient, Developing, or Beginning.
Courses integrating the Thinkers and Problem Solvers learning objective are encouraged to address all criteria but must address a minimum of 7 of the 10 criteria and design assignments that can be collected to demonstrate the following:
|
Criteria |
Proficient |
Developing |
Beginning |
Check if not applicable to this assignment |
|
Synthesis of Information |
Successful synthesis of relevant evidence gathered in a manner appropriate for the assignment expectations |
Some synthesis of evidence consistent with assignment expectations |
Minimal or lacks synthesis of evidence |
☐ |
|
Creation of Meaningful Information |
Successful creation of meaningful information building on the evidence provided |
Some creation of meaningful information consistent with the evidence provided |
Lacks the development of meaningful information or information is inconsistent with the evidence provided |
☐ |
|
Evaluation of Evidence |
Appropriate evaluation of evidence |
Some indication of evaluation of evidence |
Lack of evaluation of evidence |
☐ |
|
Source Citation |
Appropriate sources and citation for the assignment expectations |
Sources are cited and most seem appropriate for the assignment |
The source or the majority of sources are not cited |
☐ |
|
Assumptions |
Assumptions, contexts, or premises are clearly acknowledged |
Assumptions, contexts or premises are alluded to |
Assumptions, context or premises are not acknowledged |
☐ |
|
Analysis |
Analysis and construction or critique of an argument or data is present, and conclusions follow clearly |
Some analysis and construction or critique of an argument is present, but conclusions do not follow logically from the analysis or critique |
Little analysis and no clear conclusions |
☐ |
|
Critique of Counter Argument |
Respectfully address (consider, accommodate or incorporate) counterarguments or limitations of argument |
Mention the existence of counterarguments or limitations of argument but do not address them specifically |
No acknowledgement of counterarguments or limitations of argument |
☐ |
|
Asking and Answering Questions |
Demonstration of creative or innovative approaches to asking AND answering questions |
Some evidence of creative or innovative approaches to either asking OR answering questions |
Lack of evidence of creative or innovative approaches to asking or answering questions |
☐ |
|
Defining Problems and Identifying Solutions |
Problems defined or solutions proposed demonstrate innovative and original approach |
Problems defined or solutions offered are well developed but may be limited in scope |
Lack of evidence of understanding of problems or solutions |
☐ |
|
Demonstrates Creation of Knowledge or Art |
Demonstration of creating knowledge or art in a creative and/or innovative way |
Some evidence of creativity or innovation but may be limited in scope. |
Lack of evidence of creativity or innovation |
☐ |
Feedback on these rubrics and potential assignments to the Core Curriculum Committee is appreciated for continuous improvement of this assessment process.