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Core Competencies Assessment 2007-2008: Area I Courses
New Mexico Institution Name Central New Mexico Community College Communications Competencies
State Competencies Assessment Procedures Assessment Results How Results Will Be Used (Optional)
(Learning Outcomes Being Course Name and NMCCN To Make Improvements Recommendations/Goals/
Measured) (Process/Instrument named or Priorities
described – rubric attached)
1. Students will analyze and
evaluate oral and written
communication in terms of
situation, audience, purpose,
aesthetics, and diverse points of
view.
Students should:
Understand, appreciate, and
critically evaluate a variety of
written and spoken messages in
order to make informed decisions.
2. Students will express a Written Communication Written Communication Written Communication
primary purpose in a compelling Faculty in Liberal Arts Percentage of students The in-class essay results are
statement and order supporting
points logically and convincingly.
volunteered one class period scoring at proficiency (rubric potentially affected by low-
Students should: (spring 2006) for Assessment levels 3 and 4): stakes testing problems,
Organize their thinking to express Days. The Liberal Arts main idea = 44%; where students have minimal
their viewpoints clearly, concisely, assessment team developed supporting points = 38%; investment to showcase their
and effectively. two prompts (students organization = 35%. best work. As such, the
selected one) asking students Correlations between the assessment team moved to
to write an in-class essay. writing scores and student embedded assessment in
Essays (n=335) were scored credit hours were not spring 2008 where routine
twice by Liberal Arts faculty significant. written course assignments
(following norming) to were collected and scored by
evaluate reliability based on Selected reliability results the Liberal Arts assessment
the rubric shown in Appendix (percentage of matching team. Results for the
A. The results shown reflect scores): competency measurement
the average of the two scores. main idea = 40%; expected November 2008.
Rubric traits aligned with the supporting points = 47%; The rubric is scheduled for
Communication competency organization = 38%. review by the full CNM
2: main idea; supporting faculty in 2008-2009.
points; organization.
Central New Mexico Community College 1
Oral Communication Oral Communication Oral Communication
Embedded assessment was Percentage of students Videotaping, if used again,
used to collect pilot data on scoring at proficiency (rubric requires more instruction
students’ oral communication levels 3 and 4): than offered in the pilot
skills. Faculty in Liberal content = 84%. study. Some presentations
Arts volunteered to videotape weren’t scored because the
student presentations (spring Selected reliability results camera was too far away or
2008) in five class sections. (percentage of matching rotated too frequently from
Presentations (n=97) were scores): the student to their
scored twice by Liberal Arts content = 41%. supporting materials (e.g.,
faculty (following a norming Power Point, board notes).
session) to evaluate reliability
based on the rubric shown in
Appendix A. The results
shown reflect the average of
the two scores.
Rubric traits aligned with the
Communication competency
2: content.
3. Students will use effective
rhetorical strategies to persuade,
inform, and engage.
Students should:
Select and use the best means to
deliver a particular message to a
particular audience. Rhetorical
strategies include but are not
limited to modes (such as narration,
description, and persuasion), genres
(essays, web pages, reports,
proposals), media and technology
(PowerPointTM, electronic
writing), and graphics (charts,
diagrams, formats).
Central New Mexico Community College 2
4. Students will employ writing English 1101 English 1101 English 1101 & 1102
and/or speaking processes such NMCCN: ENGL 1113 NMCCN: ENGL 1113 NMCCN: ENGL 1113 &
as planning, collaborating,
organizing, composing, revising,
Students in 32 English 1101 Pre-test results show that ENGL 1123
and editing to create sections were administered a 80%+ of students are The Department of English,
presentations using correct grammar pre- and post-test competent in 4 grammar in collaboration with the
diction, syntax, grammar, and (taken from the Bedford skills. An estimated 53% of CNM School of
mechanics. Handbook) in spring 2006 students increased their Communication, Humanities,
Students should:
Use standard processes for
(n=256 completed both tests). grammar score in the post- and Social Sciences
generating documents or oral The diagnostic tool test, with a mean gain of 9 investigated the following
presentations independently and in represented 18 grammar points (out of 100). options to assist students with
groups. skills. their grammar skills:
development of a step-down
English 1102 English 1102 option for students entering
NMCCN: ENGL 1123 NMCCN: ENGL 1123 English 1101 without the
Students in 6 English 1102 More than 80% of students requisite skills, increase the
sections completed a demonstrated competency for ACT entry score, and
grammar pre-test (taken from 11 grammar skills. increase English 1101 and
the Bedford Handbook) in 1102 courses to four credit
spring 2006 (n=105). The hours. These requests were
diagnostic tool represented denied in the curriculum
18 grammar skills. review process.
The department encouraged
the use of the Liberal Arts
written communication rubric
in their syllabi.
Written Communication Written Communication Written Communication
Faculty in Liberal Arts Percentage of students The in-class essay results are
volunteered one class period scoring at proficiency (rubric potentially affected by low-
(spring 2006) for Assessment levels 3 and 4): stakes testing problems,
Days. The Liberal Arts grammar = 43%. where students have minimal
assessment team developed Correlation between the investment to showcase their
two prompts (students grammar score and student best work. As such, the
selected one) asking students credit hours was not assessment team moved to
to write an in-class essay. significant. embedded assessment in
Essays (n=335) were scored spring 2008 where routine
Central New Mexico Community College 3
twice by Liberal Arts faculty Selected reliability results written course assignments
(following norming) to (percentage of matching were collected and scored by
evaluate reliability based on scores): the Liberal Arts assessment
the rubric shown in Appendix grammar = 49%. team. Results expected
A. The results shown reflect November 2008.
the average of the two scores.
Rubric trait aligned with the
Communication competency
4: grammar.
Oral Communication Oral Communication Oral Communication
Embedded assessment was Percentage of students Videotaping, if used again,
used to collect pilot data on scoring at proficiency (rubric requires more instruction
students’ oral communication levels 3 and 4): than given in the pilot study.
skills. Faculty in Liberal eye contact = 70%; Some presentations were
Arts volunteered to videotape vocal delivery = 84%. unscoreable because the
student presentations (spring camera was too far away or
2008) in five class sections. Selected reliability results rotated too frequently from
Presentations (n=97) were (percentage of matching the student to their
scored twice by Liberal Arts scores): supporting materials (e.g.,
faculty (following a norming eye contact = 44%; Power Point, board notes).
session) to evaluate reliability vocal delivery = 54%.
based on the rubric shown in
Appendix A. The results
shown reflect the average of
the two scores.
Rubric traits aligned with the
Communication competency
4: eye contact; vocal
delivery.
5. Students will integrate Academic Inquiry Academic Inquiry Academic Inquiry
research correctly and ethically Students (n=71) in five Data were analyzed by credit The assessment of academic
from credible sources to support
the primary purpose of a
Liberal Arts courses hours in Liberal Arts courses. inquiry skills was quite
communication. participated in Assessment Results for students with 45 limited in scope to evaluate
Students should: Days, spring 2007, in a pilot or more hours are shown the utility of the rubric and to
Gather legitimate information to study of the Academic here. gauge student skills. The
support ideas without plagiarizing, Inquiry rubric (shown in Percentage of students assessment team will employ
Central New Mexico Community College 4
misinforming or distorting. Appendix A). Students, in scoring at proficiency (rubric embedded assessment for
the computer lab for one levels 3 and 4): 2008-2009; Liberal Arts
class period, were asked to locating resources = 38%; faculty will score routine
research a topic using evaluating student coursework based on
Internet sources and complete information = 13%; the Academic Inquiry rubric.
a series of questions designed citing resources = 38%. Formal review of the rubric is
by the Liberal Arts scheduled for spring 2009.
assessment team. Rubric Results for the competency
traits aligned with the measurement and rubric
Communication competency review expected summer
5: locating resources; 2009.
evaluating information;
citing resources.
6. Students will engage in The CNM teamwork rubric Percentage of students The teamwork rubric is
reasoned civic discourse while (shown in Appendix A) was scoring at proficiency (rubric difficult to use given the
recognizing the distinctions
among opinions, facts, and
used to score students skills levels 3 and 4): limited observation of student
inferences. in two Liberal Arts courses in exchange and assimilation of teams in class by the
Students should: spring semester 2008 (n=34). ideas = 77%. instructor. The rubric is
Negotiate civilly with others to Both sections required scheduled for review by the
accomplish goals and to function as students to work together on full CNM faculty in 2008-
responsible citizens.
a project that covered several 2009.
weeks. The course
instructors conducted the
scoring, observing student
interactions during allocated
time in class. Rubric trait
aligned with the
Communication competency
6: exchange and assimilation
of ideas.
Area I Assessment completed by Patricia Seitz October 3, 2008
Signature Printed Name Date
Phone number 505/224-3672
Central New Mexico Community College 5
Core Competencies Assessment 2007-2008: Area II Courses
New Mexico Institution Name Central New Mexico Community College Mathematics – Other College-Level Mathematics Competencies
State Competencies Assessment Procedures Assessment Results How Results Will Be Used (Optional)
(Learning Outcomes Being Course Name and NMCCN To Make Improvements Recommendations/Goals/
Measured) (Process/Instrument named or Priorities
described – rubric attached)
1. Students will display, analyze,
and interpret data.
Students should:
a. Discriminate among different
types of data displays for the
most effective presentation.
b. Draw conclusions from the
data presented.
c. Analyze the implication of the
conclusion to real life
situations.
2. Students will demonstrate The Liberal Arts numeracy The Assessment Days
knowledge of problem-solving tool was administered in numeracy tool was modestly
strategies.
Students should:
volunteer class periods for revised for spring 2008 data
a. For a given problem, gather Assessment Days in spring collection. The most
and organize relevant 2006 (n=338). Math classes significant change was
information. were not eligible for the allowing the use of
b. Choose an effective strategy to assessment based on the calculators. Results expected
solve the problem.
c. Express and reflect on the
philosophy of investigating November 2008.
reasonableness of the solution students’ mathematics skills
to the problem. in “applied” settings.
Numeracy tools were scored,
following norming, by
Liberal Arts assessment team
math faculty. The rubric is
shown in Appendix A.
2a. For a given problem, 2a. For a given problem,
Central New Mexico Community College 6
gather and organize gather and organize
relevant information. relevant information.
Rubric traits aligned with the Percentage of students
Other Math competency 2a: scoring at proficiency (rubric
create and use graphs; levels 3 and 4) by Liberal
recognize and interpret Arts credit hours,
patterns in data. for create and use graphs—
0-14 hours = 53%;
15-29 hours = 54%;
30-44 hours = 48%;
45+ hours = 56%.
for recognize and interpret
patterns in data—
0-14 hours = 59%;
15-29 hours = 62%;
30-44 hours = 59%;
45+ hours = 60%.
2b. Choose an effective 2b. Choose an effective
strategy to solve the strategy to solve the
problem. problem.
Rubric trait aligned with the Percentage of students
Other Math competency 2b: scoring at proficiency (rubric
problem solving. levels 3 and 4) by Liberal
Arts credit hours for problem
solving—
0-14 hours = 47%;
15-29 hours = 46%;
30-44 hours = 50%;
45+ hours = 51%.
3. Students will construct valid The Liberal Arts numeracy Percentage of students The Assessment Days
mathematical explanations. tool was administered in scoring at proficiency (rubric numeracy tool was modestly
Students should:
Use mathematics to model and
volunteer class periods for levels 3 and 4) by Liberal revised for spring 2008 data
explain real life problems. Assessment Days in spring Arts credit hours, collection. The most
2006 (n=338). Math classes for execute unit significant change was
were not eligible for the conversions— allowing the use of
assessment based on the 0-14 hours = 48%; calculators. Results expected
Central New Mexico Community College 7
philosophy of investigating 15-29 hours = 41%; November 2008.
students’ mathematics skills 30-44 hours = 55%;
in “applied” settings. 45+ hours = 54%.
Numeracy tools were scored,
following norming, by
Liberal Arts assessment team
math faculty. The rubric is
shown in Appendix A.
Rubric trait aligned with the
Other Math competency 3:
execute unit conversions.
4. Students will display an
understanding of the
development of mathematics.
Students should:
Recognize that math has evolved
over centuries and that our current
body of knowledge has been built
upon contributions of many people
and cultures over time.
5. Students will demonstrate an
appreciation for the extent,
application, and beauty of
mathematics.
Students should:
Recognize the inherent value of
mathematical concepts, their
connection to structures in nature,
and their implications for everyday
life.
Area II-Other Math Assessment completed by Patricia Seitz October 3, 2008
Signature Printed Name Date
Phone number 505/224-3672
Central New Mexico Community College 8
Core Competencies Assessment 2007-2008: Area IV Courses
New Mexico Institution Name Central New Mexico Community College Social and Behavioral Sciences Competencies
State Competencies Assessment Procedures Assessment Results How Results Will Be Used (Optional)
(Learning Outcomes Being Course Name and NMCCN To Make Improvements Recommendations/Goals/
Measured) (Process/Instrument named or Priorities
described – rubric attached)
1. Students will identify, Cultural Diversity Cultural Diversity Cultural Diversity &
describe and explain human Faculty in Liberal Arts Percentage of students Global Perspective
behaviors and how they are
influenced by social structures,
volunteered one class period scoring at proficiency (rubric The multiple-choice
institutions, and processes within (spring 2007) for Assessment levels 3 and 4) by Liberal questions are a limited
the contexts of complex and Days. The Liberal Arts Arts credit hours for the measure. In addition, we
diverse communities. assessment team developed multiple-choice questions, question whether the essay
Students should: eighteen multiple-choice identification of diversity— results are potentially
Develop an understanding of self
and the world by examining
questions representing the 0-14 hours = 19%; affected by low-stakes testing
content and processes used by identification of the diversity 15-29 hours = 27%; problems, where students
social and behavioral sciences to of ideas and practices in 30-44 hours = 17%; have minimal investment to
discover, describe, explain, and society and how they affect 45+ hours = 29%. showcase their best work. As
predict human behaviors and social biases and assumptions in such, the assessment team
systems.
human interactions. The Percentage of students moved to embedded
rubric that guided the scoring at proficiency (rubric assessment for 2008-2009
development of the questions levels 3 and 4) by Liberal where routine course
is shown in Appendix A. Arts credit hours for the short assignments are scored with
Total scores for the eighteen answer essays, identification the rubric by the instructor.
questions (n=292) were used of diversity— Formal review of the rubrics
to assign rubric levels: less 0-14 hours = 13%; is scheduled for spring 2009.
than 70% correct were 15-29 hours = 27%; Results for the competency
deemed inadequate, 70-79% 30-44 hours = 35%; measurement, and the rubric
adequate, 80-89% proficient, 45+ hours = 29%. review, expected summer
and 90-100% exemplary. 2009.
Students were also given
prompts and asked to write
three short answer essays
Central New Mexico Community College 9
(n=122). The essays were
scored, following norming,
by the Liberal Arts
assessment team.
Rubric trait aligned with the
Social and Behavioral
Sciences competency 1:
identification of diversity.
Global Perspective Global Perspective
Faculty in Liberal Arts Percentage of students
volunteered one class period scoring at proficiency (rubric
(spring 2007) for Assessment levels 3 and 4) by Liberal
Days. The Liberal Arts Arts credit hours for the
assessment team developed multiple-choice questions,
eighteen multiple-choice state of the planet—
questions tapping basic 0-14 hours = 39%;
knowledge of global issues. 15-29 hours = 59%;
The rubric that guided the 30-44 hours = 54%;
development of the questions 45+ hours = 63%.
is shown in Appendix A.
Total scores (n=321) were Percentage of students
used to assign rubric levels: scoring at proficiency (rubric
less than 70% correct were levels 3 and 4) by Liberal
deemed inadequate, 70-79% Arts credit hours for the short
adequate, 80-89% proficient, answer essays, state of the
and 90-100% exemplary. planet—
Students were also given 0-14 hours = 13%;
prompts and asked to write 15-29 hours = 17%;
three short answer essays 30-44 hours = 14%;
(n=149). The essays were 45+ hours = 19%.
scored, following norming,
by the Liberal Arts Selected reliability results
assessment team. A subset of (percentage of matching
the essays (n=58) were scores) for short answer
scored twice to evaluate essays, state of the planet—
scoring reliability. question #1 = 75%;
Central New Mexico Community College 10
Rubric trait aligned with the question #2 = 76%;
Social and Behavioral question #3 = 76%.
Sciences competency 1:
state of the planet.
2. Students will articulate how Cultural Diversity Cultural Diversity Cultural Diversity &
beliefs, assumptions, and values Faculty in Liberal Arts Percentage of students Global Perspective
are influenced by factors such as
politics, geography, economics,
volunteered one class period scoring at proficiency (rubric The short answer essay
culture, biology, history, and (spring 2007) for Assessment levels 3 and 4) by Liberal results are potentially
social institutions. Days. The Liberal Arts Arts credit hours, causes of affected by low-stakes testing
Students should: assessment team developed diversity and disparity— problems, where students
Enhance knowledge of social and three prompts for short 0-14 hours = 13%; have minimal investment to
cultural institutions and the values
of their society and other societies
answer essays (n=122). The 15-29 hours = 21%; showcase their best work. As
and cultures in the world. essays were scored by the 30-44 hours = 35%; such, the assessment team
Liberal Arts assessment team 45+ hours = 21%. moved to embedded
following norming (rubric assessment for 2008-2009
shown in Appendix A). where routine course
Rubric trait aligned with the assignments are scored with
Social and Behavioral the rubric by the instructor.
Sciences competency 2: Formal review of the rubric is
causes of diversity and scheduled for spring 2009.
disparity. Results for the competency
measurement, and the rubric
Global Perspective Global Perspective review, expected summer
Faculty in Liberal Arts Percentage of students 2009.
volunteered one class period scoring at proficiency (rubric
(spring 2007) for Assessment levels 3 and 4) by Liberal
Days. Students were given Arts credit hours, global
prompts and asked to write dynamics/systems—
three short answer essays 0-14 hours = 7%;
(n=149). The essays were 15-29 hours = 7%;
scored, following norming, 30-44 hours = 6%;
by the Liberal Arts 45+ hours = 7%.
assessment team. A subset of
the essays (n=58) were Selected reliability results
scored twice to evaluate (percentage of matching
scoring reliability. scores), global
Rubric trait aligned with the dynamics/systems—
Central New Mexico Community College 11
Social and Behavioral question #1 = 72%;
Sciences competency 2: question #2 = 71%;
global dynamics/systems. question #3 = 68%.
3. Students will describe ongoing
reciprocal interactions among
self, society, and the
environment.
Students should:
Understand the interdependent
nature of the individual,
family/social group, and society in
shaping human behavior and
determining quality of life.
4. Students will apply the Cultural Diversity Cultural Diversity Cultural Diversity &
knowledge base of the social and Faculty in Liberal Arts Percentage of students Global Perspective
behavioral sciences to identify,
describe, explain, and critically
volunteered one class period scoring at proficiency (rubric The short answer essay
evaluate relevant issues, ethical (spring 2007) for Assessment levels 3 and 4) by Liberal results are potentially
dilemmas, and arguments. Days. The Liberal Arts Arts credit hours, affected by low-stakes testing
Students should: assessment team developed application of knowledge— problems, where students
Articulate their role in a global three prompts for short 0-14 hours = 22%; have minimal investment to
context and develop an awareness
and appreciation for diverse value
answer essays (n=122). The 15-29 hours = 27%; showcase their best work. As
systems in order to understand how essays were scored by the 30-44 hours = 35%; such, the assessment team
to be good citizens who can Liberal Arts assessment team 45+ hours = 26%. moved to embedded
critically examine and work toward following norming (rubric assessment for 2008-2009
quality of life within a framework shown in Appendix A). where routine course
of understanding and justice.
Rubric trait aligned with the assignments are scored with
Social and Behavioral the rubric by the instructor.
Sciences competency 4: Formal review of the rubric is
application of knowledge. scheduled for spring 2009.
Results for the competency
Global Perspective Global Perspective measurement, and the rubric
Faculty in Liberal Arts Percentage of students review, expected summer
volunteered one class period scoring at proficiency (rubric 2009.
(spring 2007) for Assessment levels 3 and 4) by Liberal
Days. The Liberal Arts Arts credit hours,
assessment team developed human choice—
three prompts for short 0-14 hours = 3%;
Central New Mexico Community College 12
answer essays (n=149). The 15-29 hours = 3%;
essays were scored by the 30-44 hours = 6%;
Liberal Arts assessment team 45+ hours = 7%.
following norming (rubric
shown in Appendix A). A Selected reliability results
subset of the essays (n=58) (percentage of matching
were scored twice to evaluate scores), human choice—
scoring reliability. Rubric question #1 = 50%;
trait aligned with the Social question #2 = 69%;
and Behavioral Sciences question #3 = 75%.
competency 4: human
choice.
Area IV Assessment completed by Patricia Seitz October 3, 2008
Signature Printed Name Date
Phone number 505/224-3672
Central New Mexico Community College 13
Core Competencies Assessment 2007-2008: Area V Courses
New Mexico Institution Name Central New Mexico Community College Humanities and Fine Arts Competencies
State Competencies Assessment Procedures Assessment Results How Results Will Be Used (Optional)
(Learning Outcomes Being Course Name and NMCCN To Make Improvements Recommendations/Goals/
Measured) (Process/Instrument named or Priorities
described – rubric attached)
1. Students will analyze and Art History 1101 Art History 1101 Art History 1101
critically interpret significant NMCCN: ARTS 2113 NMCCN: ARTS 2113 NMCCN: ARTS 2113
and primary texts and/or
works of art (this includes fine
Students in 1 section of the Percentage of students The results were deemed
art, literature, music, theatre, course (n=25) were asked to scoring at proficiency (rubric satisfactory, suggesting no
and film.) visit an art gallery or levels 3 and 4) for the change is necessary. The
museum, select one painting, following primary traits: instructor will encourage
and write a five-page report visual elements = 96%; students more often to use
based on criteria reflected in principles of design = 76%; office hours to review the
the course rubric (shown in subject = 88%; goals of the assignment.
Appendix A). The reports form = 72%;
(from fall semester 2007) content = 72%.
were scored by the instructor.
2. Students will compare art
forms, modes of thought and
expression, and processes across
a range of historical periods
and/or structures (such as
political, geographic, economic,
social, cultural, religious, and
intellectual).
3. Students will recognize and
articulate the diversity of human
experience across a range of
historical periods and/or cultural
perspectives.
4. Students will draw on
historical and/or cultural
perspectives to evaluate any or
all of the following:
contemporary problems/issues,
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contemporary modes of
expression, and contemporary
thought.
Area V Assessment completed by Ernest Garcia, Kathleen Waymire, Patricia Seitz October 3, 2008
Signature Printed Name Date
Phone number 505/224-3672
Central New Mexico Community College 15
Appendix A
Central New Mexico Community College
Supporting Materials
1- Liberal Arts Written Communication Rubric
2- Liberal Arts Oral Communication Rubric
3- Liberal Arts Academic Inquiry Rubric
4- Liberal Arts Numeracy Rubric
5- Liberal Arts Cultural Diversity Rubric
6- Liberal Arts Global Perspective Rubric
7- CNM Teamwork Core Competency Rubric
8- Art History 1101 Museum/Gallery Report Rubric
Note: Liberal Arts rubrics are used to measure exit competencies for the CNM Liberal Arts associate degree. CNM rubrics are
used to measure core competencies, required of all CNM associate degree students. The Art History rubric is specific to the
CNM Fine Arts associate degree.
Central New Mexico Community College 16
Central New Mexico Community College
Liberal Arts Written Communication Rubric
Writing Criteria 4 3 2 1
Main Idea: A clear message that Clear message develops Generally clear message Ambiguous meanings and
Establishes and considers and develops largely relevant ideas for with a few relevant ideas undeveloped ideas lead to
maintains a clear relevant ideas brings clarity useful clarity and improved gives the reader a limited reader uncertainty of
message that is fully and understanding to the understanding of a subject understanding of subject content and message
developed subject and message and message. and message.
Organization: Writing is sharply focused Focused and organized Commonality to ideas and Lack of focus and
Clearly focused and and organized. The logical writing with plausible organization provides organization with few or no
organized with a logical progression of ideas around constructions around a purpose and contributes to ideas around common
progression of ideas a common theme is common theme provide understanding. theme leave reader
around a common theme persuasive. meaning and purpose. unmoved or unable to
Clearly defines and explains understand
relationship of topic
sentence to thesis.
Support: Substantial varied and Statements are well Most statements are Little or no evidence to
Statements are appropriate details strongly supported by substantial supported by evidence. The support statements or
supported by substantial support statements. There details and evidence. A main idea is generally linked assertions. Main idea is
varied and appropriate is clear linkage between the good linkage between to supporting evidence. weakly or not linked to
details linked to evidence evidence and writer’s evidence and ideas is evidence. Authority of
and main idea. assertions. evident. writer is questionable.
Grammar: No usage, grammatical or Proper word usage, Mistakes in word usage, Mistakes in word usage,
The reader is mechanical errors. grammar, and mechanics grammar, and mechanics do grammar, and mechanics
unencumbered by word contribute to and support not detract from detract from the reader’s
usage, grammar and understanding and understanding and understanding and
mechanics. readability. Minimal errors. readability contribute to difficulty in
reading.
Cognitive Level
4 3 2 1
Criteria
Note: Minimum Analysis, Synthesis, Application: Comprehension: Knowledge:
acceptable score will Evaluation: Uses what is understood in a Translates or rephrases Accurately recalls or
vary by assignment Makes a judgment of a work new situation. The student known words, interprets or describes, identifies
requirements. Be sure or plan based upon a given comes to a determination, explains in a way that information which was
to evaluate the cognitive or constructed set of specific applies a principal or solves demonstrates understanding presented. Involves
level needed to complete criteria, not opinion. a problem. of the material. memorization.
the task before assessing Organizes/reorganizes Determine, develop, choose Discuss, differentiate, Define, describe, identify,
the student’s work. ideas/combines elements to an appropriate, apply a generalize, interpret, isolate, label, state, list,
make a whole. Key words: principle, solve a problem, summarize, explain, outline, recall, recite
Analyze, appraise, related, demonstrate classify, illustrate, give an
differentiate, infer, compare, example, translate, state in
contrast, criticize, own words
extrapolate, judge, validate,
weigh, evaluate
Revised April 2005.
Central New Mexico Community College 17
Central New Mexico Community College
Liberal Arts Oral Communication Rubric
Exemplary
Inadequate Emerging Proficient (includes Proficient column)
ORAL CLASSROOM & SMALL GROUP COMMUNICATION
Does not answer questions Responds minimally to Responds thoroughly to Responds thoroughly and
in class. questions when asked. questions when asked. demonstrates ability to extend
Answering answers to other relevant areas.
Does not ask questions in Struggles or appears Asks content-related questions Facilitates discussion by asking for
class. embarrassed when asking with ease. more information and clarification
Asking questions. when needed.
Does not comment during Occasionally makes Often makes appropriate Offers appropriate examples
Commenting classroom discussions or appropriate comments during comments during classroom demonstrating content-related
class comments inappropriately. classroom discussions. discussions. information.
discussion
Commenting Does not comment during Occasionally makes Often contributes appropriately Volunteers to lead or report from
small group small group discussions or appropriate comments during to and will facilitate small small group work.
discussion comments inappropriately. small group work. group activities when asked.
FORMAL PRESENTATIONS
Makes little or no eye Makes occasional eye contact Makes eye contact more than Eye contact is plentiful. Reads
Eye contact with audience. with audience. Reads more half the time. Reads less than very little; sounds conversational.
Contact Reads presentation. than half the presentation. half the presentation.
Cannot be understood Vocal delivery can be Vocal delivery is varied and Vocal delivery is animated and
during a presentation due understood most of the time. easy to understand. promotes audience interest and
Vocal to volume, rate, inflection, engagement.
Delivery or poor articulation.
Content of presentation is Content of presentation is Content is appropriate, flows in Content includes helpful transitions
not easily understood due mostly appropriate and a logical progression, and and signposts, internal summaries
to lack of focus, poor demonstrates some minimal includes adequate supporting or previews, and a variety of
organization, or irrelevant planning. material and an appropriate interesting supporting material.
Content or suspect information. introduction and conclusion.
EFFECTIVE LISTENING
Appears to sleep or not Looks at or turns toward Demonstrates patience with Engages in active listening by
pay attention while others others when they speak. and respect for the smiling, frowning, nodding, leaning
Attentive speak. communication styles, views, toward speaker, making
Listening and comments of others. appropriate responses, etc. while
others speak.
Holds side conversations Avoids side conversations Demonstrates ability to Successfully engages in and
Focused while others speak. while others speak. accurately paraphrase others’ facilitates extensive exchanges
Listening comments. with and among other speakers.
Fails to respond. Responds minimally or Responds appropriately to oral Exceeds expectations for
Responsive inappropriately. instructions (e.g., addresses assignment.
Listening all aspects).
Revised June 2008.
Central New Mexico Community College 18
Central New Mexico Community College
Liberal Arts Academic Inquiry Rubric
LEVEL 1 LEVEL 2 LEVEL 3
Formulates question(s) that Formulates academically Formulates academically
Posing Questions is inappropriate in scope to adequate question(s) that is stimulating question(s) that is
the assignment appropriate in scope to the appropriate in scope to the
Formulates question(s) that assignment assignment
is inappropriate in content Formulates academically Formulates academically
to the assignment adequate question(s) that is stimulating question(s) that is
appropriate in content to the appropriate in content to the
assignment assignment
Fails to understand the Has a limited understanding of Draws from the range of
Locating Resources range of resources available the range of resources resources available
Exhibits no search strategy available Uses a methodical,
Examines a narrow variety of Exhibits a limited search knowledgeable search strategy
resources strategy Examines a wide variety of
Is unable to evaluate the Examines a limited variety of resources
quality of resources resources Purposefully examines and
Demonstrates a limited ability evaluates quality of resources
to evaluate quality of resources
Unable to identify valid Is limited in ability to identify Uses valid criteria in
Evaluating Information criteria to be used in valid criteria to be used in evaluating information
evaluating information evaluating information Uses careful and precise
Is careless and imprecise in Is not consistently careful and observation of information
observation of information precise in observation of Notes dominant characteristics
Is unable to note dominant information and relationships among
characteristics and Is not consistent in ability to information components
relationships among note dominant characteristics Describes details with clarity
information components and relationships among and focus
Evaluation of information information components
lacks detail Is not consistent in ability to
describe details with clarity and
focus
Commits plagiarism Fails to cite some pieces of Recognizes all pieces of
Citing Resources Produces many citations that information that require citation information that require
do not adhere to the chosen Produces some citations that do citation
or required citation format not adhere to the chosen or Produces citations according
required citation format the chosen or required citation
format
Conclusions are incomplete Conclusions are illogical or are Draws logical and complete
Drawing Conclusions not well-supported conclusions that are well-
supported
Revised July 2007.
Central New Mexico Community College 19
Central New Mexico Community College
Liberal Arts Numeracy Rubric
Inadequate Adequate Proficient Exemplary
Incorrect answer: Incorrect answer: Incorrect answer: Correct answer:
Lacking
most/any correct
Primary Traits procedure; With 1-2 procedural No procedural errors;
arithmetic errors; only arithmetic is Correct procedure
incorrect. arithmetic incorrect. incorrect. & arithmetic.
Conduct problem solving
Create & use graphs
Recognize & interpret patterns in data
Execute unit conversions
Perform arithmetic operations relevant to the
area of study
Converting numbers to effective representation
Interpreting limits of measurement
Technology, e.g., use of calculators
Additional criteria are used to score questions on assessment tools: arithmetic error; inappropriate use of information; order of operations error; set-
up error; failure to complete problem; other (explain).
Revised February 2006.
Central New Mexico Community College 20
Central New Mexico Community College
Liberal Arts Cultural Diversity Rubric
Inadequate Adequate Proficient Exemplary
Identification of Unaware and does Identifies biases, etc but does Analyzes potential reasons Evaluates and applies their
Diversity: Identify not recognize not discuss causes or results. why biases exist and how knowledge of biases to both
diversity of ideas and differential this effects people and their own life and the life of
practices in society and treatment of results in differential others.
how they affect biases and people. treatment.
assumptions in human
interactions.
Causes of Diversity and Unaware of any Recognizes that cultural, Analyze how these issues Evaluates, and applies their
Disparities: Explain major cultural, historical historical or geographical issues alter people’s perceptions of knowledge of how various
cultural, historical, and or geographical shape people’s behavior & the world and how their own causes of diversity and
geographical issues that issues affect viewpoints. However, they do cultural perceptions have disparities affect their own and
shape the diversity of human cultural not analyze how or why these been affected. other’s behaviors.
perceptions and behaviors diversity. issues have an impact nor do
in one’s own society or they recognize that they have
communities. been personally impacted.
Application of Fails or denies to Acknowledges that cultural Limited recognition of how & Can utilize their knowledge of
Knowledge: Apply the acknowledge that differences affect personal why diversity issues affect diversity issues to evaluate
knowledge of diversity cultural differences interactions but doesn’t interactions between people. how these affect personal
issues to understand, affect personal understand why or how. interactions and to create
adapt, and effectively interactions. positive interactions between
interact with people from people with different
different backgrounds at backgrounds.
work, school, and in their
community.
Revised February 2007.
Central New Mexico Community College 21
Central New Mexico Community College
Liberal Arts Global Perspective Rubric
Inadequate Adequate Proficient Exemplary
unaware knowledge/ analysis/synthesis evaluate/application
Description of skills and does not comprehension separate, order, connect, integrate, evaluate, modify,
competencies adequately know specific facts, list, define, classify, compare, select, create, design, invent,
recognize a global state, recall, summarize, explain, infer, break down, compose, assess, measure,
perspective describe, explain, distinguish, outline, combine, convince, judge, support,
estimate, identify, understand, differentiate, illustrate, value, compare and contrast,
generalize. recognize, question, critique, apply, develop, solve,
prioritize, include. project, show, transfer, relate,
examine.
unaware of or identifies and recalls specific connects plausible global applies and evaluates reliable
State of the Planet demonstrates no facts, some knowledge of issues facts/theories with information to issues within
comprehension of significant global issues, related information, wider context, shows openness
any issues understands basic information. synthesizes information, to larger scope, compares and
affecting our examines assumptions, contrasts complex ideas and
planet differentiates and prioritizes information, designs creative
information. and reflective ideas.
unaware of global identifies knowledge of examines and differentiates integrates, applies, and
Global Dynamics/ systems and interaction and interconnections the concept of global evaluates global change
Systems dynamics, does not in a global system, recognizes interdependence and theories and concepts,
recognize concept concept of global change. dynamics, recognizes global critiques mechanism of the
of global change connections, illustrates world system, develops and
global change. connects theories to real life
situations, creates and designs
solutions to global issues
unaware of human understands and describes that prioritizes and differentiates creates and designs ways
Human Choice choices and feels human choices exist and ways choices may be choices can be activated,
disempowered to influence outcomes, knows that enacted, explains and solves problems, creates
act constructively individual actions create change, illustrates process of choice solutions, evaluates multiple
describes human choices. selection, compares and ways human choices may be
contrasts choice options, enacted, applies information
recognizes opportunities for learned to execute a task.
choice.
Revised February 2007.
Central New Mexico Community College 22
Central New Mexico Community College
Teamwork Core Competency Rubric
Teamwork Definition: Students will work and interact with others at a personal, professional, and global level demonstrating respect for individual
and cultural differences while practicing civility, honesty, and personal responsibility.
Area of Learning Academic Achievement Academic Achievement Academic Achievement Academic Achievement
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Exchange & Does not relay (exchange, Relays (exchanges, Relays (exchanges, Relays (exchanges, defends,
assimilation of defend, rethink) information defends, rethinks) defends, rethinks) most rethinks) a great deal of
ideas to team members related to information to team information to team information to team
the topic. members only partially members mostly related members related to the
related to the topic. to the topic. topic.
Does not listen to team
members, may be talking Listens to team members Listens to team members Listens to team members all
about unrelated subjects. some of the time. most of the time. of the time.
Works individually, has Works in part as an Works collaboratively and Works collaboratively,
limited coordination or individual or with some contributes to the team. achieves a balance in
communication with others. group members and has listening and speaking.
limited communication with
the whole team.
Feedback Feedback is generally not Feedback given is not Feedback is used for Provides and uses
asked for nor given. always constructive and is improvement. constructive feedback,
not always sought. engages in the task.
Conflict resolution The student is disruptive to The student frequently The student causes The student takes on an
the team’s work. causes disruption. minimal disruption. active role to influence or
promote the team goals.
The student’s disruption The student appears to The student is able to find
requires intervention. have his/her own agenda common ground with
for the team. other team members.
The student’s disruption The student does not
may require intervention. require intervention due
to disruption.
Central New Mexico Community College 23
Central New Mexico Community College
Art History 1101 Museum/Gallery Report Rubric
Primary Trait Did it Mostly did it Mostly didn’t do it Didn’t do it
Identifying Information
Rationale for Painting Selection
Visual Elements
Uses appropriate terminology; describes how art
elements function in the work.
Principles of Design;
Uses appropriate terminology, describes how the
principles of design are manifested in the work.
Subject
Describes subject, elaborates on content; explains
how visual elements and design work together to
convey content.
Form
Describes subject, elaborates on content; explains
how visual elements and design work together to
convey content.
Content
Describes subject, elaborates on content; explains
how visual elements and design work together to
convey content.
Central New Mexico Community College 24
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