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Learning Outcomes - Assessment

Outcomes Rubric


MDC Learning Outcomes

L01 Communication
L02 Quantitative Analysis
L03 Creative/Critical Thinking and Scientific Reasoning
L04 Information Literacy
L05 Global, Cultural and Historical Perspectives
L06 Personal, Civic and Social Responsibility
L07 Ethical Thinking
L08 Computer Literacy and Emerging Technologies
L09 Aesthetic Appreciation
L10 Natural Systems and the Environment

 

L01 Communication
(Revised 1/26/09)

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Emerging 1
  • Thesis and purpose are not evident.
  • Central idea is not focused. Supporting details are general and not specific.
  • Paragraph structure is weak and lacks transitions.
  • Frequent errors in word choice, sentence structure, mechanics and punctuation seriously affect clarity.
  • Style is inappropriate for intended audience
Developing 2
  • Thesis and purpose are evident but not stated.
  • Central idea is minimally focused. Some supporting details are specific but most are general.
  • Paragraph structure supports the central ideas, but transitions are lacking.
  • Vocabulary is limited. Frequent errors in sentence structure, mechanics and punctuation may obscure content.
  • Style is appropriate for intended audience but is not effective.
Proficient 3
  • Thesis and purpose are evident and stated.
  • Central idea is sufficiently focused. Most supporting details are specific.
  • Paragraph structure and transitions help to support the central idea.
  • Vocabulary is varied. Occasional errors in sentence structure, mechanics and punctuation do not obscure content.
  • Style is appropriate and effective but may not engage intended audience.
Exemplary 4
  • Thesis and purpose are logically, coherently and explicitly stated.
  • Central idea is clearly focused and effective. All supporting details are specific and clearly contribute to the central idea.
  • Paragraph structure and logical transitions consistently and effectively support the central idea.
  • Vocabulary is and varied and carefully chosen.
  • Sentence structure, mechanics and punctuation are error-free.
  • Style is appropriate, effective and engages intended audience.
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L02 Quantitative Analysis
(Revised 2/09)

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Emerging 1
  • Cannot identify data necessary to solve the problem.
Developing 2
  • Can identify data necessary to solve problem, but analyzes data incorrectly.
Proficient 3
  • Identifies applicable data, and analyzes data correctly, but does not justify results.
Exemplary 4
  • Identifies applicable data, analyzes data correctly, and justifies results.
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L03 Creative/Critical Thinking and Scientific Reasoning
(Revised 1/26/09)

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Emerging 1
  • Strategies to solve the problem are illogical.
  • Does not understand the problem.
  • Analysis and point of view present a limited, biased perspective and fail to acknowledge other points of view.
Developing 2
  • Strategies to solve the problem are logical but lead to incomplete solutions.
  • Understands the problem and identifies alternative solution using some creative thinking.
  • Analysis and point of view present a limited perspective and acknowledge at least one other point of view with limited bias.
Proficient 3
  • Strategies to solve the problem are logical and justify solutions.
  • Understands the problem, identifies and develops alternative solutions but does not formulate a plan to solve it using original and creative thinking.
  • Analysis and point of view include a comparative perspective that considers one other point of view without bias.
Exemplary 4
  • Strategies to solve the problem are consistently logical and correctly and effectively justify solutions.
  • Understands the problem, identifies and develops alternative solutions as well as formulates a plan to solve it using sophisticated, original and creative thinking.
  • Analysis and point of view are discussed and include a comparative perspective that considers more than one point of view without bias.
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L04 Information Literacy
(Revised 1/26/09)

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Emerging 1
  • Search strategy does not employ keywords and lacks methods to results, which are applied incorrectly.
  • Student demonstrates no understanding of plagiarism by failing to cite or quote sources.
  • Response is either inaccurate or incomplete and lacks supporting information.
Developing 2
  • Search strategy employs some irrelevant keywords and limited methods to achieve results, which are not applied.
  • Student demonstrates limited understanding of plagiarism by citing or quoting few sources where appropriate.
  • Response accurately lists advantages and disadvantages without adequate explanation.
Proficient 3
  • Search strategy employs focused, keywords and methods to achieve relevant results, which are applied.
  • Student demonstrates basic understanding of plagiarism by citing and quoting some sources where appropriate.
  • Response accurately explains advantages and disadvantages supported by relevant facts.
Exemplary 4
  • Search strategy employs focused, “on target” keywords and precise or advanced methods to achieve highly relevant, accurate, and/or expert results, which are applied effectively.
  • Student demonstrates a clear understanding of plagiarism by nearly flawlessly and effectively citing and quoting all sources where appropriate.
  • Response consistently and accurately explains advantages and disadvantages supported by facts and examples.
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L05 Global, Cultural and Historical Perspectives
(Revised 2/2009)

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Emerging 1
  • Does not recognize the global or societal implications.
  • Does not formulate a contextual analysis.
Developing 2
  • Recognizes but does not explain the global or societal implications.
  • Attempts a contextual analysis that targets at least one of the following contexts: historical, social, political, economic, or cultural.
Proficient 3
  • Recognizes and explains the global or societal implications.
  • Employs a clear contextual analysis that targets more than one of the following contexts: historical, social, political, economic, and cultural.
Exemplary 4
  • Recognizes, explains and applies the principles of global or societal implications.
  • Employs clear contextual analysis that draws relationships among more than one of the following contexts: historical, social, political, economic, and cultural.
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L06 Personal, Civic and Social Responsibility
(Revised 2/2009)

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Emerging 1
  • Recognizes responsible personal behavior but is unable to explain its importance.
  • Lacks an understanding of the role of being a productive community member and does not identify the skills necessary to function as one.
  • Does not identify a social policy issue.
Developing 2
  • Recognizes responsible personal behavior but has difficulty expressing its importance.
  • Articulates some understanding of the role of being a member of a community but has difficulty identifying the skills necessary to function as one.
  • Identifies a social policy issue but has difficulty understanding the importance of addressing that issue.
Proficient 3
  • Recognizes responsible personal behavior and expresses its importance.
  • Articulates some understanding of the responsibilities of being a member of a community and identifies the skills necessary to function as one.
  • Identifies and evaluates a social policy issue and explains the importance of addressing that issue.
Exemplary 4
  • Recognizes responsible personal behavior and clearly expresses its importance.
  • Articulates an understanding of the responsibilities of being a productive member and leader of a community and clearly identifies the skills necessary to function as one.
  • Identifies and evaluates the importance of participating in solving a social problem and clearly articulates the impact of individual actions on policy.
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L07 Ethical Thinking
(Revised 1/26/09)

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Emerging 1
  • Unable to clearly articulate or recognize an ethical dilemma. No grasp of the ethical issues involved.
  • An argument is not stated.
  • No reasons are stated.
  • No alternative position is considered.
Developing 2
  • Able to articulate an ethical dilemma. Grasp of ethical issues involved is weak.
  • An argument is not clearly stated in defense of an ethical position. Reasons are not clearly stated. Reasons given may be weak or not provide an adequate defense of the position.
  • An alternative position may or may not be considered.
Proficient 3
  • Able to articulate an ethical dilemma. Grasp of the ethical issues involved is fair.
  • An argument is clearly stated in defense of an ethical position.
  • Some reasons are clearly stated.
  • Reasons given are fair and provide an adequate defense of position.
  • As appropriate, an effort to present an alternative position is apparent although there may be some flaws in the reasoning.
Exemplary 4
  • Able to articulate an ethical dilemma
  • Grasp of ethical issues involved is firm.
  • An argument is clearly stated in defense of an ethical position.
  • Several reasons are clearly stated.
  • Reasons given are strong and provide a solid defense of position.
  • As appropriate, an effort to present an alternative position is apparent with no flaws in reasoning.
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L08 Computer Literacy and Emerging Technologies
(Rubric Not Available)

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Emerging 1
  • TBD
Developing 2
  • TBD
Proficient 3
  • TBD
Exemplary 4
  • TBD
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L09 Aesthetic Appreciation
(Revised 1/26/09)

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Emerging 1
  • Lacks recognition and interpretation of the creative expression in any of the works.
  • Response is not analytical, and is missing concrete details, personal perceptions and personal associations about the work.
Developing 2
  • Has difficulty recognizing interpreting the creative expression in the works.
  • Response is minimally analytical, and is supported with only one of the following: concrete details, personal perceptions or personal associations about the work.
Proficient 3
  • Adequately recognizes and interprets the creative expression in more than one variety of work.
  • Response is analytical, and is supported with two out of the following three: concrete details, personal perceptions and personal associations about the work.
Exemplary 4
  • Clearly recognizes and interprets the complexity and creative expression in a variety of works.
  • Response is significantly analytical, and is supported with all of the following: concrete details, personal perceptions and personal associations about the work.
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L10 Natural Systems and the Environment
(Revised 1/26/09)

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Emerging 1
  • Response does not illustrate any understanding of natural system functions and / or human impact on the environment.
  • Based on data provided, misinterprets or fails to recognize the impact of individuals or societies on the environment.
Developing 2
  • Using limited details, response illustrates limited understanding of natural system functions or human impact on the environment.
  • Based on data provided, recognizes the impact of individuals and societies on the environment but cannot formulate strategies to minimize this impact.
Proficient 3
  • Using adequate details, response illustrates an understanding of natural systems functions and human impact on the environment.
  • Based on data provided, recognizes the impact of individuals and societies on the environment and formulates strategies to minimize this impact.
Exemplary 4
  • Using accurate and appropriate details, response illustrates a thorough understanding of natural systems functions and the effects of human impact on the environment.
  • Based on data provided, recognizes the impact of individuals as members of a larger society and formulates an integrated approach to minimizing a society’s impact on the environment.
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