iRubric: Student Learning Across Intellectual & Affective Dimensions rubric

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Student Learning Across Intellectual & Affective Dimensions

Based on AAC&U's Integrative Learning VALUE rubric: VALUE: Valid Assessment of Learning in Undergraduate Education.(2013). Retrieved from http://www.aacu.org/value/rubrics/integrativelearning.cfm

Rubric Code: R234A5A

By ninabatch

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Public Rubric

Subject: Vocational

Type: Assessment

Grade Levels: Undergraduate, Graduate

William and Mary Campus Recreation Student Learning Across Intellectual and Affective Dimensions Rubric
	Capstone 4 pts	Milestone 3 pts	Milestone 2 pts	Benchmark 1 pts
Connections to Experience Connects relevant work experience and life experiences	Capstone Meaningfully synthesizes connections among experiences outside employment at the Campus Recreation center to deepen understanding of connections and to broaden own points of view.	Milestone Effectively selects and develops examples of life experiences, drawn (from work experience), to illuminate knowledge from working at Campus Recreation.	Milestone Compares life experiences and work experiences, and uses work knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.	Benchmark Identifies connections between life experiences and work experiences..
Connections to Training Sees (makes) connections from job trainings to life or work experiences	Capstone Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples of different job trainings from work in Campus Recreation.	Milestone Independently connects examples of job training and how it was utilized while working in Campus Recreation or within life experiences.	Milestone When prompted, connects examples of job training and how it was utilized while working in Campus Recreation or within life experiences.	Benchmark When prompted, presents examples of job training and how it was utilized while working in Campus Recreation or within life experiences.
Transfer Adapts and applies skills, abilities, values (as perceived by the Campus Recreation department), or perspectives gained in one situation to new situations	Capstone Adapts and applies, independently, skills, abilities, values, or perspectives gained in one situation while working at the Campus Recreation center to new situations to solve difficult problems or explore complex issues in original ways.	Milestone Adapts and applies skills, abilities, values, or perspectives gained in one situation while working at the Campus Recreation center to new situations to solve problems or explore issues.	Milestone Uses skills, abilities, values, or perspectives gained in one situation while working at the Campus Recreation center in a new situation to contribute to understanding of problems or issues.	Benchmark Uses, in a basic way, skills, abilities, values, or perspectives gained in one situation while working at the Campus Recreation center in a new situation.
Reflection and Self-Assessment Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment or reflection)	Capstone Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts, i.e. work experiences).	Milestone Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks within the Campus Recreation work environment).	Milestone Articulates strengths and challenges (within work or Campus Recreation experiences) to increase effectiveness in different contexts (through increased self-awareness).	Benchmark Describes own performances (work related) with general descriptors of success and failure.

Keywords:

William and Mary, Campus Recreation, Student Employees, Student Learning, Assessment

Subjects:

Vocational

Types:

Assessment

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