Performance Indicators with Rubrics
The student organizes ideas in a logical and recognizable structure, presenting a clear and well-supported progression of thought.
| Performance Indicator | Minimal Proficiency | Partial Proficiency | Proficient |
|---|---|---|---|
| Applies Logical Organization | The student does not organize ideas in a logical structure, frequently presenting an unclear or disjointed line of thought, impacting the overall coherence and effectiveness of their communication. | The student organizes ideas in a logical and recognizable structure, presenting a generally clear progression of thought, but with lapses within the organization that impact the coherence and effectiveness of their communication. | The student organizes ideas in a logical and recognizable structure, presenting a clear and well-supported progression of thought, facilitating the overall coherence and effectiveness of their communication. |
The student uses clear, concise, and precise language appropriate for the discipline or context.
| Performance Indicator | Minimal Proficiency | Partial Proficiency | Proficient |
|---|---|---|---|
| Uses Appropriate Language for the Context | The student does not use clear, concise, and precise language appropriate for the discipline or context or employs an inconsistent or limited use of context terminology, resulting in unclear communication. | The student uses clear, concise language appropriate for the discipline or context, though inconsistent clarity and precision impact overall communication effectiveness. | The student uses clear, concise, and precise language and terms appropriate for the discipline or context, conveying ideas with clarity and efficiency to support the communication’s key message and supporting points. |
The student adapts communication style elements (tone, formality, and intention/purpose) for the intended audience and context to support the intent of the communication.
| Performance Indicator | Minimal Proficiency | Partial Proficiency | Proficient |
|---|---|---|---|
| Adapts Communication for Intended Audience | The student does not adapt communication style elements appropriate to the context to engage the audience or make the intent of the message clear, displaying a limited understanding of how to adjust tone, formality, or other style elements to engage the audience with the communication’s purpose. | The student shows some ability to adapt communication for the intended audience and context, making efforts to adjust tone, formality, and style, but with occasional lapses that may alienate the intended audience and impact the overall effectiveness of the communication. | The student effectively adapts communication for the intended audience and context, adjusting tone, formality, and style to suit different audiences, contexts, and purposes. |
The student revises a communication in response to verbal or written feedback from the audience, peers, or instructors.
| Performance Indicator | Minimal Proficiency | Partial Proficiency | Proficient |
|---|---|---|---|
| Revises Work in Response to Feedback | The student does not revise communication in response to verbal or written feedback, displaying a limited response to audience needs and a missed opportunity to meet audience, context, and disciplinary expectations. | The student revises communication in response to verbal or written feedback, making efforts to incorporate input, but with lapses or limited depth in the revisions made or without adequate understanding of audience needs and expectations in the context. | The student revises communication in response to verbal or written feedback, demonstrating an understanding of how to evaluate the quality of feedback and incorporate the selected feedback to improve clarity, focus, and intent of the message and meet audience expectations in the communication context. |
The student selects appropriate communication channels to communicate.
| Performance Indicator | Minimal Proficiency | Partial Proficiency | Proficient |
|---|---|---|---|
| Evaluates Appropriate Communication Channels | The student fails to identify and select appropriate communication channels, and chooses networking strategies, media, or publishing options that are not optimal for the given context. | The student identifies and selects appropriate communication channels and uses some suitable networking strategies or media channels, but makes some ineffective choices for the given context and intended audience. | The student selects appropriate communication channels, selecting networking strategies, media formats, or other publishing options appropriate for the given context and intended audience, ensuring clear and efficient communication in various contexts. |
The student reflects on their communication skills and experiences and the value of communication skills in academic, career, or personal contexts.
| Performance Indicator | Minimal Proficiency | Partial Proficiency | Proficient |
|---|---|---|---|
| Reflects on Communication Skills and Value Across Contexts | The student does not reflect on their communication skills and experiences, providing only vague or limited insights with little understanding of their strengths and areas for improvement, or the value of communication skills in academic, career, or personal contexts. | The student reflects on their communication skills and experiences, identifying some strengths and areas for improvement, but offering limited exploration of the value of communication skills across academic, career, or personal contexts or limited reflection development and support in general. | The student reflects on their communication skills and experiences with sufficient depth, demonstrating an understanding of their strengths and areas for improvement and providing insights about the value of communication skills across their academic, career, or personal contexts. |