Program-Based Portfolio Criteria

Bachelor of Arts 3 Yr.

Learning Summary Template
(1 of 17) Knowledge
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Acceptable level of knowledge related to the discipline Some specialization in system of disciplinary knowledge with evidence of reading &/or research beyond the basic & generic level Shows familiarity with disciplinary knowledge sufficient to wield it with confidence & discrimination Exhibits grasp at considerable level of knowledge complexity Advanced & sophisticated level & scope of knowledge related to discipline
(2 of 17) Theory/Concept
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Familiar with relevant theories & concepts Focus on specialized categories of theory & concept within the relevant discipline Shows insights into relationships among applicable theories & concepts, as well as their connection to disciplinary practices &/or to other disciplines Grasps significance of theories & concept & can apply them in many instances related to the discipline Wields relevant theories & concepts at an advanced & complex level, consistent with their use in the discipline
(3 of 17) Critical Thinking
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Understands definition of critical thinking & its role in the discipline at an acceptable level Shows knowledge of the essential elements of critical thinking & some applications in a detailed way Grasps the tools, mechanisms & processes of critical thinking & uses them consciously & systematically Exhibits complex & nuanced understanding of the roles, functions & consequences of critical thinking Clear & insightful use of critical analysis, skepticism & risk employing theories, concepts and data or information employed in the discipline
(4 of 17) Clarity in writing
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Writes in relation to the discipline in a clear & constructive way Usually writes in a revealing & orderly manner that aids understanding in relation to the discipline Organized, systematic & dependable soundness in written work related to the discipline Persuasive & forceful in discipline related writing Clever, challenging & sharp writing related to the discipline
(5 of 17) Logical Argument
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Logical in arguments related to the disciplines at a basic acceptable level Comprehends elements of logic & their application in the discipline Knows & uses logical argument in a conscious, systematic & productive way Disciplined, reasoned & forceful in use of logical argument related to the discipline Deft, logical argument at an advanced, complex & convincing level
(6 of 17) Integrates knowledge from other disciplines
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Sees basic relationships & connections with knowledge bases of other disciplines Draws on other disciplines for some issues, conditions, arguments, conclusions or data related to their degree or discipline Accurately integrates data, research & insights from other disciplines Advanced skill in interpreting intersection with knowledge from other disciplines Nuanced, well reasoned incorporation of knowledge from other disciplines, used with flair & balanced with skepticism
(7 of 17) History/Development of Discipline
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Knows common, factual historical materials basic to the development of the disciplines Shows understanding of the role of history & developmental forces at work in relation to the discipline Knows detailed historical & developmental data related to one or more specialized areas within the discipline Shows broad range of knowledge & understanding of history & development of the discipline Exhibits advanced, detailed & insightful command of history & development of the discipline
(8 of 17) Understanding of sources and development of body of knowledge
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Understands that disciplinary body of knowledge has identifiable sources & wellsprings, with some evidence or examples Shows sufficient grasp of body of knowledge & its development to argue points & show evidence supporting them Systematic & thorough practical & theoretical grasp of disciplines body of knowledge & its source Advanced command of relevant body of knowledge Shows imaginative & complex insight, as well as appreciation of forces at work which produced body of knowledge
(9 of 17) Capacity to disseminate knowledge
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Can explain & argue basic tenets of the discipline Shows confidence & accuracy in disseminating some aspects of knowledge related to the discipline Systematic, orderly & dependable portrayal of elements of knowledge related to the discipline Advanced capacity to promote understanding of scope & depth of knowledge related to the discipline Inspiring & exemplary in putting forth reasoned consideration of materials related to the discipline
(10 of 17) Original Thinking
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Provides evidence of foundations for original thinking Show occasional insight or new ways of thinking about materials related to the discipline Shows frequent examples of original thinking - related to the discipline Complex & novel propositions presented often with convincing rationale Systematically provides fresh insight into problems, issues and data related to the discipline
(11 of 17) Academic self-development - Learning program development
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Shows evidence of a basic learning plan aimed at some identified level of academic achievement Conscious pursuit of a process toward assembling a feasible & realistic academic self-development & learning program Exhibits insights into motivation & practicalities involved in development of a learning plan, & path to specified academic goal(s) Identifies academic & other related learning goals, with assessment of resources, pace & personal capacity to achieve these goals Has challenging but workable plan, outlining steps of trajectory, toward achievement of learnings as well as a consciousness of overall academic learning goals & processes
(12 of 17) Understanding of structure of body of knowledge
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Presents evidence of knowledge of general contents & relationships, within the disciplinary body of knowledge Seeks increasing understanding of the structure of the body of knowledge, & the implications that result from it Employs understanding of structure of body of knowledge to efficiently & insightfully seek information or data & draw good conclusions related to the discipline Identifies issues & problems related to disciplinary body of knowledge structure, inquires into potential solutions & accommodations used in the discipline, as well as their impacts Knows & can explain in a convincing manner, reasons for the structure of the body of knowledge & what effect it has on the discipline
(13 of 17) Awareness of diverse approaches to knowledge
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Knows knowledge, has some variation in form, content &/or process Records some illustrations of different approaches to knowledge Shows evidence of breadth & scope of awareness of diverse approaches to knowledge Can explain why knowledge, & approaches to knowledge vary & what some consequences may be related to the discipline Sophisticated comprehension of varying forms of knowledge, as well as approaches to knowledge
(14 of 17) Related/relevant practical experience
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Draws some basic inferences & data from experiences, & relates it to disciplinary or degree goals Often gains insight into degree or disciplinary questions & issues from practical experience &/or application of theories & concepts in work or life Appropriately relates practice &/or experience lessons to goals of degree or discipline Systematically extracts insights into discipline related questions or issues from experience &/or practical application Outstanding ability to draw conclusions or insights from practice & experiences related to the discipline
(15 of 17) Aware of ethical issues
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Basic awareness of the major ethical dilemmas, questions & issues related to the discipline Can illustrate some ethical dilemmas with examples & some ideas about related forces at work Shows some insights into ethical questions, with discussion of the elements of solutions, their sources, & qualities of evidence for their resolution Advanced consideration of puzzling, multi-faceted ethical questions Complex & nuanced consideration of ethical questions bearing on the discipline
(16 of 17) Research - Ability to plan and execute
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Conducts research related to the discipline, in accord with its basic principles Shows insight & practice in research above the basic level Independent research with some complexity & depth Designs & conducts sophisticated research related to the discipline Appreciates & conducts innovative, clever research related to the discipline
(17 of 17) Breadth of Learnings - Related to Degree Goals (objectives)
0 1-2 3-4 5-6 7-8 9-10
No opportunity to observe Records basic acceptable range of evidence for variety of learnings related to the discipline or degree goals Shows evidence of inquiry & energetic pursuit of broad-ranging knowledge to augment the basics already achieved Sufficient range of learning to confidently & efficiently engage in pursuit of degree goals & disciplinary objectives Comprehensive group of broad range of degree &/or discipline related learnings Shows evidence of a remarkable range of learnings, & related understanding or comprehension of their significance in the discipline

Freedom of Information and Protection of Privacy Act (Alberta). All records and Personal Information (as defined in the Act) received, collected, created, used, disclosed and disposed of by Athabasca University as a result of this document are subject to the provisions of this Act. The personal information collected on this form is used to assess prior learning credit and identify program and course selection recommendations. This information is collected under the authority of Section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act. If you have any questions about the collection and use of this information, contact the Director, Centre for Learning Accreditation, Athabasca University, 1 University Drive, Athabasca, Alberta T9S 3A3. Phone: 800.788.9041 ext 6348.

Updated December 15, 2020 by Digital & Web Operations, University Relations (web_services@athabascau.ca)