Program-Based Criteria Table
Bachelor of Arts 4 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 |
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Updated December 15, 2020 by Digital & Web Operations, University Relations (web_services@athabascau.ca)