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What does this mean?
Students will demonstrate the ability to: define an issue,
question, or problem to be researched; formulate research questions
and develop a research plan; utilize a method of inquiry appropriate
to the subject; locate useful sources of secondary and primary
information; evaluate, synthesize, and present their research
in a cogently written critical essay with all sources appropriately
cited.
Criteria for Assessment
(Completion of the ENGCOM ULR is a prerequisite)
NOTE: The criteria are made up of general statements
about what all students are expected to learn. It is the responsibility
of the professor of a course with built-in assessment for MLO
2: Research Skills or the students seeking independent assessment
to specify the particular content and research conventions of
the field(s) that best informs the issue/question/problem being
researched.
Acquiring Information/Evidence
- Is the method of inquiry clearly identified and followed
(e.g., historical, literary, rhetorical, artistic, sociological,
ethnographic, legal)?
- Does the portfolio reflect facility with locating sources
through on-site searches in libraries and/or archives, and through
electronic searches on the Internet, CD-ROM, or other kinds of
electronic databases?
- Does the research prospectus/plan provide: 1) an overview
of the topic, 2) an identification of the question/problem to
be explored, 3) a set of questions to guide the research, 3)
a listing of relevant secondary sources to be consulted, and
4) a list of primary sources to be researched?
- If appropriate does the research draw on primary sources
drawn from at least two of the following areas: 1. Audio (e.g.,
music, radio programs); 2. Everyday life (e.g., clothes, household
goods); 3. Oral and ethnographic fieldwork (e.g., oral histories,
eyewitness accounts, ethnographies); 4. Performance and ritual
(e.g., ceremonies, theater); 5. Visual (e.g., advertisements,
art, film); 6. Official documents (e.g., government documents,
statistical data, legal briefs); and 7. Other printed materials
(e.g., magazine, newspapers, manuscripts, literary texts).
Evaluating/Interpreting Information
- Does the analysis reflect a critical assessment of the information,
including assessment of source credibility?
- Does the analysis provide an interpretation of the information?
Synthesizing/Applying Information
- Does the analysis provide arguments supported by primary
and secondary research?
- Does the student formulate a position and marshal the research
information to construct a story, explanation or historical narrative?
Documenting/Presenting Information
- Does the research essay appropriately cite and reference
all sources, according to the Chicago, MLA or APA style standards,
or to alternative styles appropriate to the nature of the research
project?
- Does the research essay follow a clear structure?
- Does the portfolio meet professional standards of neatness,
accuracy, and appropriate visual appeal?
Pathways
Course-based Assessment
- HCOM 300-Major ProSeminar
Independent Assessment
- A portfolio must satisfy all of the criteria and standards
for MLO 2: Research Skills. It is the responsibility of the student
to frame the research topic, defining the method of inquiry.
The portfolio must include a finished research project, including
a research prospectus, an annotated bibliography of secondary
sources, documentation (visual, oral, and aural) that supports
the research project, and a 15 to 25-page analytical essay. Written
essays can also be accompanied by presentations in audio, video,
or multi-media format.
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- For further information, please see Procedures for Independent
Assessment.
MLO 2: Research Skills Assessment Standards
(A level of 3 is necessary to fulfill the built-in assessment).
5. Exemplary
The portfolio meets all of the criteria stated above. The work
demonstrates in-depth research and analysis of secondary and
primary sources. The work demonstrates substantial individual
initiative in defining the scope and topic of research. It reveals
extensive on-site searches for sources in a library/archive (including
use of index cards, CD-ROM and electronic databases), and adept
use of search engines to locate materials on the Internet. The
portfolio includes a thoughtful, developed research prospectus/plan
and demonstrates professional implementation of the chosen method
of inquiry. The work integrates an exceptional number of secondary
sources and primary materials, sharply evaluated for their credibility,
and expertly used to construct an essay or other scholarly product.
The structure of arguments is convincingly organized, the thesis
is strongly supported by examples and information throughout;
the work acknowledges different positions and answers the research
question in a compelling and convincing manner; the conclusion
raises important and original insights. All sources are cited
according to the appropriate citation style. Errors in spelling,
punctuation, mechanics, and usage are rare. The work is focused,
organized, and skillfully presented according to the appropriate
writing, audio/visual, or multimedia conventions.
4. Very Good
The portfolio meets all of the criteria stated above. The work
demonstrates well-rounded research and analysis of secondary
and primary sources. It demonstrates individual initiative in
defining the scope and topic of research. It reveals active on-site
searches for sources in a library/archive (including use of index
cards, CD-ROM and electronic databases), and reliable use of
search engines to locate materials on the Internet. The portfolio
includes a developed research prospectus/plan and demonstrates
thoughtful implementation of the chosen method of inquiry. The
work integrates a good number of secondary sources and primary
materials, soundly evaluated for their credibility, and effectively
used to construct a compelling essay or other product. The structure
of arguments is clearly organized, the thesis is strongly supported
by the research data; different positions are acknowledged, the
conclusion builds on the evidence, and the work answers the research
question effectively. All sources are cited according to the
appropriate citation style. Errors in spelling, punctuation,
mechanics, and usage do not impede understanding. The work is
focused, organized, and well presented according to the appropriate
writing, audio/visual, or multimedia conventions.
3. Satisfactory
The portfolio meets most of the criteria stated above. The work
demonstrates sufficient research and analysis of secondary and
primary sources. It demonstrates some initiative in defining
the scope and topic of research. It reveals adequate on-site
searches for sources in a library/archive (including use of index
cards, CD-ROM and electronic databases), and some use of search
engines to locate materials on the Internet. The portfolio includes
a basic research prospectus/plan and applies an appropriate method
of inquiry. The work includes a sampling of secondary sources
and primary materials; these are evaluated for their credibility,
and are used to construct an essay or other product. The structure
of arguments is generally clear, the thesis is generally supported
by research data; different positions are mentioned; the conclusion
is linked to the evidence and the work answers the research question.
Most sources are cited according to the appropriate citation
style. Errors in spelling, punctuation, mechanics, and usage
do not impede understanding. The work is focused, adequately
organized, and generally presented according to the appropriate
writing, audio/visual, or multimedia conventions.
2. Needs Improvement
The portfolio meets some of the criteria stated above. The work
may need to demonstrate research and analysis of secondary and
primary sources. It reveals some attempt at on-site searches
for sources in a library/archive (including use of index cards,
CD-ROM and electronic databases), and little use of search engines
to locate materials on the Internet. The portfolio may need to
include a basic research prospectus/plan and demonstrate ability
to use an appropriate method of inquiry. The work may need to
integrate a greater number of secondary sources and primary materials,
and to evaluate these for their credibility. Attention needs
to be given to constructing a thesis, structuring the arguments,
and supporting the thesis with research data. Different interpretations
need to be acknowledged; and the evidence should be connected
to a conclusion and to answering the research question. Most
sources may need to be cited according to the appropriate footnote
style. Errors in spelling, punctuation, mechanics, and usage
impede understanding. The work may need focus, organization,
and more competent presentation according to the appropriate
writing, audio/visual, or multimedia conventions.
1. Needs Considerable Improvement
The portfolio meets only a few of the criteria stated above.
The work needs to include research and analysis of secondary
and primary sources. More initiative needs to be taken in defining
the scope and topic of research. The work needs to include on-site
searches for sources in a library/archive (including use of index
cards, CD-ROM and electronic databases); it also needs to include
use of search engines to locate materials on the Internet. The
portfolio needs a basic research prospectus/plan and an appropriate
method of inquiry. The work needs to integrate a number of secondary
sources and primary materials, which are also evaluated for their
credibility. Great attention must be paid to constructing a thesis
with supporting research, structured arguments, and representation
of different interpretations. The work needs a conclusion that
is connected to the evidence and which answers the research question.
Sources need to be cited according to the appropriate citation
style. Errors in spelling, punctuation, mechanics, and usage
impede understanding. The work needs focus, organization, and
more competent presentation according to the appropriate writing,
audio/visual, or multimedia conventions.
To go back, click on Breadth
Major Learning Outcomes Major Curriculum
Structure or Academic Program
Institute for Human Communication
CSU
Monterey Bay |
