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General Education Core Curriculum Outcomes (GECCO)

The second component of Yavapai College’s General Education Program is the college’s own General Education Core Curriculum Outcomes (GECCO), a set of key ideas and skills that cross the curriculum to define the essence of a college education and provide students with experiences and ideas that transcend any individual course, certificate or degree. The GECCO provides students with opportunities to cultivate successful academic and work habits, to form and refine values, and to master a broad range of abilities that are needed in today’s competitive and complex society. Yavapai College commits to ensuring that all students who graduate with an Associate degree or AAS degree in any discipline or occupation demonstrate proficiency in the General Education Core Curriculum Outcomes during the course of their studies. The General Education Core Curriculum Outcomes ensure that every Yavapai College degree or AGEC graduate will be able to

  • generate, access, categorize, evaluate and use information in an efficient and ethical manner and use 21st century technologies to communicate and work effectively. (Digital Literacy and Information Literacy)
  • reason logically and evaluate the reasoning of others through the utilization of open-mindedness, critical inquiry, and the rational assessment of data and text; generate original questions and support answers; and devise creative solutions to problems and evaluate their effectiveness. (Critical Thinking and Creativity)
  • communicate ideas effectively in a variety of formats and be able to extract and construct meaning from the communications of others. (Oral Communication and Written Communication)
  • recognize the diversity of human experiences; the influences of history, culture, socio-economic status and the physical environment on worldview; and the individual’s role in local, national and global communities. (Diversity Awareness and Civic Engagement)
  • use mathematical and scientific information, tools, theories and models to understand the physical world; and to identify, apply, and integrate concepts from science and mathematics to understand complex, real life problems and to develop to informed conclusions and solutions. (Quantitative and Scientific Literacy)

The Thinking and Information categories of the GECCO are two sides of the same coin, giving student the ability to find relevant information and to evaluate that information, promoting a spirit of inquiry that goes beyond individual courses to promote life-long learning. The Science and Math category allows that spirit of inquiry to intersect with an exploration of the physical world, while the Communications category provides students the ability to express their ideas and opinions developed from that process of inquiry and critique. And finally the Society category encompasses the skills and knowledge that students will need to live and work in diverse local, regional, national and global communities.

Several of these categories overlap with the AGEC requirements mandated by the state of Arizona for all community college General Education courses intended for transfer to a state university.

Completed: January, 2013

Approved by the Curriculum Committee: December, 2012

GECCO: Digital Literacy

Student graduate today into an increasingly digitized world. Therefore, in the fall of 2012, a new college General Education outcome was created: Digital Literacy. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Digital literacy is the ability to use digital technologies to find, evaluate, create, and communicate information. Digital literacy encompasses both cognitive and technical skills that give students the awareness, attitude, and aptitude to use digital tools to accomplish personal, professional and academic goals.

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Access and evaluate information in the digital environment
  • Create and produce in the digital environment
  • Communicate and collaborate in the digital environment
  • Adapt to changing and new technology.

Completed: January, 2013

Approved by the Curriculum Committee: December, 2012

Digital Literacy Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
LO #1
Access and evaluate information in the digital environment.
Innovate, anticipate, access, and evaluate information in the digital environment. Access and evaluate information in the digital environment. Intermittently access and evaluate information in the digital environment. Does not access and evaluate information in the digital environment.
LO #2
Create and produce in the digital environment.
Innovate, anticipate, create, and produce in the digital environment. Create and produce in the digital environment. Intermittently create and produce in the digital environment. Does not create and produce in the digital environment.
LO #3
Communicate and collaborate in the digital environment.
Innovate, anticipate, communicate, and collaborate in the digital environment. Communicate and collaborate in the digital environment. Intermittently communicate and collaborate in the digital environment. Does not communicate and collaborate in the digital environment.
LO #4
Adapt to changing and new technology.
Innovate, anticipate, and adapt to changing and new technology. Adapt to changing and new technology. Intermittently adapt to changing and new technology. Does not adapt to changing and new technology.

GECCO: Information Literacy

We live in the information age, awash with more data than at anytime in history. This makes the ability to find, evaluate and sort information crucial skills for both personal and professional success. Therefore, in the fall of 2012, the college General Education outcome Information Literacy was revised. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Information literacy is the ability to know when there is a need for information, to be able to identify, locate, evaluate and effectively and responsibly use and share that information for a specific project or purpose. (Taken from the AACU Value Rubric)

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • determine the nature and extent of the information needed for a specific purpose;
  • demonstrate effective research strategies to access appropriate information;
  • evaluate information and sources critically;
  • use information ethically and legally.

An Information Literacy Assessment Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Information Literacy Assessment Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
LO #1 Determine the nature and extent of the information needed for a specific purpose Consistently Determines the depth and scope of the project or assignment and identifies the best type of information to meet its requirements. Determines the depth and scope of the project or assignment and identifies the type of information needed to meet its requirements. Shows limited ability to determine the scope of the project or assignment and/or identifies the type of information needed to meet its requirements. Unable to determine the depth and scope of the project or assignment and/or cannot identify the type of information needed to meet its requirements.
LO #2 Demonstrate effective research strategies to access appropriate information Shows exceptional ability to determine appropriate information and applies the most appropriate research strategies. Determines appropriate information and applies appropriate research strategies. Shows limited ability to determine available information and/or begins to apply appropriate research strategies. Unable to determine appropriate information and/or does not apply appropriate research strategies.
LO #3 Evaluate information and sources critically Shows exceptional ability to analyze sources and information and selects the most relevant and reliable material. Analyzes sources and information to select relevant and reliable material. Shows limited ability to select relevant and/or reliable material. Unable to select relevant and reliable material.
LO #4 Use information ethically and legally Skillfully acknowledges sources and ensures the avoidance of plagiarism and copyright infringement. Acknowledges sources in the appropriate manner for a particular purpose while avoiding plagiarism or copyright infringement. Attempts to acknowledge sources and/or to avoid plagiarism and/or copyright infringement. Does not acknowledge sources, plagiarizes or commits copyright infringement.

Completed: September 2017

Approved by the Curriculum Committee: December, 2012

GECCO: Oral Communication

In a survey of Yavapai faculty in the spring of 2011, the ability to speak well and listen effectively was rated as “important” or “very important” by a vast majority of respondents. Therefore, in the fall of 2012, a new college General Education outcome was created: Oral Communication. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Oral communication is the ability to effectively develop, express and support ideas in spoken English.

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Communicate in an organized, clear and concise manner
  • Utilize language that responds to a specific audience
  • Recognize the influence that nonverbal communication has on verbal communication
  • Incorporate listening skills in oral communication

A Oral Communication Assessment Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Oral Communication Assessment Rubric:

Advanced Proficiency(4) Proficiency(3) Developing Proficiency(2) Limited/ No Proficiency(1)
LO #1 Communicates in an organized, clear and concise manner Ideas are articulated in a direct, logical and innovative way. Ideas are articulated in a direct and logical progression. Ideas are presented in a confused or in a convoluted manner. Ideas are presented in a confusing and convoluted manner.
LO #2 Utilizes language that responds to a specific audience Language in presentation is not only appropriate to the audience but also used in a creative, memorable manner. Specialized vocabulary is used accurately. Language in presentation is appropriate to the audience and specialized vocabulary is used accurately. Language in presentation is somewhat appropriate to the audience. Student uses specialized vocabulary. correctly but infrequently. Language in presentation is not appropriate to the audience. Specialized vocabulary is absent or used inaccurately.
LO #3 Recognizes the influence that nonverbal communication has on verbal communication Nonverbal behavior exhibits enthusiasm and a deliberate effort to connect with the audience. Nonverbal cues are used to advance the verbal communication. Nonverbal behavior neither advances nor hinders the verbal message. Nonverbal behavior interferes with or contradicts the verbal message.
LO #4 Incorporates listening skills in oral communication The student not only attends to and comprehends the message but also provides meaningful feedback. The student attends to and comprehends the message. The student is either inattentive or is unable to comprehend the message. The student is inattentive and is unable to comprehend the message.

Completed: January, 2013

Approved by the Curriculum Committee: December, 2012

GECCO: Written Communication

Writing well is critical for success in college and beyond, and is therefore at the heart of Yavapai College’s General Education Program. All students who graduate with a degree from YC must develop their skills in written English, and therefore Written Communication is a key category in both the state-mandated AGEC requirements and the college’s own GECCO. In the Fall of 2012, the learning outcomes for this all-important category were revised. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Written communication is the ability to effectively develop, express and support ideas in written English.

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Apply research methods and integrate, synthesize and document sources.
  • Generate organized and logical writing that responds to the demands of a particular purpose and audience.
  • Use language effectively, precisely and according to the conventions of standard written English.

A Written Communication Assessment Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Advanced Proficiency(4) Proficiency(3) Developing Proficiency(2) Limited/ No Proficiency(1)
>LO #1 Apply research methods and integrate, synthesize and document sources.
  • 1. Skillfully integrates, synthesizes, and documents sources.
  • 2. Uses the most appropriate research sources.
  • 1. Adequately documents sources.
  • 2. Integrates and synthesizes appropriate sources.
  • 1. Identifies, but does not synthesize, sources.
  • 2. Attempts to identify, use and document appropriate sources.
  • 1. No sources/ documentation
  • 2. Uses inappropriate sources
  • 3. Plagiarizes
>LO #2 Generate organized and logical writing that responds to the demands of a particular purpose and audience.
  • 1. Exhibits strong awareness of audience and purpose.
  • 2. Exhibits purposeful organization.
  • 3. Displays high level/ sophisticated reasoning.
  • 1. Exhibits awareness of audience and purpose.
  • 2. Exhibits adequate organization
  • 3. Displays reasoning.
  • 1. Exhibits some awareness of purpose and/or audience.
  • 2. Exhibits minimal organization.
  • 3. Displays minimal reasoning.
  • 1. Has no awareness of purpose and/or audience.
  • 2. Lacks organization.
  • 3. Illogical
>LO #3 Use language effectively, precisely and according to the conventions of standard written English.
  • 1. Uses language precisely/skillfully
  • 2. Has few or no errors
  • 1. Uses language effectively.
  • 2. Has some errors that do not interfere with communication.
  • 1. Attempts to use language effectively.
  • 2. Has some errors that interfere with communication.
  • 1. Uses language ineffectively.
  • 2. Contains errors that preclude communication.

Completed: January, 2013

Approved by the Curriculum Committee: December, 2012

GECCO: Creativity

The goal of General Education is, at its core, to develop flexibility and breadth in student thinking. Rather than being directed at a particular skill or career, General Education demands the application of ideas and skills across the curriculum and in new and unexpected situations Therefore, in the fall of 2012, a new college General Education outcome was created: Creativity. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Creative thinking is both the capacity to combine or synthesize existing ideas, images or expertise in original ways and the experience of thinking, reacting and working in an imaginative way characterized by a high degree of innovation, divergent thinking and risk taking. (Taken from the AACU Value Rubric)

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Formulate novel ideas and produce original work.
  • Actively participate in an open-ended process with uncertain outcomes.

A Creativity Learning Outcomes Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Creativity Learning Outcomes Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
LO #1 Synthesizes images, ideas, formats or products to create original work. Extends a novel or unique idea, question, format or product to create new knowledge or knowledge that crosses boundaries. Creates a novel, innovative or unique question, format or product. Reformulates a collection of available ideas, images or actions to produce work or complete an assignment. Unable to synthesize ideas or images to produce original work.
LO #2 Participates in the creative process, taking risks and/or accepting an uncertain outcome Embraces the creative process, actively seeks out and follows through on risky or innovative approaches to an assignment. Participates in the creative process, incorporating new or unexpected approaches to an assignment. Attempts to participate in the creative process, identifying or attempting alternative approaches to an assignment. Does not participate in the creative process, simply repeating ideas or actions as taught.

Completed: September, 2015

Approved by the Curriculum Committee: December, 2012

GECCO: Critical Thinking

Critical thinking is the heart of a college education. No matter what the degree, the discipline or the course, students should be challenged to evaluate their own assumptions, strive to recognize all sides of controversial issues and to seek out the best and most complete information available. Critical thinking is at the heart of Yavapai College’s General Education program as well, a requirement in both the AGEC and GECCO. Therefore, in the fall of 2012, a college’s Critical Thinking category was revised. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Critical thinking includes both the skills and the habit of thinking in a clear, disciplined, open-minded way informed by evidence and observation.

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Ask relevant questions that clarify and focus a problem, scenario or argument
  • Evaluate the quality and usefulness of gathered information
  • Recognize and analyze assumptions and alternate, divergent or conflicting perspectives
  • Synthesize and articulate solutions, conclusions or positions based on relevant standards of reasoning

A Critical Thinking Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Critical Thinking Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
LO #1 Ask relevant questions that clarify and focus a problem, scenario or argument Consistently asks relevant questions that clarify and focus a problem, scenario or argument Asks relevant questions that clarify and focus a problem, scenario or argument Rarely asks relevant questions that clarify or focus a problem, scenario or argument Does not ask relevant questions that clarify or focus a problem, scenario or argument
LO #2 Evaluate the quality and usefulness of gathered information Consistently evaluates the quality and usefulness of gathered information Evaluates the quality and usefulness of gathered information Rarely evaluates the quality or usefulness of gathered information Does not evaluate the quality or usefulness of gathered information
LO #3 Recognize and analyze assumptions and alternate, divergent or conflicting perspectives Consistently recognizes and analyzes assumptions and alternate, divergent, or conflicting perspectives Recognizes and analyzes assumptions and alternate, divergent, or conflicting perspectives. Rarely recognizes or analyzes assumptions and alternate, divergent, or conflicting perspectives Does not recognize or analyze assumptions and alternate, divergent, or conflicting perspectives
LO #4 Synthesize and articulate solutions, conclusions or positions based on relevant standards of reasoning Consistently synthesizes and articulates solutions, conclusions or positions based on relevant standards of reasoning Synthesizes and articulates solutions, conclusions or positions based on relevant standards of reasoning Rarely synthesizes or articulates solutions, conclusions or positions based on relevant standards of reasoning Does not synthesize or articulate solutions, conclusions or positions based on relevant standards of reasoning

Completed: September, 2015

Approved by the Curriculum Committee: December, 2012

GECCO: Civic Engagement

Community colleges are part of the foundation of the American civic system, a place where anyone who wants to can engage in larger debates of civic life. Yavapai College takes its responsibility to be an active and effective catalyst for this kind of engagement. Therefore, in the fall of 2012, a new college General Education outcome was created: Civic Engagement. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Civic engagement is a combination of skills, knowledge, values and motivations related to participation in a community with the aim of promoting the common good.

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Explain the evolving influences of social, economic, cultural, historical and/or political contexts of one’s communities
  • Demonstrate skills of active citizenship
  • Relate individual motivations, values and ethics to effective participation in one’s communities

A Civic Engagement Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Civic Engagement Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
Explain the evolving influences of social, economic, cultural, historical and/or political contexts of one’s communities Elaborates on the social, economic, cultural, historical and/or political contexts of one’s own community. Describes the social, economic, cultural, historical and/or political contexts of one’s own community. Considers the social, economic, cultural, historical and/or political contexts of one’s own community. Begins to consider the social, economic, cultural, historical and/or political contexts of one’s own community.
Demonstrate skills of active citizenship Provides evidence of experience in civic engagement activities and describes what she/he has learned about her or himself as it relates to an ongoing commitment to community engagement. Provides evidence of experience in civic engagement activities and describes what she/he has learned about her or himself as it relates to a growing commitment to community engagement. Provides some evidence of experience in civic engagement activities as generated from expectations or course requirements, without a sense of community engagement. Provides little or no evidence of experience in civic engagement activities and does not connect experiences to civic identity.
Relate individual motivations, values and ethics to effective participation in one’s communities Connects and extends personal motivations, values and ethics to community engagement and to one’s own participation in civic life. Connects personal motivations, values and ethics to community engagement and to one’s emerging participation in civic life. Beginning to connect personal motivations, values and ethics to opportunities for community engagement. Beginning to identify personal motivations, values and ethics to community engagement.

Completed: September 2015 Draft

Approved by the Curriculum Committee: December, 2012

GECCO: Diversity Awareness

America is becoming a more diverse society, from the smallest towns to the demographic trends of the entire nation. It is impossible today to succeed without the skills necessary to cope with those changes. Therefore, in the fall of 2012, a new college General Education outcome was created: Diversity Awareness. This new category also addresses the AGEC Ethnic, Race and Gender Special Awareness requirement, for those earning an AGEC certificate or Associates degree. The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Diversity Awareness is both the skills and the knowledge necessary to live, work and participate in a global society.

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Articulate the influence of worldviews on human behavior, perspectives and/or values.
  • Plan and/or manage interactions or analyses in a way that accommodates and incorporates differing worldviews.

Diversity Awareness Rubric:

Learning Outcome Advanced Proficiency Proficiency Developing Proficiency Limited/ No Proficiency
Articulate the influence of worldviews on human behavior, perspectives and /or values. Demonstrates ability to assess the impact of assumptions, judgments, and/or biases related to one’s own and other cultures. Articulates the influence of one’s own assumptions, judgments and/or biases during interactions with one’s own culture and the culture of others. Begins to identify own assumptions, judgments and/or biases about self and others. Demonstrates little or no awareness of one’s own assumptions, judgments and/or biases about self and others.
Incorporates differing worldviews in his/her interactions. Consistently incorporates diverse and multiple perspectives when working with others and is able to negotiate and facilitate a shared understanding. Mostly incorporates diverse and multiple perspectives when working with members of one’s own and other cultures and is able to negotiate a shared understanding. Demonstrates skills to work with members of one’s own and other cultures intermittently or in some limited contexts and can sometimes negotiate a shared understanding. Demonstrates few skills in working with members of one’s own and other cultures and is unable to negotiate a shared understanding.

Completed: January, 2013

Approved by the Curriculum Committee: December, 2012

GECCO: Scientific Literacy

As science and technology increasingly affects every aspect of our daily lives, the need for scientific literacy becomes more urgent. Therefore, in the fall of 2012, a new college General Education outcome was created: Scientific Literacy. This new category also addresses the AGEC Physical and Biological Sciences requirement, for those earning an AGEC certificate or Associates degree.The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. (taken from the National Science Education Standards.)

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Demonstrate comprehension of the scientific approach.
  • Produce and/or interpret scientific information presented in a variety of formats
  • Use scientific sources to support an argument or discussion.

A Scientific Literacy Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Scientific Literacy Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
LO #1: Demonstrates comprehension of the scientific approach Student demonstrates advanced comprehension of the scientific approach Student demonstrates comprehension of the scientific approach Student demonstrates limited comprehension of the scientific approach Student does not demonstrate comprehension of the scientific approach
LO #2: Produces and/or interprets scientific information in a variety of formats Student produces and/or interprets scientific information in a variety of formats with advanced proficiency Student produces and/or interprets scientific information in a variety of formats with proficiency Student demonstrates marginal proficiency to produce and/or interpret scientific information in a variety of formats Student does not produce or interpret scientific information presented in a variety of formats
LO #3: Uses scientific sources to support an argument or discussion Student uses scientific sources to support an argument or discussion with advanced proficiency Student capably uses scientific sources to support an argument or discussion Student demonstrates developing proficiency in using scientific sources to support an argument or discussion Student is unable to use scientific sources to support an argument or discussion

Completed: January, 2013

Approved by the Curriculum Committee: December, 2012

GECCO: Quantitative Literacy

Modern society is run by the numbers, from statistics to computer algorithms to news reporting on government budgets. Therefore, in the fall of 2012, the college General Education outcome Quantitative Literacy was revised.. This category fulfills both GECCO and AGEC Quantitative Literacy requirement.The following was included in the new General Education Values and Outcomes approved by the Curriculum committee in December 2012.

Quantitative Literacy (also known as Numeracy or Quantitative Reasoning) is a “habit of mind,” competency and comfort in working with numerical data. (taken from the AACU Value Rubric)

Students who graduate from Yavapai College with a degree or AGEC certificate will be able to:

  • Use appropriate mathematical language and operations.
  • Apply mathematical concepts to real world situations.
  • Create, analyze and interpret various representations of data (e.g., graphs, tables, charts, summary statistics, etc.)
  • Use a variety of problem solving strategies and evaluate their appropriateness.

A Quantitative Literacy Rubric has been developed to allow faculty across the curriculum to evaluate students’ achievement of these outcomes. Courses have been identified in both the General Education program and within each degree program in which these outcomes are assessed on a rolling, five-year cycle.

Math Rubric:

Advanced Proficiency (4) Proficiency (3) Developing Proficiency (2) Limited/ No Proficiency (1)
LO #1: Use appropriate mathematical language and operations. Demonstrates superior knowledge of the language of mathematics and basic mathematical concepts and operations (terms, symbols, signs, and/or formulas). Has the ability to teach and explain basic mathematical concepts and operations to others. Demonstrates the appropriate use of the language of mathematics and basic mathematical concepts and operations (terms, symbols, signs, and/or formulas).Initiates or contributes to discussions about basic mathematical concepts and operations. Understands the basic language of mathematics and basic mathematical concepts (terms, symbols, signs, and/or formulas). Participates in discussions about mathematical concepts and operations and demonstrates adequate knowledge. Does not demonstrate knowledge of the language of mathematics and basic mathematical concepts (terms, symbols, signs, and/or formulas). Avoids participation in discussions about mathematical concepts and operations.
LO #2: Apply mathematical concepts to real world situations. Understands a broad scope of quantitative approaches to solve application problems and the advantages of and disadvantages of each.
Chooses the most efficient quantitative method (equation, formula, computation, table, graph, etc.) to describe the problem, accurately perform mathematical operations and articulates the meaning of the solution in terms of the original problem.
Recognizes that an application problem can be solved using a quantitative method. Chooses an appropriate quantitative method (equation, formula, computation, table, graph, etc.) to describe the problem, accurately performs mathematical operations, and articulates the meaning of the solution in terms of the original problem. Recognizes in a limited scope that an application problem can be solved using a quantitative method.
Chooses an appropriate quantitative method (equation, formula, computation, table, graph, etc.) to describe the problem and accurately performs most mathematical operations but may have limited ability to articulate the meaning of the solution in terms of the original problem.
Does not recognize that an application problem can be solved using any quantitative method (equation, formula, computation, table, graph, etc.).
Unable to choose an appropriate quantitative method or perform basic mathematical operations.
LO #3: Create, analyze and interpret various representations of data (e.g., graphs, tables, charts, summary statistics, etc.) Creates, analyzes and interprets sophisticated displays of data ( e.g., graphs, tables, charts, summary statistics, etc.) and makes inferences consistent with the data. Explains clearly in everyday language the meaning of the data and relates it to the appropriate context. Analyzes and interprets sophisticated displays of data ( e.g., graphs, tables, charts, summary statistics, etc.) Creates an appropriate representation of data and explains the meaning of the data in everyday language and relates it to the appropriate context. Creates, analyzes and interprets simple displays of data, makes inferences consistent with the displays of data, and explains the inferences within a limited context. Demonstrates limited ability to create, analyze and interpret simple displays of data as evidenced by inaccurate inferences or the lack of inferences.
LO #4: Use a variety of problem solving strategies and evaluate their appropriateness Chooses appropriate, efficient strategies for solving the problem. Verifies that their solution was correct and that their approach was valid through the use of multiple solution strategies. Chooses appropriate, efficient strategies for solving the problem, but does not verify that their solution is correct using another strategy. Uses an oversimplified approach to the problem or offers little or no explanation of their strategies. Some of the student’s representations accurately depict aspects of the problem, but the student sometimes makes leaps in their logic that are hard to follow. The student’s process led to a partially complete solution. Strategies are not appropriate for the problem and approach to the problem would not lead to a correct solution. The student didn't seem to know where to begin or their reasoning did not support their work. There was no apparent relationship between the student’s representations and the task.

Completed: September, 2015

Approved by the Curriculum Committee: December, 2012