Psychology 442: Class Participation Rubric

(adapted from Jack Eliot, University of Arizona)

Student: ______________________ Points: _____

Criteria/Points	Qualities
10	The student demonstrates a strong time commitment to the seminar and is willing to share knowledge and assistance with others in the seminar. The student participates as both a leader and listener in the seminar discussions and asks quality questions and provides quality responses that contribute to the overall understanding of the topics being discussed. The student is able to incorporate other seminar topics and projects and demonstrates the ability to tie topics together.
7	The student demonstrates time commitment to the seminar and is willing to share knowledge and assistance with others in the seminar. The student participates as a listener in the seminar discussions. The student asks some questions and provides responses that contribute to the overall understanding of the topics being discussed. The student is able to incorporate other seminar topics and projects but is not always able to tie topics together.
4	The student demonstrates some time commitment to the seminar. The student shares some knowledge and assistance with others in the seminar. The student participates as a listener in the seminar discussions. The student does not ask questions or provide responses to the topics being discussed. The student is not able to incorporate other seminar topics and projects.
1	The student does not demonstrate a time commitment to the seminar. The student does not share knowledge and assistance with others in the seminar. The student participates as a listener in the seminar discussions. The student does not ask questions or provide responses to the topics being discussed. The student is not able to incorporate other seminar topics and projects.

Psychology 442: Activity Exercise Evaluation Rubric

(adapted from http://-home.cr.duq.edu/~millerjeff/rubric.htm)

Student: _______________________________ Points: ________

Project Title: __________________________________________

	Content
All information is factually correct	Most information is factually correct	Many factual errors/inconsistencies
Excellent background, context, and idea development	Adequate background, context, and idea development	Poor background, context and idea development
Excellent discussion of detail	Adequate discussion of detail	Vague discussion of detail
Impressive depth of insight/analysis	Adequate depth of insight/analysis	Unexceptional insight/analysis
Effective conclusion/integration	Adequate conclusion/integration	Weak conclusion/integration
	Format and Style
Excellent APA style	Adequate APA style	Poor APA style
Clear organization	Adequate organization	Confusing organization
Smooth transitions	Adequate transitions	Awkward transitions
Correct grammar/no spelling mistakes	Few grammar errors/few spelling mistakes	Incorrect grammar/many spelling mistakes
Clean/legible report	Adequate report	Sloppy report

Psychology 442: Assessment Rubric/Criteria for Literature review

(adapted from Education 690, San Diego Sate University)

Student: __________________________________ Total Points: ____

The following rubric will be used to assess your literature review.

Criteria/Qualities	Poor	Good	Excellent	Point Value
Introducing the idea: Problem statement	Neither implicit nor explicit reference is made to the topic that is to be examined.	Readers are aware of the overall problem, challenge, or topic that is to be examined.	The topic is introduced, and groundwork is laid as to the direction of the report.	Up to 5 points
Body: Flow of the report	The report appears to have no direction, with subtopics appearing disjointed.	There is a basic flow from one section to the next, but not all sections or paragraphs follow in a natural or logical order.	The report goes from general ideas to specific conclusions. Transitions tie sections together, as well as adjacent paragraphs.	Up to 10 points
Coverage of content	Major sections of pertinent content have been omitted or greatly run-on. The topic is of little significance to the educational/training field.	All major sections of the pertinent content are included, but not covered in as much depth, or as explicit, as expected. Significance to educational/training field is evident.	The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance is unquestionable. The report is between 1,000 and 2,000 words.	Up to 10 points
Clarity of writing and writing technique	It is hard to know what the writer is trying to express. Writing is convoluted. Misspelled words, incorrect grammar, and improper punctuation are evident.	Writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden. Paragraph or sentence structure is too repetitive.	Writing is crisp, clear, and succinct. The writer incorporates the active voice when appropriate. The use of pronouns, modifiers, parallel construction, and non-sexist language are appropriate.	Up to 10 points
Conclusion: A synthesis of ideas and hypothesis or research question	There is no indication the author tried to synthesize the information or make a conclusion based on the literature under review. No hypothesis or research question is provided.	The author provides concluding remarks that show an analysis and synthesis of ideas occurred. Some of the conclusions, however, were not supported in the body of the report. The hypothesis or research question is stated.	The author was able to make succinct and precise conclusions based on the review. Insights into the problem are appropriate. Conclusions and the hypothesis or research question are strongly supported in the report.	Up to 5 points
Citations/References: Proper APA format	Citations for statements included in the report were not present, or references which were included were not found in the text.	Citations within the body of the report and a corresponding reference list were presented. Some formatting problems exist.	All needed citations were included in the report. References matched the citations, and all were encoded in APA format.	Up to 5 points
Timeliness	Material was submitted more than one class late.	Material was submitted up to one class late.	Material is submitted on time.	Up to 5 points

Psychology 442: Assessment Rubric/Criteria for Research Report

CRITERIA/QUALITIES	Expert	Proficient	Apprentice	Novice
Topic Focus Points	The topic is tightly focused and its significance persuasively established. The conclusion promises to take the topic in an exciting new direction. 4	The topic is appropriately focused but its significance somewhat unclear. The proposed research agenda in the conclusion is a clear step forward from the topic established in the introduction. 3	The topic is too broad for the scope of this assignment. Its significance is discussed in a vague manner. The proposed research agenda in the conclusion is only tenuously related to the paper's topic. 2	The topic is not clearly defined; its significance is not established. Little attempt has been made to establish a credible and relevant research agenda in the conclusion. 1
Depth and Usefulness of Discussion Points	In-depth and useful discussion and elaboration of ideas in all sections of the paper. 4	In-depth and useful discussion and elaboration of ideas in most sections of the paper. 3	The writers have neglected pertinent content or content runs on excessively. Material is quoted for no clear rhetorical purpose. 2	Cursory and/or irrelevant discussion in almost all the sections of the paper. 1
Cohesiveness Points	Paper flows easily from one issue to the next. The author's writing demonstrates an understanding of the relationship among material obtained from all sources. 4	Paper flows with only occasional disjointedness. The author's writing demonstrates an understanding of the relationship among material obtained from all or almost sources. 3	Paper flows with only occasional disjointedness. The author's writing demonstrates an understanding of the relationship among material obtained from all or almost sources. 2	The paper does not flow and is apparently disjointed. Although the author has tied together information derived from some sources, this is done sporadically. 1
Sources Points	More than five relevant and authoritative sources. Included are both general background and specialized sources. Special-interest sources and popular literature are acknowledged as such and used appropriately. All web sites used are authoritative. 4	Six relevant and authoritative sources, but all are from the same medium. All web sites used are authoritative. General-background sources have been neglected and popular literature has not been acknowledged as such. 3	Fewer than six relevant and authoritative sources, or fewer than two of the sources are peer-reviewed journal articles or scholarly books. All web sites utilized are credible. 2	Two or more of the sources are irrelevant or not authoritative. Peer-reviewed articles and scholarly books have not been utilized. Some of the web sites cited are not credible. 1
Citations Points	Cites all data obtained from other sources. All quotes are effectively integrated. APA citation style is used in both the text and the bibliography with very few punctuation errors. 4	Cites all data obtained from other sources, but not all quotes are effectively integrated. APA citation style is used in both the text and the bibliography but with some punctuation errors. 3	Cites most data obtained from other sources. Citation style is inconsistent or incorrect. There are numerous punctuation errors in in-text and bibliography citations. 2	Does not cite sources. 1
Language Usage Points	Precise use of terminology; effective and appropriate style; no spelling and/or grammar mistakes. 4	Generally correct use of terminology; appropriate, but not very effective style; minimal spelling and/or grammar mistakes. 3	Errors in word usage; inappropriate style use; spelling and/or grammar mistakes occasionally obscure meaning. 2	Marked by inappropriate stylistic choices; poor use of terminology; spelling and/or grammar mistakes frequently obscure meaning. 1

The table adapted from "Research Paper Rubrics" developed by Jean Donham and Steve DeVries at Cornell University.

Psychology 442: A Writing Rubric for Article Presentation

Student: __________________________________________________

Criteria	Beginning	Competent	Proficient
Research POINTS	Provides minor facts about the topic; some inaccuracies; uses only textbook information 1	Relates major facts to the topic with fair degree of accuracy 2	Offers accurate analysis of major and minor issues related to the topic 3
Knowledge POINTS	Lacks understanding of the topic; uses basic information 1	Demonstrates general understanding of topic; uses some of the information with fair degree of accuracy 2	Demonstrates in-depth understanding of topic; uses information accurately 3
Communication POINTS	Presentation is unorganized; message is difficult to follow and understand 1	Presentation is organized, however message is sometimes vague. 2	Makes a well-organized presentation; message is clear and easily understood. 3
Creativity POINTS	Lacks initiative in use of resources; no originality in presentation 1	Shows slight initiative in use of resources; somewhat original in presentation 2	Shows imagination in the use of findings and resources; inventive in presentation. 3
Completion of Task POINTS	Task was not completed; little effort was expended 1	Task was completed with average effort 2	Exemplified responsible use of time and demonstrated positive approach to task; task was completed on time 3

TOTAL POINTS (15 maximum) = _________

Psychology 442: A Writing Rubric for Expository Essays¹

¹Developed by Naomi Jeffery Peterson, Indian University South Bend

Student:_____________________________________ Total Points: __________

Criteria	Emerging	Competent	Proficient	Professional
Organization POINTS	Random list 1	Logic within paragraphs 2	Clear intro and conclusion 3	Flows smoothly 4
Ideas POINTS	Few; Superficial treatment; isolated concepts; no support 1	Some development; little connection between ideas; some support 2	More idea development; more theory & practice connection 3	Separate sections labeled with appropriate titles. 4
Word Choice POINTS	Slang, colloquialisms, contractions, inaccuracies, misuse of jargon 1	No unconventional English usage; Appropriate use of jargon. 2	Fluent use of professional vocabulary. 3	Helpful use of appropriate titles to summarize sections. 4
Sentence Fluency POINTS	Fragments, comma splices, run-ons; choppy or rambling. 1	Mostly complete thoughts with some attention to variety for emphasis. 2	Smooth transitions as ideas develop; no clichés or empty phrases. 3	Inspired turns of phrase. 4
Voice POINTS	Completely casual or extremely mechanical 1	Scholarly tone with consistent point of view 2	Scholarly with personal point of view 3	Scholarly with personal point of view and experience 4
Conventions POINTS	Trends of mistakes in mechanics and usage 1	Few errors of mechanics or usage 2	No errors of mechanics or usage; skilled use to improve meaning 3	Fluent, skilled mechanics and usage to improve reading. 4
Presentation POINTS	No title page or numbering, in consistent or distracting style choices 1	Mostly consistent, with adequate identification. Few distractions due to format. 2	Font and format enhances readability. No distractions of style. 3	Professional presentation: visually inspired, easy-to-read format. 4