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Psychology 546: A Writing Rubric for Definition Exercise

Developed by Naomi Jeffery Peterson, Indian University South Bend

 

Student: ______________________   Points: _____

 

Criteria/Qualities

Emerging

Competent

Proficient

Professional

Organization

Points

Random list

1

Logic within sentences

3

Clear sentences and summaries

5

Flows smoothly

6

Accuracy

Points

Few; Superficial treatment; isolated concepts; no support

1

Some development; little connection between word usage; some support

3

More development; more practice connection

5

Completed and accurate definitions and explanations with appropriate wording

6

Word Choice 

Points

Slang, colloquialisms, contractions, inaccuracies, misuse of jargon

1

No conventional English useage; Appropriate use of jargon

3

Fluent use of professional vocabulary

5

Helpful use of appropriate phrases to summarize sections

6

Sentence Fluency

Points

Fragments, comma splices, run-ons; choppy or rambling.

1

Mostly complete thoughts with some attention to variety for emphasis.

3

Smooth transitions as ideas develop; no clichés or empty phrases.

5

Inspired turns of phrase.

6

Conventions

Points

Trends of mistakes in mechanics and usage

1

Few errors of mechanics or usage

3

No errors of mechanics or usage; skilled use to improve meaning

5

Fluent, skilled mechanics and usage to improve reading.

6

 


Psychology 546: 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 546: Weekly Summary Evaluation Rubric

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

 

Student: _______________________________   Points: ________(5)

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 Research Report

 

Student: _______________________________ Points: ________

 

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.

 

 

14

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.

 

10

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.

6

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.

 

14

In-depth and useful discussion and elaboration of ideas in most sections of the paper.

 

10

The writers have neglected pertinent content or content runs on excessively. Material is quoted for no clear rhetorical purpose.

6 

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.

 12

Paper flows with only occasional disjointedness. The author's writing demonstrates an understanding of the relationship among material obtained from all or almost sources.

8

Paper flows with only occasional disjointedness. The author's writing demonstrates an understanding of the relationship among material obtained from all or almost sources.

4

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.

11 

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.

 7 

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.

 

 3 

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.


12

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.

8

Cites most data obtained from other sources. Citation style is inconsistent or incorrect. There are numerous punctuation errors in in-text and bibliography citations.

4

Does not cite sources.

 

 

 

 1

Language

Usage

 

Points

Precise use of terminology; effective and appropriate style; no spelling and/or grammar mistakes.

 

12

Generally correct use of terminology; appropriate, but not very effective style; minimal spelling and/or grammar mistakes.

8

Errors in word usage; inappropriate style use; spelling and/or grammar mistakes occasionally obscure meaning.

4 

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) =  _________