DON’T GAMBLE WITH GRADES - Wilmington University · DON’T GAMBLE WITH GRADES Faculty...

10/11/2010

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DON’T GAMBLE WITH GRADES

Faculty Development Day

10/9/2010

B-

C

I

A

FRAMEWORKPhilosophy, Context, Background

• WU Mission– Excellence in teaching, relevancy of curriculum,

and individual attention to students

• Open Access– Offer opportunity to students of varying ages,

interests, aspirations, and preparedness

• Focus on our Students– “We make everything easy for our students,

except grades” (Dr. Jack Varsalona, President, Wilmington University)

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FRAMEWORK (cont’d)• Grade should be a valid measurement of

learning

• WU Undergraduate and Graduate Grade Scales provide definitions for guidance– Available through the syllabus section of your

course on Blackboard or on the University’s website• Grading System

• Grade Distribution is not Dictated

• Class GPA is monitored by the Deans

FRAMEWORK (cont’d)• “I”, “FA”, “NA”

– I (Incomplete)• Granted with prior approval by the course instructor • Student must complete course work within the time limitation

determined by the instructor (up to a maximum of 60 days following the end of the course)

– After 60 days, incomplete (“I”) grades are converted to a grade of “F” unless the student arranges for an additional extension and the instructor notifies the Office of the Registrar before the initial 60-day period ends

• This grade is not given when students meet the criteria for an “FA” or an “NA”

– FA (Failure due to Absence)• Student had excessive unexcused absences and did not withdraw

– NA (Never Attended)• Student is on your roster at the end of the course, but has never

“attended” a class and did not withdraw

http://www.wilmu.edu/academics/grades.aspx

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EVALUATING STUDENT LEARNING

• Class Information & Schedule– Provide information specific to your class– Thoroughly prepare and post to Bb prior to the start

of your class• Information and specific details should ensure easy

navigation of your class

– List assignments , their values and due dates early• Frequently remind students of deadlines

– Clarify expectations and guidelines for assessment of participation

– Prepare and share a well-defined assessment strategy• Clearly define your evaluation methods


• Assignment/Assessment

– Relate to the level of learning expected

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

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• Link Assignments and Assessments to– Learning outcomes and objectives for the course

– Level of the course

– Level of learning desired

• Teach what is being Graded– Grade what is being taught

• Outcomes Assessment– Standardized assignment for pre-identified

courses


• Evaluate Each Student– Share criteria “up front”– Grade based on established criteria

• Use a Variety and Sufficient Number of Assessments– Tests, Writing Assignments, Case Studies, Group Projects,

Presentations, etc.– At least one in-class assignment

• Group Work– Clearly indicate how the group/group members will be

evaluated

• Provide Reasonable Time for Completion of Assessment Activities

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• Balance Concern for Students with Standards

– Review Attendance Policies, Students with

Disability Policies

• Available through your Syllabus on Blackboard

– Attendance Policy

– Students with Special Needs Policy

• Provide Makeup Opportunities for Legitimate

Needs

– Within reason and agreed upon timeframes


DO NOT LET STUDENTS:

– Badger/Intimidate You for a Grade that is NOT Deserved

– Talk You Into Cancelling or Reducing the Number or Quality of your Assessment

http://www.wilmu.edu/academics/coursework.aspx

http://www.wilmu.edu/studentlife/disabilityservices/index.aspx

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EVALUATING STUDENT LEARNING THROUGH RUBRICS

• What is a rubric?– Criteria for the assignment are listed – numerical

values assigned for expectations

– Presents your expectations for each performance level

• Benefits– Decreases perception of subjective grading

– Guides students and faculty

• Challenges– Can be difficult to construct

– Can become cumbersome


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• Construct your own– Choose assignment or test to be evaluated. Make your objectives clear

– Identify the criteria or ‘traits’ that will count in the evaluation (nouns)• Examples: thesis, introduction, writing elements, eye contact with audience

– For each trait, construct a one to five point scale (descriptive statements). Describe the level of performance expected for that trait

– Test the scale with a sample of student work or review it with colleagues, your Chair, Director, or Dean

• Rubistar (Rubistar Website - http://www.rubistar.com)• Rubrics & Rubric Makers (Teach-Technology.com -

http://www.teach-nology.com/web_tools/rubrics/)• Google it!

ACTIVITY(single paragraph grading)

The Empire of Liberty (25 pt assignment) copy included with workshop handouts

The louisiana Purchase - (Sale of Louisiana) in 1803 U.S.bought the Louisiana territory owned by the French for almost 15 million dollers. this new territory would aid Americans during the revolutionary war; thomasjefferson called it "empire of liberty" William Penn - the famous Pacifist Quaker english founder of the provance pennsylvania.the state was known for its democricy and religious freedom.penn also was known for his relation and treaties for goods and trade with the lenape indians and agreed with making the union of all english colonies that is known today as America judicalreveiw - important part of public life since it makes the acts of those who run the country open to the independent scrutiny of the courts and helps to ensure that due process is followed and powers are not abused. If a person in public office, has a power to do something and a decision is taken which those whom it affects believe to have been wrongly taken, then those affected by it can apply to the courts to have the decision reviewed to see whether the decision has been reached in a lawful manner and in accordance with any regulations which granted the power to make the decision.

First Impression of Paper (letter grade) ________________

http://www.rubistar.com/



http://www.teach-nology.com/web_tools/rubrics/



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ACTIVITY

• Using a Rubric to Grade

– Using the same paragraph, grade using the following rubric

– Did you get the same results?

ELEMENT PotentialPoints

Your Points

Topic Sentence/controlling data 5

Evidence/logic/controller 5

Coherence/unity/transitions 5

Usage/mechanics/grammar 5

Spelling/word choice 5

Total Points 25

ACTIVITY(single paragraph grading)

Unknown Heroes (25 pt assignment) copy included with workshop handouts

Two of my heroes are Ada Lovelace and Grace Hopper. The reason I admire them both is because they were both central figures is computing history. Ada Lovelace worked with Charles Babbage. Babbage invented a calculating machine, but could never design the mechanism to make the machine work. Lovelace invented an early computer code that made the machine work. Lovelace was also Lord Byron’s daughter. Grace Hopper was not the daughter of a poet, but she is one of the most important programmers in history. She began working with computers right after world war two when a computer would take up a whole room. She invented code that had portability; it meant that you could get more than one operation from a circuit. Hopper also coined “debugging” when a moth flew into one of the transistor tubes in the hard drive. Both of these math and computer pioneers are heroes to me: I wish they were heroes to more people. It would make up for all of the nameless women who started computing theory with their weaving designs and looms.

First Impression of Paper (letter grade) ________________

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ACTIVITY

• Using a Rubric to Grade

– Using the same paragraph, grade using the following rubric

– Did you get the same results?

ELEMENT PotentialPoints

Your Points

Topic Sentence/controlling data 5

Evidence/logic/controller 5

Coherence/unity/transitions 5

Usage/mechanics/grammar 5

Spelling/word choice 5

Total Points 25

ACTIVITY DISCUSSION

POINTS TO LETTER GRADE:

24-25: A 20-21: C >17: F

22-23: B 18-19: D

• Were your first impressions of the paper proven by your rubric?

• Which result was the most surprising to you?

• Which result was the least surprising to you?

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KEEP RECORDS/MATERIALS

• How long should I keep information related to students’ grades?– 10 weeks from the completion of the term

• What information should I keep?– Emails, Comments about grades, Final Exams,

Final Papers

• Returning materials to students– Materials returned to students after the course ends

• Students should supply a self-addressed, stamped envelope for use in returning materials

Grading Summary• Our values guide our practice

• Grades based on measurable criteria are most reliable

• Course work can and must be tied to assessment

• Assessment helps faculty, programs, colleges, and the university improve

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Academic Integrity • Academic Integrity policy is available through your

syllabus on Blackboard (Academic Integrity Policy - Student Code of Conduct)

• Essentials– Designed to promote a sense of honesty and integrity

among our students as they prepare for new ventures in the world of work

– Discuss maintaining one’s academic integrity at the beginning of each course• citation reference requirements, acceptable level of collaboration

with other students, examination procedures

– You have the freedom to discern which level of academic integrity infraction requires formal intervention, but always confirm with your Program Chair!

Complaint/Grade Appeal Process

• Academic Complaint or Appeal of Grade– Student should contact, in writing, the faculty

member. If the circumstances surrounding the appeal are not appropriate, the student should contact the Program Chair within 60 days of the posted grade

– If not resolved with the Program Chair, the student should submit a letter to the appropriate Academic Dean• Must include the specific reason(s) for setting aside the

decision of the Program Chair

• Check the Academic Policy Manual for details– Requires log in (email username & password)– Academic Policy & Procedure Manual on the Web

http://www.wilmu.edu/studentlife/acadintegrity.aspx




https://www.wilmu.edu/faculty/resources/documents/acadaff_policy_procedure.pdf

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QUESTIONS

SAMPLE

COPIES OF ASSIGNMENTS

WITH GRADING RUBRICS

USED IN “OUTCOMES-

BASED COURSES”

STUDENT NAME __________________________ SEMESTER ____________________ MAJOR ___________________________

HUM 361 WRITING ASSIGNMENT

QUESTION: Describe how one past or current world event, concept, invention, etc. influenced one of the following: politics,

religion, business or culture?

INSTRUCTIONS: 1) Assignment should 2-3 Pages in length. 2) When documenting (even if it is the textbook), use APA format.

3) Assignment is worth 35 points and is Due ___________. 4) Assignment will be graded as follows:

STUDENT WRITING RUBRIC: College of Arts and Sciences 1 2 3 4 5

UNSATISFACTORY MARGINAL SATISFACTORY GOOD EXCELLENT

1. Writing has a clear

direction/ controlling idea/

thesis statement that answers

the question.

There is a minimal controlling

idea or the controlling idea

minimally previews the essay.

8+ errors.

Controlling idea is a vague

persuasive argument or has

different logic than parts of the

body of the essay. 5-7 errors.

Controlling idea is a persuasive

argument that is somewhat

vague or previews only part of

the essay. 3-4 errors.

Controlling idea is a defined

persuasive argument or

previews most of the essay, with

1-2 errors.

Controlling idea is a well-

defined persuasive argument

and previews the entire essay.

2. Writing has ample

evidence to prove the

controlling idea.

Minimal instances of specific

evidence are offered and they

minimally support the

controlling idea. 8+ errors.

Few instances of specific

evidence are offered or they do

not support the controlling idea

throughout the majority of the

essay. 5-7 errors

Some instances of specific

evidence are offered or they

support the controlling idea

throughout part of the essay. 3-4

errors.

Many instances of specific

evidence are offered or they


throughout the majority of the

essay. 1-2 errors.

Ample instances of specific

evidence are offered and they


throughout.

3. Writing has transitions to

assist with coherence and

unity.

Writing minimally moves

smoothly from one idea to

another, with 8+ exceptions.

There are mostly awkward jumps

between points.

Writing moves smoothly from

one idea to another some of the

time, with 5-7 exceptions.

There are many awkward jumps

between points.

Writing moves from one idea to

another smoothly, with 3-4

exceptions. There are some

awkward jumps between points.


another smoothly, with 1-2

exceptions. There are very few

awkward jumps between points.


another smoothly consistently.

There are no awkward jumps

between points.

4. The writing presents a

well-ordered, logical

argument of 2-3 pages.

Minimal evidence offered to

defend point. 8+ points

unrelated to topic.

5-7 points unrelated to topic.

Logic wanders off topic.

3-4 points unrelated to topic.

Logic wanders off topic

slightly.

1-2 points unrelated to topic. Writing defends the same

logical point throughout.

5. Writing is concise, well-

written, and has precise

language.

Has limited or inappropriate

word choices that obscure

meaning. Contains much slang

and/or many colloquialisms.

Mostly wordy or awkward. 8+

errors.

Contains word choices that

interfere with the meaning.

Contains much slang and/or

colloquialisms. Many instances

of wordiness or awkwardness.

5-7 errors.

Good word choices. Some

slang and/or colloquialisms.

Some instances of wordiness or

awkwardness. 3-4 errors.

Accurate and varied word

choice. No slang and/or

colloquialisms. Few instances of

wordiness or awkwardness. 1-2

errors

Precise and varied word choice.

No slang and/or colloquialisms.

Not wordy or awkward.

6. Mechanics, usage,

grammar, and spelling

(MUGS) are correct and the

writing is error free.

8+ MUGS or typographical

errors.

5-7 MUGS or typographical

errors.


errors.


errors.

No MUGS or typographical

errors.

7. APA formatting and use of

sources are correct.

8+ APA formatting or citation

errors.

5-7 APA formatting or citation

errors.


errors.


errors.

No APA formatting or citation

errors.

Revised 9/30/2010 TOTAL (out of 35):__________

BAC401 Advanced Accounting I Consolidation & Financial Statement Project

Fall 2XXX

Background

You recently accepted the controller position for Java the Hut, a regional coffee chain. The owner informs you that a complete financial statement package will be required for a new bank loan package.

Prior to your arrival, the company had one accountant and relied heavily on the auditors in the preparation of financial statements.

With the new controller position, the expectation is that you will assume the preparation of financial statements.

On your first day of work on April 1, 2XXX, the Java the Hut accountant informs you that there were a number of transactions in

the first quarter of 2XXX that she was unsure of the appropriate accounting. Consequently, she recorded the cash activity in Other

assets – holding account as a temporary holding account. The good news is that the Java the Hut accountant maintained excellent

detail of the various transactions and has a series of supporting schedules for you.

Project Requirements

1. Prepare the appropriate journal entries to recognize the first quarter transactions, currently reported in other assets – holding in the

balance sheet.

2. Prepare consolidating worksheets for the income statement for the first quarter of 2XXX and for the balance sheet as of March 31,

2XXX.

Adjusting entries from 1 above should be reflected in the appropriate company general ledger.

All inter-company transactions and balances should be eliminated.

3. Prepare consolidated financial statements for the bank reporting, including:

Income Statement for the first quarter of 2XXX (Multi-Step Format)

Balance Sheet as of March 31, 2XXX (Classified Format)

Statement of Cash Flows (using the indirect method) for the first quarter of 2XXX.

RUBRIC FOR FINANCIAL STATEMENT PROJECT:

Prepare a complete financial statement package presented in a professional format in conformity with generally accepted

accounting principles.

Criteria: 1

Unsatisfactory:

Requirements for

quantitative

analysis were not

met

2

Marginal:

Major parts of the

quantitative analysis

needed improvement

3.

Satisfactory:

Generally, all

parts of the

quantitative

analysis were

done in a

satisfactory

manner

4.

Good:

Student

exhibited above

average

knowledge and

skill in applying

quantitative

analysis

5.

Excellent:

Student exhibited

Exceptional

knowledge and

skill in applying

quantitative

analysis

Accurate

Financial Data:

Proper Format:

Income Statement

Balance Sheet

Statement of Cash

Flows

Professional

Presentation:

Total no. of

students on

roster__

Total no. of

students

evaluated

______

Total no. of

students

corresponding to

each category 1-5

Use technology to effectively summarize and process accounting information.

Criteria: 1.

Unsatisfactory:

Technology

required for

completing project

was unacceptable

2.

Marginal:

Major technological

flaws in this

project

3.

Satisfactory:

Use of

technology

for this

project was

satisfactory

4.

Good:

Student

exhibited

above average

use of

technology on

the project

5.

Excellent:

Exceptional

technological skill

was exhibited by

the student

Total

no. of

students

on

roster__

Total no. of

students

evaluated

_______

Total no. of

students

corresponding

to each

category 1-5

STRUCTURED EXTERNAL ASSIGNMENT AND CECRAM DATA COLLECTION AND ANALYSIS

For fall 2008 program starters and beyond, this Structured External Assignment is to be completed on your MAS 6102 E-Folio

(the ePortfolio) under the course MAS 7801 Program Competency #6.

COURSE: MAS 7801 TITLE: Practicum/Pedagogical Approaches to Teaching at the Middle/High School

PROGRAM COMPETENCY 6: Design instruction based upon knowledge of the disciplines, students, and the community, and Delaware’s Student

Content Standards to demonstrate knowledge of instructional planning.

CONCEPTUAL FRAMEWORK PROGRAM ATTRIBUTE 1: Programs are Knowledge-Based; 3: Programs are sensitive to Context and Culture

DELAWARE PROFESSIONAL TEACHING STANDARD #6: The teacher understands instructional planning and designs instruction based upon

knowledge of the disciplines, students, the community, and Delaware’s student content

standards.

DELAWARE PROFESSIONAL TEACHING STANDARD 2: Human development and learning; 3: Diverse learners

NCATE STANDARD 1: Candidate Knowledge, Skills, and Dispositions; 4: Diversity

STRUCTURED EXTERNAL ASSIGNMENT: Using the Pathwise Lesson Format, and the Delaware Student Content Standards, the teacher candidate will

complete and submit an age-appropriate unit of lesson plans in the content area in which s/he intends to teach and which includes a variety of methods and

materials to teaching across content areas, including the application of critical thinking and problem-solving skills. The thematic lesson must address cultural

differences, different developmental levels, different learning styles and ability levels. The teacher candidate will write a description, analysis, and reflection

(relative to these lesson plans and addressing the scoring elements below) to demonstrate knowledge of each of the elements of this competency/standard.

SCORING

ELEMENTS

UNSATISFACTORY

1

EMERGING

2

BASIC

3

PROFICIENT

4

DISTINGUISHED

5

6.1 Understanding of

major elements of

instructional planning.

Score:_____

The candidate was able

to accurately describe

and give examples of

how to incorporate

fewer than two of the

following five elements

of instructional

planning into the

planning process: (1)

learning theory, (2)

content, (3) curriculum

development, (4)

assessment, and (5)

student levels of

development.




how to incorporate two

of the following five

elements of

instructional planning

into the planning

process: (1) learning

theory, (2) content, (3)

curriculum

development, (4)

assessment, and (5)

student levels of

development.




how to incorporate

three of the following

five elements of


into the planning



curriculum

development, (4)

assessment, and (5)

student levels of

development.




how to incorporate four

of the following five

elements of


into the planning



curriculum

development, (4)

assessment, and (5)

student levels of

development.



and give examples (in

the lesson plans) of how

to incorporate the

following five elements

of instructional

planning into the

planning process: (1)

learning theory, (2)

content, (3) curriculum

development, (4)

assessment, and (5)

student levels of

development.

6.2 Understanding that

effective instructional

planning requires

alignment of

The candidate was

unable to describe the

alignment between

assessment and

instruction because


to describe the

alignment between

assessment and

instruction by clearly


to describe the

alignment between

assessment and



to describe the

alignment between

assessment and



to describe the

alignment between

assessment and


assessment and

instruction prior to

lesson delivery.

Score:_____

he/she clearly addressed

fewer than two of the

following elements: (1)

statement of objectives,

(2) description of

instructional strategies

used in the lesson, (3)

description of

assessment strategies


rationale for how the

assessments described

align with the stated

learning objectives and

instructional strategies,

and (5) examples of that

alignment.

addressing two of the


statement of learning

objectives, (2)

description of



description of









alignment.

addressing three of the



objectives, (2)

description of



description of









alignment.

addressing four of the



objectives, (2)

description of



description of


used in the lesson, (4) a







alignment.

addressing all five of

the following elements:

(1) statement of

learning objectives, (2)

description of



description of


used in the lesson, (4) a







alignment.


how to develop long

(unit) and short range

(lesson) plans.

Score:_____

The candidate

demonstrated an

unsatisfactory* level of

understanding of how

to develop long and

short range plans

consistent with

curriculum

standards/goals, learner

diversity, and learning

theory.

The candidate

demonstrated an

emerging* level of


to develop long and

short range plans

consistent with

curriculum



theory.

The candidate

demonstrated a basic*

level of understanding

of how to develop long

and short range plans

consistent with

curriculum



theory.

The candidate

demonstrated a

proficient* level of


to develop long and

short range plans

consistent with

curriculum



theory.

The candidate

demonstrated a

distinguished* level of


to develop long and

short range plans

consistent with

curriculum



theory.


how to connect student

experiences with

education goals in

planning.

Score:_____

The candidate did not

provide examples

demonstrating an

understanding of how to

make connections

between student

experiences and

educational

standards/goals in the

planning process.

The candidate provided

and described one

specific example

demonstrating an


make connections

between student

experiences and

educational


planning process.


and described two

specific examples

demonstrating an


make connections

between student

experiences and

educational


planning process.


and described three

specific examples

demonstrating an


make connections

between student

experiences and

educational


planning process.


and described four

specific examples

demonstrating an


make connections

between student

experiences and

educational


planning process.

Understanding of how

to maximize the

participation and

engagement of students

with disabilities in a

general or expended

curriculum.


fewer than two specific

examples from the

lesson plans

demonstrating an


maximize the

participation and



a description and

specific examples from

the lesson plans

demonstrating an


maximize the

participation and



a description and


the lesson plans

demonstrating an


maximize the

participation and



a description and


the lesson plans

demonstrating an


maximize the

participation and



a description and


the lesson plans

demonstrating an


maximize the

participation and


Score:_____

with disabilities in

classroom lessons.

Examples include

strategies selected from

the following areas: (1)

providing equal

response opportunities

during discussion, (2)

providing wait time for

answers during

discussion, (3)

rephrasing

questions/giving clues,

(4) providing individual

help during practice

activities, (5) engaging

all students in higher

level questioning and/or

activities, (6) providing

activities that meet the

developmental needs of

students by

differentiating

instruction and/or

assessment, (7) planning

for the optimal use of

time for learning, (8)

providing materials at a

level promoting student

understanding.


classroom lessons.

Examples included

strategies in two of the

following areas: (1)

providing equal




answers during

discussion, (3)

rephrasing










students by

differentiating

instruction and/or






understanding.


classroom lessons.

Examples included

strategies in three of the


providing equal




answers during

discussion, (3)

rephrasing










students by

differentiating

instruction and/or






understanding.


classroom lessons.

Examples included

strategies in four of the


providing equal




answers during

discussion, (3)

rephrasing










students by

differentiating

instruction and/or






understanding.


classroom lessons.

Examples included

strategies in five of the


providing equal




answers during

discussion, (3)

rephrasing










students by

differentiating

instruction and/or






understanding.

Social and Behavioral Sciences

Graduation Competency: Division Specified Competency

Program Competency #11: Demonstrate an awareness of self in relation to others, including

effective interpersonal communication skills, ability to work in

teams, and respect for diversity and multiculturalism in a

pluralistic society.

Course: PSY 315 – Group Dynamics

Goal C: The student will understand a variety of group interactions which

involve roles including leadership, awareness of self in a group,

and management of self in a group.

Learning Outcome: C-2: The student will evaluate him-herself as a group member.

Assessment Assignment: The student will write a three-four page paper evaluating him/her self as a group member and leader.

The student should reflect on his/her skills, strengths, weaknesses, and reactions in the role of group

member and leader, and evaluate how they are viewed by others in group interactions.

PSY 315 Outcomes Assessment Assignment

Learning Outcomes:

Students will be able to:

Write a 3-4 page paper evaluating themselves self as a group member and a group leader.

Reflect on their strengths and areas for improvement in the roles of group member and group leader.

Provide specific examples that illustrate their strengths and areas that need improvement.

Use APA formatting (e.g., font style, font size, appropriate margins, title page, abstract, etc.). If outside sources are used, appropriate

APA citation and reference page should be included. Please note: for this assignment, outside sources are not mandatory.

Instructions:

In 3-4 pages, please include the following:

1. At least 2 of your strengths as a group member (in relation to your skills, comfort levels with roles, feedback from others, etc.).

2. Examples that illustrate each of your strengths. Be as specific and reflective as possible.

3. At least 2 of your areas for improvement as a group member (in relation to your skills, comfort levels with roles, feedback from

others, etc.).

4. Examples that illustrate the areas that need improvement. Be as specific and reflective as possible.

5. At least 2 of your strengths as a group leader (in relation to your skills, comfort levels with roles, feedback from others, etc.).

6. Examples that illustrate each your strengths. Be as specific and reflective as possible.

7. At least 2 of your areas for improvement as a group leader (in relation to your skills, comfort levels with roles, feedback from

others, etc.).

8. Examples that illustrate the areas that need improvement. Be as specific and reflective as possible.

Instructions to Faculty Members: Please be sure to go over the assignment’s learning outcomes and instructions with your students.

Spend time discussing with the students what it means to write in a reflective manner. Also, review the assignment’s rubric with the

students so that they are aware of how their papers will be assessed. If you have any questions concerning this assignment, please

contact Dr. Debra Berke or Dr. Rebecca Ghabour. Thank you.

PSY 315 Self-Assessment Assignment Scoring Rubric

INSTRUCTIONS:

1. Please score the student’s characteristics on the appropriate scale for each dimension.

2. Write the score in the blank next to each dimension.

3. Write specific feedback comments regarding reasons for the rating on the form or on the back of the form.

Instructor Name: ________________________________________ Student Name:

____________________________________________ Date: _____________________

DIMENSIONS

UNSATISFACTORY MARGINAL SATISFACTORY GOOD EXEMPLARY

1……………...1.5…………….…2……………...2.5……………….3……………..3.5………….…..4…………...….4.5…………… 5

1. Insight Regarding

Self as a Group

Member -

Strengths

Score____

Demonstrates an insufficient level of understanding regarding one’s

strengths as a group member. No

strengths are identified OR 1 strength is identified but is not

meaningful, well thought out, or

easy to understand.

Demonstrates a minimally sufficient understanding

regarding one’s strengths as a

group member. Is able to identify only 1 strength OR the strengths

identified are not meaningful,

well thought out or easy to understand.

Demonstrates a high level of understanding regarding one’s

strengths as a group member.

Is clearly able to identify 2 or more strengths. The strengths

identified are meaningful,

well thought out, and easy to understand.

2. Ability to be

Reflective—Group

Member, Strengths

Demonstrates an insufficient level

of reflection. No examples are given for strengths.

Demonstrate a minimally

sufficient level of reflection. Examples are given for one but

not both strengths OR one or

both examples given do not clearly illustrate the strengths

and/or do not provide much

detail.

Demonstrates a high level of

reflection. Examples are given for each strength. Examples

clearly illustrate the strength

and provide much detail.


Self as a Group

Member -

Areas of

Improvement

Score____


areas of improvement as a group

member. No areas are identified OR 1 area of improvement is

identified but is not meaningful,

well thought out, or easy to understand.


regarding one’s areas of

improvement as a group member. Is able to identify only

1 area OR the areas of

improvement identified are not meaningful, well thought out or

easy to understand.


areas of improvement as a

group member. Is clearly able to identify 2 or more areas.

The areas of improvement

identified are meaningful, well thought out, and easy to

understand.

4. Ability to be

Reflective—Group

Member, Areas of

Improvement


of reflection. No examples are given for areas of improvement.



not both areas OR one or both

examples given do not clearly illustrate the areas of

improvement and/or do not

provide much detail.


reflection. Examples are given for each areas of

improvement. Examples

clearly illustrate the areas of improvement and provide

much detail.


Self as a Group

Leader - Strengths

Score____


of understanding regarding one’s

strengths as a group leader. No strengths are identified OR

1strength is identified but is not

Demonstrates a minimally

sufficient understanding

regarding one’s strengths as a group leader. Is able to identify

only 1 strength OR the strengths


understanding regarding one’s

strengths as a group leader. Is clearly able to identify 2 or

more strengths. The strengths

meaningful, well thought out, or

easy to understand.

identified are not meaningful,

well thought out or easy to understand.

identified are meaningful,

well thought out, and easy to understand.

6. Ability to be

Reflective—Group

Leader, Strengths


of reflection. No examples are

given for strengths.


sufficient level of reflection.

Examples are given for one but not both strengths OR one or

both examples given do not

clearly illustrate the strengths and/or do not provide much

detail.


reflection. Examples are given

for each strength. Examples clearly illustrate the strength

and provide much detail.


Self as a Group

Leader – Areas of

Improvement

Score____


areas of improvement as a group

leader. No areas are identified OR 1 area of improvement is

identified but is not meaningful,

well thought out, or easy to understand.


regarding one’s areas of

improvement as a group leader. Is able to identify only 1 area OR

the areas of improvement

identified are not meaningful, well thought out or easy to

understand.


areas of improvement as a

group leader. Is clearly able to identify 2 or more areas.

The areas of improvement

identified are meaningful, well thought out, and easy to

understand.

8. Ability to be

Reflective—Group

Leader, Areas of

Improvement


of reflection. No examples are given for areas of improvement.



not both areas OR one or both

examples given do not clearly illustrate the areas of

improvement and/or do not provide much detail.


reflection. Examples are given for each areas of

improvement. Examples

clearly illustrate the areas of improvement and provide

much detail.

9. Grammar,

Mechanics,

Writing Style

The paper was difficult to read

and to understand due to unclear

writing and poor organization of thoughts. Significant (more than

8) spelling and grammatical

errors were found throughout the paper.

Overall, writing was clear and

easy to understand; no re-reading

was necessary. Ideas were logically organized into

paragraphs. Several (3-4)

spelling and grammatical mistakes were found.

The writing was clear,

coherent, and concise. The

writing was clearly organized, and easy to read. The thoughts

were organized and developed

in a logical sequence. There were no mistakes in grammar,

spelling, or punctuation.

10. APA Format

There were 4 or more errors in APA formatting (e.g., font style,

font size, appropriate margins,

title page, abstract, etc.).

There were no more than 3 errors in APA formatting (e.g., font

style, font size, appropriate

margins, title page, abstract, etc.).

APA formatting (e.g., font style, font size, appropriate

margins, title page, abstract,

etc.) was used correctly.

MSCC Disciplined Inquiry Critical Thinking Competency Assignment: MCC6901

Graduate Competency Disciplined Inquiry

Exercise critical thinking strategies, including reasoning, problem solving, analysis and evaluation.

MSCC Competency #4 Knowledge:

Demonstrate an understanding of the characteristics of normal and abnormal behavior in

the context of application to diagnosis and treatment planning.

Course Goal B-3 Demonstrate critical thinking in the diagnostic process.

Course MCC 6901 – Classification of Psychopathology

Assessment Activity DSM Diagnosis Case Vignettes

Diagnostic Analysis of Case Vignettes

Complete the following tasks for the Case Study presented below.

1. Please present a Multiaxial diagnosis, using ALL five axes.

2. List the criteria of the Axis II diagnosis you specify (only one Axis II diagnosis is present in this case). Quote the information

from the narrative that supports each criterion that fits this individual. If a criterion was not met, then indicate that and move

on to the next criterion.

3. Present a differential diagnosis section. In this section present both Axis I and Axis II diagnoses that were considered but not

chosen based on the evidence presented in the narrative. Present your rationale for not selecting each diagnosis.

4. Identify treatment approaches that are appropriate to the overall diagnostic assessment. Provide empirical support to justify the

treatment approaches selected. Identify your preferred treatment approach and present a rationale for that choice.

Case Study: A Woman with an Unstable Life

Ms. E is a 25-year-old woman brought to the emergency room by her boyfriend, who has become progressively more alarmed

at her complaints, demands, and erratic behavior. Her chief complaint to the staff is “I keep thinking about wanting to kill myself.”

Ms. E is a competent secretary, has her own apartment, and is self-supporting. She is also attending university classes in the evening

because she wants to advance her education and does not “want to stay a secretary all my life.”

The current crisis began when her boyfriend, Mr. M, refused to consider her demands for marriage after a 2-year exclusive

relationship. Ms. E began to call him at work demanding more and more time, finally threatening to kill herself if he didn’t spend

every evening with her. Mr. M reported that her demands, phone calls, and escalating threats were becoming intolerable and were

making him want to break off the relationship entirely. On the evening Mr. M brought Ms. E to the emergency room, he had told her

that he had to go on a business trip and would be away for several days. Ms. E insisted that he was doing this just to get away from

her. She became severely agitated and began to talk wildly about killing herself. In the emergency room, Ms. E angrily belittles her

boyfriend in front of the staff and accuses him of using and then rejecting her. After physically separating the arguing couple, the staff

is able to obtain a history of the progressive development of Ms. E’s symptoms.

In response to the stress of the past several months, Ms. E has developed fluctuating depressive moods, a tendency to oversleep

(especially sleeping in the evenings and on weekends), and a tendency to binge eat that has resulted in a 20-pound weight gain. Ms. E

says she is constantly anxious and has been having increasing difficulty concentrating on her studies. She has continued to work

throughout this stressful period, seeking support from those in her office. Attention from Mr. M or her co-workers produces a

brightening of her mood that she is able to sustain while they are with her.

Ms. E experiences her most severe symptoms when she is alone. These include prolonged fantasies about killing her boyfriend

and a desire to hurt herself. She says that on several occasions she has cut her thighs with razor blades and describes watching herself

do this as if from a distance, numb and dead inside and feeling little pain. Ms. E says that at these times she feels fat and unattractive

as well as completely unloveable and worthless. At such moments, she calls Mr. M on the phone and threatens to commit suicide

unless he comes and keeps her company. Mr. M reports that she has also begun to lose control of her temper. For example, shortly

before he brought her to the emergency room, she attacked him with her fists in the midst of an argument.

Ms. E was the youngest of four children and one of two girls. Her parents separated and divorced when she was 3 years old

because of her father’s alcoholism and physical abuse of his wife and children. A family secret was that Ms. E was sexually abused

when she was 10 years old by a brother 5 years her senior.

In adolescence, Ms. E associated with a rebellious group and became involved in drug abuse and early sexuality to fit in. Ms.

E said that her mother attributed Ms. E’s teenage rebellion to a need to “find a father” and that she thought that Ms. E had gotten “her

sexual urges confused with wanting to be loved and cared for.” By age 16, Ms. E had already embarked on the pattern of chaotic

unstable involvements with men that continues to characterize her adult life.

Her first drug overdose occurred at age 17, in response to a perceived rejection by her boyfriend. A series of intense

relationships followed this incident, each of which followed a similar pattern: Ms. E would become progressively more clinging until

she gradually alienated her partners. Each rejection was marked by a period of anger and self-abuse, followed quickly by a new and

identical relationship. Ms. E’s current boyfriend is only the latest in a long series of disappointing partners.

Disciplined Inquiry - Critical Thinking (for Diagnosis) Scoring Rubric

INSTRUCTIONS:

4. Please score the student’s performance on a scale of 1 to 5 using ½ point increments (see below) on each dimension.

5. Write the score in the blank next to each dimension.

6. Write specific feedback comments regarding reasons for the rating on the form or on the back of the form.

Student Name:_______________________________________ Rater

Name:____________________________________________ Date:_______________________

DIMENSIONS


1……………...1.5…………….…2……………...2.5……………….3……………..3.5………….…..4…………...….4.5…………… 5

1. Identification,

Summarization, and

Reformulation of the

Presenting Problem

Score____

Unable to accurately identify

and summarize the client’s

presenting problem as related

to diagnosis.

Accurately identifies but

provides a limited and

incomplete summary of the

client’s presenting

problem(s) as related to

diagnosis.

Offers an accurate,

comprehensive, and multi-

faceted explication and

summary of the presenting

problem as related to

diagnosis.

2. Identification and

Consideration of Client

History and Present

Context

Score____

Does not consider the present

context/circumstances of the

client’s life or relevant life

history as related to diagnosis.

Approaches the client’s issues

from an egocentric or limited

viewpoint.

Accurately identifies but

provides a somewhat vague

and partial analysis of the

present



history as related to

diagnosis.

Accurately identifies and

provides a clear,

comprehensive and

insightful analysis of the

present



history as related to

diagnosis.

3. Analysis and

Synthesis of

Supporting Data

(interview, mental

status, testing, collateral

information, records

etc.)

Score____

Does not analyze the

supporting data with regard to

reliability, validity or

appropriateness. Utilizes

inappropriate data or single

sources of information to

make a diagnosis. Makes no

effort to synthesize the

information.

Provides an accurate but

limited analysis of the

supporting data with regard

to reliability, validity or

appropriateness. Uses

multiple sources of

information to develop the

diagnosis but not all available

sources. Offers only a partial

and incomplete synthesis of

the information.

Provides an accurate,

comprehensive, and

insightful analysis of all

supporting data with regard

to reliability, validity and

appropriateness to make a

diagnosis. Offers a full and

complete synthesis of the

information.

Critical Thinking (for Diagnosis) Scoring Rubric continued

DIMENSIONS


1……………...1.5…………….…2……………...2.5……………….3……………..3.5………….…..4…………...….4.5…………… 5

4. Development and

Presentation of

Differential Diagnosis

Score____

Adopts a completely

inaccurate diagnosis

Diagnosis is adopted without

regard or consideration of

alternative diagnoses.

Develops an accurate

diagnosis on both Axis I and

Axis II. Provides a

differential diagnosis by

addressing which diagnostic

criteria the client meets but

does not address the criteria

met for other potential

diagnoses that were rejected.

Develops an accurate

diagnosis on all 5 axes.

Uses multiple sources of

information to develop the

diagnosis. Provides a

differential diagnosis by

addressing which

diagnostic criteria the

client meets and also

addresses the criteria met

for other potential

diagnoses that were

rejected.

5. Identification of

Treatment

Score____

Fails to identify a course of

treatment or identifies an

inappropriate course of

treatment based on the

diagnosis and available

information.

. Identifies only 1 appropriate

course of treatment which is

defined and logically

justified based on the


information.

Identifies 2 or more

appropriate courses of

treatment which are clearly

defined and logically

justified based on the


information. Presents a

compelling rationale for

choosing one treatment

over the other(s).

Rubric for Assessing Discussion Board Activities

Discussion Board topics will relate to course readings and topics addressed in f-2-f sessions. There will be five Discussion Boards. You are expected to contribute your thoughts on each topic. You may reply directly to the instructor’s question/prompt and/or to other participants’ comments on the topic. Discussion Boards are designed so that you can start your own threads … and you can also modify or remove any of your postings. Discussion boards are “asynchronous” … meaning that you can participate anytime 24/7 … as opposed to “synchronous” discussions that take place within a designated time frame. Discussion topics and questions are designed to provoke thinking on the topic and there are no “right” answers. Don’t worry about spelling errors. Nobody’s perfect. However, spelling and other writing errors should not be so severe that they interfere with understanding. Remember that your participation in these online discussions replaces face-to-face class meetings and should be taken just as seriously as traditional class attendance and participation. The most common reason that students tend to lose points on discussion boards is a failure to participate in a thoughtful and reflective way. For example, messages such as “Great idea!” or “I totally agree” do not meet expectations.

Performance Level Points Indicators

Exceeds Expectations 3

Responses include more than 3 postings on 3 different days.

Responses include reflections on professional experience and references to course readings, discussions, and/or other authoritative sources.

Personal opinions are clearly identified as such, and not disguised as facts.

Responses are thoughtful, well-written and clear … and may provide new or original insights into the issues.

Meets Expectations 2

Responses include 3 postings on 3 different days.

Responses include reflections and opinions based on professional experience and course readings/discussions.

Responses made to some (but not all) messages posted by other students.

Does Not Meet Expectations

1

Responses include fewer than 3 postings on 3 different days, or …

no responses to other students’ messages, or …

responses are primarily unsubstantiated personal opinions presented as facts, or they fail to address the topic or they tend to be non-reflective or they contribute little to the discussion.

0

Did not participate in the on-line discussion.

Class Participation Rubric PERFORMANCE 1 2 3 4 5

CRITERIA BELOW EXPECTED

STANDARD.

LOWER RANGE OF

EXPECTED STANDARD.

PERFORMING

SATISFACTORILY AT

THE EXPECTED

STANDARD.

PERFORMING ABOVE

THE EXPECTED

STANDARD.

EXEMPLARY

PERFORMANCE.

Attendance/

Promptness

Has a poor attendance/

promptness record.

Is frequently tardy and

has several absences.

Misses no more than

the maximum allowed

absences according to

College policy; is

seldom tardy.

Has no more than 1

absence; is never

tardy.

Has perfect attendance; is

never tardy.

Level of

engagement in

class

Never participates in

class discussions;

appears apathetic

toward class activities.

Seldom participates in

class discussions.

Moderate participation

in class discussions;

has the answer when

called upon; appears

interested in class

activities.

Frequently participates

in class discussions;

often asks thought-

provoking questions;

appears enthused about

class activities.

Frequently participates in

class discussions; often

asks thought-provoking

questions; shows much

effort in going beyond the

scope of the required

assignments and readings.

Reaction to

Others/

Listening/

Respect and

tolerance for

diverse opinions

Appears disinterested

during class

discussions; does not

participate by asking

questions or

contributing any

salient points.

Somewhat engaged in

class discussions;

infrequently makes a

comment or asks a

question to clarify a

point.

Appears to be listening

to class discussions;

sometimes makes a

comment or asks a

question to clarify a

point.

Is attentive during

class discussions; asks

obvious questions;

contributes own

opinion.

Is attentive during class

discussions; seeks to clarify

other's views; shows

respect for different

opinions; asks appropriate

and thoughtful questions.

Level of

preparation/

Completion of

assignments

Assignments are

usually late;

assignments usually

show no thought ;

student is going

through the motions to

get the work done.

Assignments are

frequently late;

assignments show

minimal effort towards

completeness or

clarity.

Usually turns in

assignments on time;

assignments are only

occasionally late.

Assignments are

usually clearly written.

Usually turns in

assignments on time;

no more than 1 late

assignment;

assignments are

always concise,

complete, and show

critical thinking.

Always turns assignments

in on time; assignments are

always concise, complete,

and show critical thinking.

Attitude toward

learning

Shows a lack of desire

for learning;

contributes nothing to

their own learning or

that of others.

Shows little evidence

of desiring to be in the

class to learn the

material; motive for

being in the class is

somewhat

questionable.

A willing participant

in the classroom;

exhibits a willingness

to learn concepts and

course material.

Seems interested in

learning; makes an

above average effort to

gain the most out of

the learning

experience.

Exhibits an extremely

conscientious and spirited

desire to learn the material;

enhances the learning of

others in the class.

ADDITIONAL

RESOURCES

RUBRICS

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