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PHI-FPX3200 u02a1 - A Right to Experimental Drugs? Learner: Darion , Alexander
OVERALL COMMENTS Thanks for your work here, Darion! You're off to a good start, but there are some areas that need additional
development. I encourage you to watch the video I have in the “Announcements” section of the course to learn how
to avoid some common errors on this (and all) assessments. Additionally, please see my notes below and in your
document for some help as you revise.
RUBRICS
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CRITERIA 1
Identify relevant ethical theories and moral principles.
COMPETENCY
Apply sound ethical thinking related to a health care issue.
NON_PERFORMANCE: Does not identify relevant ethical theories and moral principles.
BASIC:
Identifies relevant ethical theories and moral principles, but in an unclear, incomplete, or inaccurate manner.
PROFICIENT: Identifies relevant ethical theories and moral principles.
DISTINGUISHED:
Identifies relevant ethical theories and moral principles, and describes how to apply them to contemporary
issues.
Comments:
Work now on identifying some ethical theories and moral principles that relate to this issue - The question of
application of the theories is very important… keep working on this part of the writing as you move forward so
that you can explain how some of the different theories we examined in the first assessment could be used to
justify a position on an ethical issue such as this one.
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CRITERIA 2
Explain how the principle of informed consent is relevant to the issues.
COMPETENCY
Articulate ethical issues in health care.
NON_PERFORMANCE: Does not explain how the principle of informed consent is relevant to the issues.
BASIC:
Explains how the principle of informed consent is relevant to the issues, but in an unclear, incomplete, or
inaccurate manner.
PROFICIENT: Explains how the principle of informed consent is relevant to the issues.
DISTINGUISHED:
Analyzes how the principle of informed consent is relevant to the issues, and identifies assumptions on
which the analysis is based.
Comments:
I appreciate your examination of how the concept of “informed consent” is relevant here! The one thing that
would have moved your score up is to identify assumptions upon which an analysis is based. What do
(some? most?) people assume about informed consent? How does that affect or change the outcome?
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CRITERIA 3
Explain the costs and benefits of offering unapproved experimental drugs to patients.
COMPETENCY
Articulate ethical issues in health care.
NON_PERFORMANCE:
Does not explain the costs and benefits of offering unapproved experimental drugs to patients.
BASIC:
Explains the costs and benefits of offering unapproved experimental drugs to patients, but in an unclear,
incomplete, or inaccurate manner.
PROFICIENT: Explains the costs and benefits of offering unapproved experimental drugs to patients.
DISTINGUISHED:
Explains the costs and benefits of offering unapproved experimental drugs to patients, and impartially
considers conflicting evidence and other perspectives.
Comments:
There are always pros and cons (or, in this case, “costs” and “benefits”) to using an unapproved, experimental
drug to a patient. I am particularly impressed with your discussion of a wide variety of perspectives on the
issue!
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CRITERIA 4
Articulate arguments using examples for and against offering pre-approved drugs to wider pools of patients.
COMPETENCY
Apply sound ethical thinking related to a health care issue.
NON_PERFORMANCE:
Does not articulate arguments or use examples for and against offering pre-approved drugs to wider pools of
patients.
BASIC:
Articulates arguments with examples for and against offering pre-approved drugs to wider pools of patients,
but in an unclear, incomplete, or inaccurate manner.
PROFICIENT:
Articulates arguments using examples for and against offering pre-approved drugs to wider pools of
patients.
DISTINGUISHED:
Analyzes arguments using examples for and against offering pre-approved drugs to wider pools of patients,
and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of
uncertainty where further information could improve the analysis.
Comments:
This was likely the hardest part of the assessment because not only did you have to analyze existing
arguments regarding the issue of unapproved medications, but you also had to identify knowledge gaps,
unknowns, missing information, etc. This is difficult to do in a short essay such as this, so I appreciate the
work you did here!
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Supplemental Feedback
CRITERIA 5
Exhibit proficiency in clear and effective academic writing skills.
COMPETENCY
Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and
citation formatting.
NON_PERFORMANCE: Does not exhibit proficiency in clear or effective academic writing skills.
BASIC:
Writes in an ineffective and inconsistent manner that does not exhibit effective academic writing skills or
deliver the message clearly.
PROFICIENT: Exhibits proficiency in clear and effective academic writing skills.
DISTINGUISHED:
Exhibits proficiency in clear and effective academic writing skills, and ensures the writing reflects the quality
and expertise expected of a professional.
Comments:
I’ve put some notes in your attached document regarding some formatting errors that you’re making.
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SUPPLEMENTAL CRITERIA 1
Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt
BEGINNING: This text is unrelated to the assignment prompt.
DEVELOPING:
This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,
scope, and purpose.
SKILLED:
This text responds to the assignment prompt and appropriately addresses the main topic, scope, and
purpose.
ADVANCED:
This text presents a focused response to the assignment prompt and demonstrates a thorough
understanding of the main topic, scope, and purpose.
Comments:
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SUPPLEMENTAL CRITERIA 2
Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics
BEGINNING:
This text does not include a thesis statement and is organized inappropriately for the assignment.
DEVELOPING:
The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main
idea(s) and/or transitional phrases.
SKILLED:
This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective
transitional phrases.
ADVANCED:
This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into
paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.
Comments:
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SUPPLEMENTAL CRITERIA 3
Evidence Integrate into text appropriate use of scholarly sources and evidence
BEGINNING: This text included plagiarized information.
DEVELOPING:
This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,
with many flaws in APA citation style.
SKILLED:
The included evidence was integrated and synthesized from outside sources, most of which are scholarly,
with minimal flaws in APA citation style.
ADVANCED:
The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound
sources, with minimal flaws in APA citation style.
Comments:
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SUPPLEMENTAL CRITERIA 4
Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone
BEGINNING: Text uses language inappropriate for the intended audience.
DEVELOPING:
This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or
tone for the intended audience.
SKILLED:
This text meets writing conventions for the discipline and there were minimal issues in appropriate use of
voice, person, or tone for the intended audience.
ADVANCED:
This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,
person, and tone for the intended audience.
Comments:
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SUPPLEMENTAL CRITERIA 5
Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors
BEGINNING:
Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or
mechanics in 75% or more of text.
DEVELOPING:
Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical
errors in 25%-75% or more of text.
SKILLED:
Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical
errors in 10%-25% of text.
ADVANCED:
Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or
mechanical errors in 10% or less of text.
Comments: