Integrative Project: Chapters 1–5

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Evaluate the scientific merit of scholarly literature by addressing the connections among research findings, professional activities, and best practices. 16%

Does not describe the scientific merit of scholarly literature.

Describes scientific merit of scholarly literature but does not specifically address the connections among research findings and professional activities or best practices.

Evaluates the scientific merit of scholarly literature by addressing the connections among research findings, professional activities, and best practices.

Evaluates the scientific merit of scholarly literature by addressing the connections among research findings, professional activities, and best practices. Activities addressed may include grant writing and best practices in education, nursing, medicine, psychotherapy, organizational development, or public policy.

Apply theory of method and theory of content from the discipline of psychology to a research proposal. 14%

Does not apply theory of method or theory of content from the discipline of psychology to a research proposal.

Applies theory of method or theory of content from the discipline of psychology to a research proposal, but not both.

Applies theory of method and theory of content from the discipline of psychology to a research proposal.

Applies theory of method and theory of content from the discipline of psychology to a research proposal. Supports statements with discussion of best practices and standards of the profession.

Apply ethical principles and standards of psychology in a research proposal. 14%

Does not apply ethical principles or standards of psychology in a research proposal.

Applies ethical principles or standards of psychology in the research proposal, but not both.

Applies ethical principles and standards of psychology in the research proposal.

Applies ethical principles and standards of psychology in the research proposal; discusses consequences of unethical practices.

Integrate individual differences and diversity in a research proposal, addressing individual and group variation within and across groups. 14%

Does not integrate individual differences or diversity in a research proposal.

Identifies individual differences and diversity in the research proposal, but does not specifically address individual and group variation within and across groups.

Integrates individual differences and diversity in the research proposal, addressing individual and group variation within and across groups.

Integrates individual differences and diversity in the research proposal, addressing individual and group variation within and across groups. Considers applicability of specific group affiliations that may include SES, sexual orientation, age, developmental stage, race, ethnicity, disability status, region, leisure activity, or health status. Discusses the impact of excluding individual differences and diversity in a research setting.

Communicate psychological concepts effectively, using the lexicon of the profession to explain concepts, processes, methodologies, and results. 14%

Does not communicate psychological concepts.

Inconsistently or incorrectly communicates psychological concepts, using the lexicon of the profession to explain concepts, processes, methodologies, and results.

Communicates psychological concepts effectively, using the lexicon of the profession to explain concepts, processes, methodologies, and results.

Communicates psychological concepts effectively, using the lexicon of the profession to explain concepts, processes, methodologies, and results. Explains a process that is used in a type of experiment and the steps taken; makes analogies.

Present a complete formal quantitative or qualitative research proposal that identifies the connection between the research question and the research problem, and the implications for stakeholders. 14%

Does not present a research proposal.

Presents a formal quantitative or qualitative research proposal that incorrectly identifies the connection between the research question and the research problem, or the implications for stakeholders.

Presents a complete formal quantitative or qualitative research proposal that identifies the connection between the research question and the research problem, and the implications for stakeholders.

Presents a comprehensive formal quantitative or qualitative research proposal that thoroughly identifies the connection between the research question and the research problem. Discusses in detail the connection between the research question and the implications for stakeholders.

Adhere to APA style and formatting guidelines while demonstrating concise, well-organized writing. 14%

Does not adhere to APA style and formatting guidelines or demonstrate concise, well-organized writing.

Partially adheres to APA style and formatting guidelines and demonstrates concise, well-organized writing inconsistently.

Adheres to APA style and formatting guidelines while demonstrating concise, well-organized writing.

Adheres to APA style and formatting guidelines while demonstrating concise, well-organized writing in a way that enhances the message and supporting points; writing reflects the quality and expertise expected for academic work.