Middle Childhood Age Interview/Summary

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INTERVIEW RUBRIC:

CRITERION	STRONG: Expected Level of Competence 50 points	AVERAGE 44-35	WEAK Below 35 points
Clarity of Expression	Information is presented in a clear and concise, logical, relevant, and interesting sequence, which the audience can follow.	Information is presented in a logical, clear, and concise sequence.	Difficult to follow because sequence of information is circumstantial
Identification of Main Issues/Problems	Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.	Identifies and demonstrates an accomplished understanding of most of the issues/problems.	Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Links to Course Readings and Additional Research	Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.	Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.	Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Personal Insight	Student supported personal beliefs and ideas with evidence related and applicable to the psychology field.	Student’s personal insight was related to the psychology field	Student did not discuss personal insight and application to the psychology field.
Writing Mechanics and Formatting Guidelines	Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.	Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.	Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.

GROUP CHAT RUBRIC:

CRITERION	STRONG: Expected Level of Competence 50 points	AVERAGE 44-35	WEAK Below 35 points
Clarity of Expression	Information is presented in a clear and concise, logical, relevant, and interesting sequence, which the audience can follow.	Information is presented in a logical, clear, and concise sequence.	Difficult to follow because sequence of information is circumstantial
Identification of Main Issues/Problems	Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.	Identifies and demonstrates an accomplished understanding of most of the issues/problems.	Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Participation	Student is an active participant in group chat and makes thoughtful and insightful connections to issues presented. Student arrives to selected chat on time and has attempted to log on prior to time chosen.	Makes appropriate but somewhat vague connections between identified issues/problems and concepts. Student did not attempt to log on. Arrived more than 5 minutes late to chat.	Makes inappropriate or little connection between issues identified and the concepts discussed. Student missed chosen chat time and/or arrives more than 15 minutes late.
Personal Insight	Student supported personal beliefs and ideas with evidence related and applicable to the psychology field.	Student’s personal insight was related to the psychology field	Student did not discuss personal insight and application to the psychology field.

Student demonstrated knowledge of human development by synthesizing and integrating theories of development with events and influences in his/her life. Student relates the events and influences to human development theories.

Student specified the ideal learning theory and explained why this is important to him/her.

Student focused on personality development and applied it to his/her life development.

Student effectively projected how they might expect to complete the life stages to follow and discussed factors that affected or will affect his/her development.

Student discussed systemic and environmental factors (e.g., Bronfenbrenner) that affect human development, functioning, and behavior.

Student identified and discussed at least three wellness activities and discussed an overall wellness plan.

More than 5 professional references were used to support the above sections. The references were all of high quality.

APA style was followed throughout the paper. There were few/no errors.