SOCW 6311 WK 3 ASSIGNMENT: Assignment: Assignment: Creating a Single-System (Subject) Design Study
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6311wk3rubric.docx
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Name: SOCW_6311_Week3_Assignment_Rubric
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Responsiveness to Directions--
Levels of Achievement:
Excellent 17.28 (27.00%) - 19.2 (30.00%)
Paper fully addresses all instruction prompts.
Good 15.36 (24.00%) - 17.088 (26.70%)
Paper addresses most of the instruction prompts; however, one or more prompts may have been insufficiently addressed.
Fair 13.44 (21.00%) - 15.168 (23.70%)
Paper addresses some of the instructions prompts, but may have missed several prompts or did not sufficiently address the majority of prompts.
Poor 0 (0.00%) - 13.248 (20.70%)
Paper does not address the majority of instruction prompts and/or insufficiently addresses all instruction prompts.
Content--
Levels of Achievement:
Excellent 17.28 (27.00%) - 19.2 (30.00%)
Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. Paper demonstrates exemplary critical thought.
Good 15.36 (24.00%) - 17.088 (26.70%)
Paper demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas. Paper demonstrates good critical thought.
Fair 13.44 (21.00%) - 15.168 (23.70%)
Paper demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Paper demonstrates some critical thought.
Poor 0 (0.00%) - 13.248 (20.70%)
Paper demonstrates poor understanding of the concepts and key points of the text(s) and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. Paper demonstrates poor critical thought.
Competency: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities – Skills--
Levels of Achievement:
Excellent 2.88 (4.50%) - 3.2 (5.00%)
Student demonstrates an excellent ability to create a single system design. Student describes a well thought out evaluation plan that accurately identifies target outcomes and appropriate measures.
Good 2.56 (4.00%) - 2.848 (4.45%)
Student demonstrates a good ability to create a single system design. Student describes a thought out evaluation plan that accurately identifies target outcomes and appropriate measures.
Fair 2.24 (3.50%) - 2.528 (3.95%)
Student demonstrates an emerging ability to create a single system design. Student describes an evaluation plan that identifies target outcomes and ways to measure; however, target outcomes may not be appropriate for intervention and/or measurement may not align with outcomes.
Poor 0 (0.00%) - 2.208 (3.45%)
Student demonstrates little or no ability to create a single system design. Student evaluation plan is not sufficiently developed and does not accurately identify target outcomes or appropriate measures.
Competency: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities – Cognitive and Affective Processes--
Levels of Achievement:
Excellent 2.88 (4.50%) - 3.2 (5.00%)
Student demonstrates excellent critical thought related to development of single-systems design. Student provides an excellent explanation of how measurement can assist with effective intervention.
Good 2.56 (4.00%) - 2.848 (4.45%)
Student demonstrates good critical thought related to development of single-systems design. Student provides a good explanation of how measurement can assist with effective intervention.
Fair 2.24 (3.50%) - 2.528 (3.95%)
Student demonstrates emerging critical thought related to development of single-systems design. Student provides some explanation of how measurement can assist with effective intervention. Thought may need further development or specificity.
Poor 0 (0.00%) - 2.208 (3.45%)
Student demonstrates limited or no critical thought related to development of single-systems design. Student provides little if any explanation of how measurement can assist with effective intervention.
Writing--
Levels of Achievement:
Excellent 17.28 (27.00%) - 19.2 (30.00%)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.
Good 15.36 (24.00%) - 17.088 (26.70%)
Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.
Fair 13.44 (21.00%) - 15.168 (23.70%)
Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).
Poor 0 (0.00%) - 13.248 (20.70%)
Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.
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