APA WRITING ASSIGNMENT #2 (DUE IN 9 HOURS)
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PSYC2301Rubric-100ptAssignment.rtfEl Centro College: Psychology: Assessment of Critical Thinking Rubric Modification of St. Petersburg College’s Assessment of Critical Thinking (ARC) Scoring Template. Assignment Profile for ARC. ARC Last Revised 13Nov2008.
http://www.spcollege.edu/criticalthinking/students/rubrics.htm
Rater (Scorer): Melissa B. Weston Class/Course/Section: PSYC 2301/5001 Student ID: Date:
50 POINTS TOTAL
Performance
Element
Exemplary
( 10 )
Proficient
( 8 )
Developing
( 6 )
Emerging
( 4 )
Minimally or Not Present ( 2 or 0)
Comments
Score
I. Communication
A. Defines problem in own words
B. Explores topic by listing methodologies, goals of study or meta-analysis and findings clearly and with pertinent details
A. Identifies the main idea or problem with numerous supporting details and examples that are organized logically and coherently.
A. Identifies the main idea or problem with some supporting details and examples in an organized manner.
B. Elaborates on study or meta-analysis using professional sources, and mentions other points of view, but does not clarify or support own views in Comments section. Writer's perspective is acceptable but not sequentially formatted.
A. Identifies the main idea or problem with few details or examples in a somewhat organized manner
B. Provides minimal evidence, with little explanation..
A. Identifies the main
idea or problem poorly
with few or no details.
B. Substantial
inaccuracies in reporting the study or meta-analysis, methodologies, variables, or findings. Elaboration
of evidence is insufficient
or not understandable to the reader
A. Does not identify the main idea or problem. States the main idea or problem verbatim from the text (plagiarised).
B. Essentially an opinion paper with faulty descriptors.
10 8 6 4 2 Ø
N/A
II. Analysis
A. Compare & contrast available solutions
B. The topic posed is only part of the total. Does student find interesting angles from which to explore the topic(s)?
A. Uses specific inductive or deductive reasoning to make inferences regarding premises; addresses implications and consequences; identifies facts and relevant information correctly.
B. Raises important questions relevant to the assigned topic in Com-ments section, and ans-wers them with evidence from professional sources.
A. Uses logical reasoning to make inferences regarding solutions; addresses implications and consequences; Identifies facts and relevant information correctly.
B. Raises questions related to the topic in Comments section, but may not provide reader with adequate evidence for why these additional questions should be considered.
A. Uses superficial reasoning to make inferences regarding solutions; shows some confusion regarding facts, opinions, and relevant, evidence, data, or information.
B. Topic explored from only one or two perspectives (i.e., sources).
A. Makes unexplained, unsupported, or unreasonable inferences regarding solutions.
Makes multiple errors in distinguishing fact from fiction or in selecting relevant evidence.
B. Fails to raise any
important questions related to the topic assigned. Does not meet the criteria of the Assignment.
A. Does not analyse multiple solutions.
B. Makes no attempt at analysis of the topic.
10 8 6 4 2 Ø
N/A
Performance
Element
Exemplary
( 10 )
Proficient
( 8 )
Developing
( 6 )
Emerging
( 4 )
Minimally or Not Present ( 2 or 0)
Comments
Score
III. Evaluation
A. Identify weaknesses in chosen solution, and discriminates among evidence, anecdote, and emotion-based decisions. Acknowledges that evidence supports phenomena, but does not prove its existence.
A. Insightfully interprets data or information; identifies obvious as well as hidden assumptions, establishes credibility of sources on points other than authority alone, avoids fallacies in reasoning; distinguishes appropriate arguments from extraneous elements; provides sufficient logical support.
A. Accurately interprets data or information; identifies obvious assumptions, establishes credibility of sources on points other than authority alone, avoids fallacies in reasoning; distinguishes appropriate arguments from
extraneous elements; provides sufficient logical support.
A. Makes some errors in data or information interpretation; makes arguments using weak evidence; provides superficial support for conclusions or solutions.
A. Interprets data or information incorrectly;
supports conclusions or solutions without evidence or logic; uses data, information, or evidence skewed by invalid assumptions; uses poor or unacceptable sources of information (e.g., Wikipedia); uses fallacious arguments.
A. Does not evaluate data, information, or evidence related to chosen solution.
10 8 6 4 2 Ø
N/A
IV. Synthesis
A. Suggest ways to improve or strengthen chosen solution
A. Insightfully relates concepts and ideas from multiple sources; uses new information to enhance chosen solution; recognizes missing information; correctly identifies potential effects of new information.
A. Accurately relates concepts and ideas from multiple sources; uses new information to enhance chosen solution; correctly identifies potential effects of new information.
A. Inaccurately or incompletely relates concepts and ideas from multiple sources; shallow determination of effect of new information on chosen solution.
A. Poorly integrates information from more than one source to support chosen solution; Incorrectly predicts the effect of new information on chosen solution.
A. Does not identify new information for chosen solution.
10 8 6 4 2 Ø
N/A
V. Reflection/ Application
A. Reflect on own thought processes:
“What did you LEARN from this process?”
“How does this article apply to the material discussed in class and the textbook?” “How does this article apply to the real world?”
A. Identifies strengths and weaknesses in own thinking; recognizes personal assumptions, values, and perspectives, compares to others’, and evaluates them in the context of alternate points of view.
A. Identifies strengths and weaknesses in own thinking: recognizes personal assumptions, values, and perspectives, compares to others’, with some comparisons of alternate points of view.
A. Identifies some personal assumptions, values, and perspectives; recognizes some assumptions, values, and perspectives of others; shallow comparisons of alternate points of view.
A. Identifies some personal assumptions, values, and perspectives; does not consider alternate points of view.
A. Does not reflect on own thinking.
10 8 6 4 2 Ø
N/A
VI. Sources & Citations
Does student demonstrate the proper use of citations and proper References page(s) in accordance with APA guidelines?
Excellent sources drawn from literature in the professional databases. Use of source information appropriately cited in APA style both in context of narrative and on References page(s).
Appropriate sources drawn from professional databases thoughtfully summarised with relevance to topic well supported.
Use of sources derived from professional databases cited but without a thoughtful summary as to why the sources are relevant or how they enter into writer's discussion or critiqué
Professional sources cited, but “supported” with student’s opinion or anecdote rather than thoughtful consideration of actual source material.
No professional sources used or cited, and/or come from an unreliable source.
Much of paper is copied from sources without citations (plagiarised); no original work is evident.
10 8 6 4 2 Ø
N/A
Plagiarism here results in a ZERO (Ø) on the assignment.
Performance
Element
Exemplary
( 10 )
Proficient
( 8 )
Developing
( 6 )
Emerging
( 4 )
Minimally or Not Present ( 2 or 0)
Comments
Score
VII. Spelling, Grammar, Usage
Available resources used to ensure grammatical & structural accuracy (SpellCheck, Grammar Check, use of APA style). Are transitions used to insure flow of thought? Is work coherent and well organised?
Writing mechanics, word usage, grammar, and spelling contain no errors. Student has used both SpellCheck and GrammarCheck and has proofread own work. Transitions are good; content is well thought out, well organised, and coherent.
Writing mechanics, word usage, grammar, and spelling contain minimal errors that do not affect the paper's content. Student has used SpellCheck but not GrammarCheck. Needs work on transitions and organisation.
Writing mechanics, word usage, grammar, and spelling contain errors that affect the paper's content in a negative manner. Poor transitions; not all sentences coherent. Minimal organisation of content.
Writing mechanics, word usage, grammar, and spelling contain many errors that negatively affect the paper's content. Minimal - if any - use of transitions. Disorganised, sloppy and care-less work. Minimally acceptable for college-level work.
Student shows no ability for appropriate sentence or paragraph construction. No apparent effort to use corrective software. Sentences often make no sense; no transitions; frequent disagreement in tenses. Not acceptable for college-level work.
10 8 6 4 2 Ø
N/A
VIII. APA Requirements
Available resources used to ensure students have accurately followed APA guidelines (must include: Title page, Abstract, Narrative section, Reference Page(s), In-Text Citations). See APA Template to start writing.
Well-developed Abstract that meets the required word limit of 150 to 250 words. In-text citations clearly lead to the correct sources in the References page.
Above average level of preparedness, with few APA formatting errors.
(1-4)
Variety of formatting styles used, with some inconsistencies throughout the paper. APA formatting errors
(5-8).
Many formatting errors and a lack of organization. More than 8 formatting errors.
No apparent effort/ or very minimal effort to use APA formatting.
May be lacking in-text citation completely, indicating plagiarism whether knowingly or unknowingly.
10 8 6 4 2 Ø
N/A
Plagiarism here results in a ZERO (Ø) on the assignment.
IX. Assignment Requirements
Assignments require a minimum of 5 written pages in the body of the paper. Your Professor will review the content of your paper for the quality of paraphrasing within the assignment.
Length (max # pages) Reputable sources (peer reviewed) and derived from professional sources in ECC Library’s online databases ( No use of Wikipedia or other non-reputable online sources. ) Carefully cites borrowed material and all sources used in the paper appear in the References page. Minimal quotations used and paraphrasing is well developed.
Missing 1-2 requirements. Uses mostly material from professional databases, but still references sources such as Wikipedia.
Wikipedia is NOT an acceptable source for use in ANY psychology class at El Centro College.
Missing 3-4 requirements. Struggles with the concept of peer reviewed sources, but shows improvement with paraphrasing and use of quotations, etc.
Missing 5 or more requirements. Lacks an understanding of professional sources and how to reference them, yet makes an attempt.
Does not meet the page limit. Uses non-reputable sources only. Does not attempt to use professional sources in citations.
10 8 6 4 2 Ø
N/A
X. Critical Thinking, Understanding Evidence
Demonstrates understanding of relative values of evidence by critically analyzing and questioning of published article.
Information is taken from sources with
enough interpretation to develop a coherent viewpoint on the subject matter. Demonstrates some ability to question ideas.
Information is taken from source(s) with
some interpretation, but not enough to develop a coherent analysis.
Viewpoints of experts are taken as mostly
fact, with little questioning.
Information is taken from source(s) with
minimal interpretation but is paraphrased.
Viewpoints of experts are taken as fact,
without question.
Information does not appear to come from original source or may simply copy information from original source.
May be indicative of plagiarism whether knowingly or unknowingly.
10 8 6 4 2 Ø
N/A
Plagiarism here results in a ZERO (Ø) on the assignment.
Comments:
Final Score:
0 /10 0
References
Critical Thinking Gateway. (2010, May 2). SPC’s Assessment of Critical Thinking (ARC) Scoring Template (St. Petersburg College Critical Thinking Gateway) [Critical Thinking Rubric]. Retrieved January 6, 2012, from St. Petersburg College website: http://www.spcollege.edu/criticalthinking/students/rubrics.htm
Haydndavis10 D5WWW7. (n.d.). Collaborative Learning Community. RCampus.com: Open Tools for Open Minds [Rubric Building Web Site]. Retrieved from iRubric website: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=D5WWW7
NOTE: The entry page to the St. Petersburg College website is http://www.spcollege.edu/criticalthinking/index.htm
This rubric developed by Weston, M. B. and Dryden-Shepherd, R., Faculty and Carter, H.S., Faculty (July 2014). El Centro College, Department of Psychology, 801 Main Street, Dallas, Texas 75202.
