| Course Code | Class Code | Assignment Title | Total Points |
| PSY-362 | PSY-362-O501 | Benchmark - Research Reflection | 70.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% |
| Define social and cultural competency. | 10.0% | Definition of social and cultural competency is missing. | Definition of social and cultural competency is vague and inconsistent. | Definition of social and cultural competency is present. | Definition of social and cultural competency is present, clear, and makes some connection to research. | Definition of social and cultural competency is clear, concise, and makes connections to current research. |
| Evaluate the importance of social competence and cultural competence in scientific inquiry. (C3.5) | 15.0% | Evaluation of the importance of social competence in scientific inquiry and the evaluation of cultural competence in scientific inquiry is missing. | Evaluation of the importance of social competence in scientific inquiry and the evaluation of cultural competence in scientific inquiry is vague and inconsistent. | Evaluation of the importance of social competence in scientific inquiry and the evaluation of cultural competence in scientific inquiry is present. | Evaluation of the importance of social competence in scientific inquiry and the evaluation of cultural competence in scientific inquiry is present, clear and makes some connection to research. | Evaluation of the importance of social competence in scientific inquiry and the evaluation of cultural competence in scientific inquiry is clear, concise and makes connections to current research. |
| Example of a social psychological concept that can be understood from a cross-cultural perspective. | 15.0% | Example of a social psychological concepts understood from a cross-cultural perspective is missing. | Example of a social psychological concepts understood from a cross-cultural perspective is vague and inconsistent. | Example of a social psychological concepts understood from a cross-cultural perspective is present. | Example of a social psychological concepts understood from a cross-cultural perspective is present, clear and makes some connection to research. | Example of a social psychological concepts understood from a cross-cultural perspective is clear, concise and makes connections to current research. |
| Discuss why cultural competency matters when researching one of the concepts mentioned above | 15.0% | Discussion of why cultural competency matters when researching one of the concepts mentioned above is missing. | Discussion of why cultural competency matters when researching one of the concepts mentioned above is vague and inconsistent. | Discussion of why cultural competency matters when researching one of the concepts mentioned above is present. | Discussion of why cultural competency matters when researching one of the concepts mentioned above is present, clear and makes some connection to research. | Discussion of why cultural competency matters when researching one of the concepts mentioned above is clear, concise and makes connections to current research. |
| Discuss problems that might occur if cross cultural perspectives are neglected in the research. Include examples of the problems. | 15.0% | Discussion of problems that might occur if cross cultural perspectives are neglected in the research is missing. | Discussion of problems that might occur if cross cultural perspectives are neglected in the research is vague and inconsistent. | Discussion of problems that might occur if cross cultural perspectives are neglected in the research is present and includes examples of the problems. | Discussion of problems that might occur if cross cultural perspectives are neglected in the research is present, clear and includes examples of the problems with some connection to research. | Discussion of problems that might occur if cross cultural perspectives are neglected in the research is clear, concise and includes examples of the problems with some connection to research. |
| Organization and Effectiveness | 20.0% |
| Argument Logic and Construction | 10.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Format | 10.0% |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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