| Course Code | Class Code | Assignment Title | Total Points |
| PSY-102 | PSY-102-O501 | Stress Activity | 110.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| One of three creative options is chosen | 10.0% | Creative option is missing. | Creative option is vague and inconsistent. | Creative option is present and appropriate. | Creative option is present and clear. | Creative option is clear and concise. |
| Type of stress is chosen, including examples that cause the stress | 15.0% | Type of stress, including examples that cause the stress are missing. | Type of stress, including examples that cause the stress are vague and inconsistent. | Type of stress, including examples that cause the stress are present and appropriate. | Type of stress, including examples that cause the stress are present, clear, and makes some connections to research. | Type of stress, including examples that cause the stress are clear, concise, and makes connections to current research. |
| Describe healthy coping mechanisms to help with stress | 15.0% | Description of health coping mechanisms to help with stress is missing. | Description of health coping mechanisms to help with stress is vague and inconsistent. | Description of health coping mechanisms to help with stress is are present and appropriate. | Description of health coping mechanisms to help with stress is present, clear, and makes some connections to research. | Description of health coping mechanisms to help with stress is clear, concise, and makes connections to current research. |
| Discuss the warning signs of stress in student's life | 15.0% | Discussion of warning signs of stress in student's life is missing. | Discussion of warning signs of stress in student's life is vague and inconsistent. | Discussion of warning signs of stress in student's life is are present and appropriate. | Discussion of warning signs of stress in student's life is present, clear, and makes some connections to research. | Discussion of warning signs of stress in student's life is clear, concise, and makes connections to current research. |
| Describe the short-term effects stress can have on an individual | 15.0% | Description of the short-term effects stress can have on an individual is missing. | Description of the short-term effects stress can have on an individual is vague and inconsistent. | Description of the short-term effects stress can have on an individual is are present and appropriate. | Description of the short-term effects stress can have on an individual is present, clear, and makes some connections to research. | Description of the short-term effects stress can have on an individual is clear, concise, and makes connections to current research. |
| Describe the long-term effects stress can have on an individual | 15.0% | Description of the long-term effects stress can have on an individual is missing. | Description of the long-term effects stress can have on an individual is vague and inconsistent. | Description of the long-term effects stress can have on an individual is are present and appropriate. | Description of the long-term effects stress can have on an individual is present, clear, and makes some connections to research. | Description of the long-term effects stress can have on an individual is clear, concise, and makes connections to current research. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 7.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. | 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. | The writer is clearly in command of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 8.0% | 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% |
rnixon@12345
Rubric_Print_Format3322.xlsx
