Assessment of Addiction

4/29/2020 Standardized Assessments Scoring Guide

https://courseroomc.capella.edu/bbcswebdav/institution/ADD/ADD5106/190400/Scoring_Guides/u03a1_scoring_guide.html 1/1

Standardized Assessments Scoring Guide

Due Date: End of Unit 3 Percentage of Course Grade: 25%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Describe background information on an assessment. 20%

Does not describe background information on an assessment.

Incompletely describes some background information on an assessment.

Describes background information on an assessment.

Describes background information on an assessment. In addition, discusses applicability of the assessment to addiction studies.

Analyze psychometric properties of an assessment. 20%

Does not analyze psychometric properties of an assessment.

Describes but does not analyze psychometric properties of the assessment.

Analyzes psychometric properties of an assessment.

Analyzes psychometric properties of an assessment. In addition, discusses limitations of the assessment based on its psychometric properties.

Evaluate information on the administration of an assessment. 20%

Does not evaluate information on the administration of an assessment.

Identifies but does not evaluate information on the administration of an assessment.

Evaluates information on the administration of an assessment.

Evaluates information on the administration of an assessment and discusses strengths and weaknesses of the process.

Identify information on the scoring and interpretation of an assessment. 20%

Does not identify information on the scoring and interpretation of an assessment.

Identifies partial information on the scoring and interpretation of an assessment.

Identifies information on the scoring and interpretation of an assessment.

Identifies information on the scoring and interpretation of the assessment. In addition, discusses how the data is utilized in addictions treatment.

Communicate effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional. 20%

Does not communicate effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional.

Inconsistently communicates effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional.

Communicates effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional.

Communicates effectively through writing that is free of errors and that shows the consistent use of grammar, punctuation, and mechanics expected of an addiction professional.