THE PSI

rubric_for_unit_2.xlsx

Sheet1

No Progress	Introductory	Emergent	Practiced	Proficient	Mastery
0	1	2	3	4	5
Student work demonstrates no understanding or progress towards achievement of this outcome.	Student attempts to identify the following as it relates to parole and managing offenders:	Student demonstrates the ability to access library databases and retrieve documents through basic and advanced search methods using Boolean operators and other criteria.	Student demonstrates the ability to retrieve documents and evaluate the effectiveness of the search results according to what is know and what has been learned of the topic.	Student demonstrates the ability to retrieve documents through advanced searches and to evaluate and refine search strategies accordingly.	Student demonstrates the ability to retrieve documents through advanced searches, refine search strategies, and explain strategies used to refine the search.
Student work demonstrates no understanding or progress towards achievement of this outcome.	Student attempts to identify the following as it relates to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers, but is unsuccessful.	Student successfully identifies one or two of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.	Student successfully identifies three of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.	Student successfully identifies four of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.	Student successfully identifies all of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.
Student work demonstrates no understanding or progress towards achievement of this outcome.	Student used only the text material as references.	Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.	Student used one credible resource beyond the text material.	Student used at least two credible sources beyond the text material.	Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used.
Student work demonstrates no understanding or progress towards achievement of this outcome.	Student attempts to describe the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers, but is unsuccessful.	Student successfully describes one or two of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.	Student successfully describes three of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.	Student successfully describes four of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.	Student successfully describes all of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers.
The project was not submitted.	The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing.	The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors.	The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors.	The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors.	The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines.
No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.	Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.	Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.	Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.	Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.	Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.
No outside sources were used.	Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.		Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.		Quantity and type of sources adhere to the requirements of the assignment.
Student work demonstrates no understanding or progress towards achievement of this outcome.	Grammatical, punctuation, and spelling errors pervasive and distracting.	Grammatical, punctuation, and spelling errors significant and distracting.	Frequent grammatical, punctuation, and spelling errors.	Minor grammatical, punctuation, and spelling errors.	Technically flawless, mechanically and grammatically correct.
Student work demonstrates no understanding or progress towards achievement of this outcome.	Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.	Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.	Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.	Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.	Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.
Student work demonstrates no understanding or progress towards achievement of this outcome.	Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.	Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.	Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.	Language functional, appropriate, and acceptable. Written for the appropriate audience.	Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.