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Week 3: Constructing a Grading Rubric

 

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Purpose:  In this assignment, the student assumes the role of an educator in the academic or staff development practice setting.  In this assignment, the student is given the opportunity to identify a content area; develop a written assignment related to the content area; and design a grading rubric consistent with the assignment.

Due Date:  Sunday 11:59 p.m. MT at the end of Week 3  

Total Points Possible: 175 Points

Requirements

Description of the Assignment:

This assignment provides the student with the opportunity to acquire skills related to the creation of a written assignment for a selected content area.  The written assignment guidelines include learning objectives as well as required content.  After designing the written assignment, the student will design a grading rubric consistent with the developed assignment guidelines.  It is important to recall that the MSN student assumes the role of a nurse educator and is developing the assignment along with the grading rubric for learners who are either in the academic or staff development practice setting.  When the following       NR 523 guidelines mentions “learner”, it refers to the learner who is the focus of the MSN student-identified assignment and rubric.

Criteria for Content

  1. Identification of content area:  In this section the MSN student identifies the content area to be the focus of the proposed written assignment.  It includes the following required elements:
    • Identify the selected content area for the assignment
    • Identify the learner that the assignment is designed for
    • Explain the importance of the selected content area to the learner
  2. Development of assignment outcomes: This section identifies the learner outcomes for the MSN student-developed assignment.  It includes the following required elements:
    • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
    • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
    • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
    • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
    • Include within each outcome an observable learner behavior that can be measured
  3. Development of assignment guidelines: This section identifies specific guidelines or instructions for the learner.  It includes the following required elements:
    • Purpose of the assignment
    • Points for the assignment
    • Specific instructions to the learner regarding the required content for the assignment
    • Specific instructions to the learn regarding the required formatting requirements for the assignment
  4. Development of grading rubric:  The section identifies the grading rubric to be used in order to evaluate the learner’s assignment.  It includes the following required elements:
    • Identify an grading scale than includes percentages for A, B, C, D, and F
    • Development of a grading rubric that identifies learner expectations for each grade level
Preparing the Assignment

Criteria for Format and Special Instructions

  1. Cover page is required
  2. Section headings are required and should be consisting with this assignment requirements
  3. The required level of knowledge using Bloom’s Revised Taxonomy is noted after each assignment outcome/objective in parenthesis.
  4. A reference list is not needed unless a citation is provided, which is not expected.
  5. The required grading rubric should consist of the following columns and rows.

 

Name of the assignment:

Points for Content:
  A

(Descriptive Word)

(Grading scale percentage range)

B

(Descriptive Word)

(Grading scale percentage range)

C

(Descriptive Word)

(Grading scale percentage range)

D

(Descriptive Word)

(Grading scale percentage range)

F

(Descriptive Word)

(Grading scale percentage range)

Required Criteria #1          
Each required criteria has a row          
Points for Formatting
  A

(Descriptive Word)

(Grading scale percentage range)

B

(Descriptive Word)

(Grading scale percentage range)

C

(Descriptive Word)

(Grading scale percentage range)

D

(Descriptive Word)

(Grading scale percentage range)

F

(Descriptive Word)

(Grading scale percentage range)

Required Criteria #1          
Each required criteria has a row          
Total Points Earned:

 

Directions and Assignment Criteria
Assignment Criteria Points % Description
Identification of content area 35 20 Required content for this section includes:

  • Identify the selected content area for the assignment
  • Identify the learner that the assignment is designed for
  • Explain the importance of the selected content area to the learner
Development of assignment outcomes 45 26 Required content for this section includes:

  • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
  • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
  • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
  • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
  • Include within each outcome an observable learner behavior that can be measured
Development of assignment guidelines 40 23 Required content for this section includes:

  • Purpose of the assignment
  • Points for the assignment
  • Specific instructions to the learner regarding the required content for the assignment
  • Specific instructions to the learn regarding the required formatting requirements for the assignment
Development of grading rubric 45 26 Required content for this section includes:

  • Identify an grading scale than includes percentages for A, B, C, D, and F
  • Development of a grading rubric that identifies learner expectations for each required assignment element for 4-column rubric
  • Development of a grading rubric that identifies learner expectations for each grade level
APA Format (6th edition) 5 3 Title page, running head, body of paper, and reference page (if needed) must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.

One deduction for each type of APA style error

Writing Mechanics 5 3 Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.
Total   175 100 %  

 

 

          Grading Rubric
 

Assignment Criteria

Exceptional

(100%)

Outstanding or highest level of performance

Exceeds

(88%)

Very good or high level of performance

Meets

(80%)

Competent or satisfactory level of performance

Needs Improvement

(38%)

Poor or failing level of performance

Developing

(0)

Unsatisfactory level of performance

Content

Possible Points =  165 Points

Identification of content area  35 Points  31 Points 28 Points 13 Points 0 Points
Presentation of information was exceptional and included all of the following elements:

  • Identify the selected content area for the assignment
  • Identify the learner that the assignment is designed for
  • Explain the importance of the selected content area to the learner

 

Presentation of information was good, but was only partially demonstrated in places; all elements were present:

  • Identify the selected content area for the assignment
  • Identify the learner that the assignment is designed for
  • Explain the importance of the selected content area to the learner

 

Presentation of information was minimally demonstrated in the all of the following elements:

  • Identify the selected content area for the assignment
  • Identify the learner that the assignment is designed for
  • Explain the importance of the selected content area to the learner

 

Presentation of information in one of the following elements fails to meet expectations:

  • Identify the selected content area for the assignment
  • Identify the learner that the assignment is designed for
  • Explain the importance of the selected content area to the learner

 

 

Presentation of information is unsatisfactory in two or more of the following elements:

  • Identify the selected content area for the assignment
  • Identify the learner that the assignment is designed for
  • Explain the importance of the selected content area to the learner

 

 

Development of assignment outcomes   45 Points 40 Points  36 Points  17 Points 0 Points
Presentation of information was exceptional and included all of the following elements:

  • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
  • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
  • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
  • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
  • Include within each outcome an observable learner behavior that can be measured

 

Presentation of information was good, but was only partially demonstrated in places; all elements were present:

  • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
  • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
  • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
  • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
  • Include within each outcome an observable learner behavior that can be measured

 

Presentation of information was minimally demonstrated in the all of the following elements:

  • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
  • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
  • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
  • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
  • Include within each outcome an observable learner behavior that can be measured

 

 

Presentation of information in one, two or three  of the following elements fails to meet expectations:

  • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
  • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
  • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
  • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
  • Include within each outcome an observable learner behavior that can be measured

 

 

Presentation of information is unsatisfactory in four or more of the following elements:

  • Identify 4 assignment outcomes/objectives appropriate to the learner and content area
  • Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
  • Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
  • Present an action verb that is consistent with the selected Bloom’s Taxonomy level
  • Include within each outcome an observable learner behavior that can be measured

 

 

 

 

Development of assignment guidelines  40  Points 35 Points   32 Points 15 Points 0 Points
Presentation of information was exceptional and included all of the following elements:

  • Purpose of the assignment
  • Points for the assignment
  • Specific instructions to the learner regarding the required content for the assignment
  • Specific instructions to the learn regarding the required formatting requirements for the assignment
Presentation of information was good, but was only partially demonstrated in places; all elements were present:

  • Purpose of the assignment
  • Points for the assignment
  • Specific instructions to the learner regarding the required content for the assignment
  • Specific instructions to the learn regarding the required formatting requirements for the assignment

 

Presentation of information was minimally demonstrated in the all of the following elements:

  • Purpose of the assignment
  • Points for the assignment
  • Specific instructions to the learner regarding the required content for the assignment
  • Specific instructions to the learn regarding the required formatting requirements for the assignment
Presentation of information in one or two  of the following elements fails to meet expectations:

  • Purpose of the assignment
  • Points for the assignment
  • Specific instructions to the learner regarding the required content for the assignment
  • Specific instructions to the learn regarding the required formatting requirements for the assignment

 

Presentation of information is unsatisfactory in three or more of the following elements:

  • Purpose of the assignment
  • Points for the assignment
  • Specific instructions to the learner regarding the required content for the assignment
  • Specific instructions to the learn regarding the required formatting requirements for the assignment
Development of grading rubric   45 Points  40 Points 36 Points  17 Points 0 Points
Presentation of information was exceptional and included all of the following elements:

  • Identify an grading scale than includes percentages for A, B, C, D, and F
  • Development of a grading rubric that identifies learner expectations for each required assignment element for 4-column rubric
  • Development of a grading rubric that identifies learner expectations for each grade level
Presentation of information was good, but was only partially demonstrated in places; all elements were present:

  • Identify an grading scale than includes percentages for A, B, C, D, and F
  • Development of a grading rubric that identifies learner expectations for each required assignment element for 4-column rubric
  • Development of a grading rubric that identifies learner expectations for each grade level

 

Presentation of information was minimally demonstrated in the all of the following elements:

  • Identify an grading scale than includes percentages for A, B, C, D, and F
  • Development of a grading rubric that identifies learner expectations for each required assignment element for 4-column rubric
  • Development of a grading rubric that identifies learner expectations for each grade level
Presentation of information in one  of the following elements fails to meet expectations:

  • Identify an grading scale than includes percentages for A, B, C, D, and F
  • Development of a grading rubric that identifies learner expectations for each required assignment element for 4-column rubric
  • Development of a grading rubric that identifies learner expectations for each grade level
Presentation of information is unsatisfactory in two of the following:

  • Identify an grading scale than includes percentages for A, B, C, D, and F
  • Development of a grading rubric that identifies learner expectations for each required assignment element for 4-column rubric
  • Development of a grading rubric that identifies learner expectations for each grade level
                                                                                                                                                                                                           Content Subtotal ________of 165 points
Format

Possible Points = 10  Points

APA Style 5  Points 4 Points 3 Points 2 Points 0 Points
APA guidelines, as per the 6th edition of the manual, are demonstrated for the

  • title page,
  • running head,
  • body of paper (including margins, headings, font, section headings, etc.), and

reference page, if needed

 

One deduction for each type of APA format error

0 to 1 APA error was present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

  • title page,
  • running head,
  • body of paper (including margins, headings, font, section headings, etc.),  and

reference page

 

One deduction for each type of APA format error

2 –  3 APA errors were present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

  • title page,
  • running head,
  • body of paper (including margins, headings, font, section headings, etc.),  and

reference page

 

One deduction for each type of APA format error

4 – 5 APA errors were are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

  • title page,
  • running head,
  • body of paper (including margins, headings, font, section headings, etc.),  and

reference page

 

One deduction for each type of APA format error

6 – 7 APA errors were   present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

  • title page,
  • running head,

body of paper (including margins, headings, font, section headings, etc.), and reference page

 

One deduction for each type of APA format error

8 or greater APA errors were present

Writing Mechanics 5 Points 4 Points 3 Points 2 Points 0 Points
1–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual 3 – 4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual 5 – 6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual

 

7 – 8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual

 

9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual

 

                                                                                                                                                                 Format Subtotal _____of  10  points

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