PSY assignment

Program Outcome One

CRITICAL THINKING

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 1.1

Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.

Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).

Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.

Analyzes the essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.

Limited support from research and analytic deduction is provided.

Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.

COMMENTS:

Program Outcome One

CRITICAL THINKING

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 1.2

Seek and evaluate scientific evidence for psychological claims.

Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).

Seeks information from multiple sources, and describes it on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.

Seeks information from multiple sources and describes it on the basis of its consistency, relevance, and accuracy and allocates such information to the problem, issue, or argument at hand.

Seeks information from multiple sources and evaluates it on the basis of its consistency, relevance, and accuracy, and produces a logical progression of ideas that are relevant and coherent.

COMMENTS:

Program Outcome Two

RESEARCH

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 2.1

Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.

Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and other evaluative tools, or results of the study). Critical analysis of research is limited or missing.

Explains the majority of an empirical article’s components, including, the abstract, hypothesis, methodology, statistical and other evaluative tools, and results of the study, but is unable to draw connections across the various elements. Identifies when to conduct a critical analysis of research, but analysis is flawed.

Applies sound reasoning as a basis for critical analysis of all of the components of an empirical article. Applies the results of a research study to alternative problems/situations.

Applies skeptical inquiry and sound reasoning as a basis for critically analyzing all of the components of an empirical article. Extends the results of a research study and applies them to alternative problems/situations.

COMMENTS:

Program Outcome Two

RESEARCH

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 2.2

Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.

Relies primarily on subjective or personal experience, popular press reports of psychology, and/or anecdotal evidence when completing a project on a topic in psychology

Collects pools of resources that are not sufficient or diversified, nor organized per the requirements of the project at hand.

Obtains, arranges, classifies, and/or describes information from a variety of sufficient, diversified, and appropriate sources pertinent to the chosen topic when completing a project in psychology.

Examines sources from a variety of sources pertinent to the chosen topic when completing a project in psychology.

Works to integrate sufficiently diversified information retrieved via their sources; such work is evidence based, focused and to-the-point.

Identifies and evaluates a variety of appropriate professional sources pertinent to the chosen topic, integrating reasoned appraisals (limitations, strengths, comparisons) of such information into the work of a project in psychology.

COMMENTS:

Program Outcome Three

COMMUNICATION

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 3.1

Present psychological concepts orally for various purposes using technology when appropriate.

Introduction is limited or missing entirely. Transitions between slides are infrequent, illogical, or missing entirely. Conclusion is limited or missing entirely.

Visual design of presentation (i.e. background, pictures, etc.) is lacking or completely overpowers the presentation to the point of interfering with comprehensibility or design is inappropriate for the assignment

Any written portion (including writing on the slides and in notes) contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.

No attempt at APA format in presentation.

Introduction is present but incomplete or underdeveloped. Transitions between slides are sporadic. Conclusion is recognizable, but incomplete or underdeveloped.

Design of presentation (i.e. background, pictures, text, etc.) upstages the writing or speaking at inappropriate times, or visual design is too understated at points, or design is inconsistent.

In any written portion (including writing on the slides and in notes), errors in spelling and grammar exist that somewhat interfere with comprehension.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

Introduction has an opening, provides come background information, and states the topic. Transitions between slides are present. Conclusion summarizes main argument and has a clear ending.

Design of presentation (i.e. background, pictures, text etc.) is clear, appropriate for the assignment, balanced and compliments both the writing and speaking throughout the presentation.

Any written portion (including writing on the slides and in notes) follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with comprehension.

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

Introduction catches the audience’s attention, provides compelling and appropriate background info, and clearly states the topic. Thoughtful transitions between slides are appropriate and help the flow of ideas. Conclusion leaves the listener with a sense of closure and provides concluding insights.

Visual design of presentation (i.e. background, pictures, etc.) is clear, appropriate for the assignment balanced and compliments both the writing and speaking throughout the presentation. Visual design engages audience, does not distract from information.

The presentation is basically error free in terms of mechanics. In any written portion (including writing on the slides and in notes), grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.

COMMENTS:

Program Outcome Three

COMMUNICATION

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 3.2

Presents psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.

Introduction and conclusion are limited or missing entirely.

The paper lacks a thesis statement or argument focus. Transitions are infrequent, illogically, or missing entirely.

Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.

No attempt at APA format.

Writing often slips into first and/or second person. Word choice is consistently inaccurate, unclear, or inappropriate for the audience.

Introduction and conclusion are present but incomplete or underdeveloped.

The paper is loosely organized around a thesis or argument that may have to be inferred. Transitions are sporadic.

Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

Writing sometimes slips into first and/or second person. Word choice is sometimes inaccurate, unclear, or inappropriate for the audience.

Introduction has a clear opening, provides background information, and states the topic. Conclusion recapitulates main argument and has a clear ending.

The paper is organized around an arguable, clearly stated thesis statement or argument. Transitions are appropriate and help the flow of ideas.

Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

Writing remains in third person throughout writing.

Word choice is accurate, clear and appropriate for the audience.

Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic. Conclusion leaves the reader with a sense of closure and provides concluding insights.

The paper is well organized around an arguable, focused thesis or argument. Thoughtful transitions clearly show how ideas relate.

The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.

Writing remains professional in third person throughout writing. Word choice is precise, appropriate for the audience, and memorable.

COMMENTS:

Program Outcome Four

VALUES

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 4.1

Justify the necessity of ethical behavior in the science and practice of psychology.

Examines ethical behavior from a single perspective and frequently makes judgments without grounding them on sound evidence. Does not address own personal biases.

Examines ethical behavior from different perspectives, but shows limited ability to apply those multiple perspectives into making informed decisions. Identifies own personal biases, but does not analyze them.

Examines ethical behavior from different perspectives, but is not able to differentiate between objective evidence and subjective experience when attempting to make informed decisions. Identifies and analyzes own personal biases.

Examines ethical behavior from a variety of perspectives and clearly differentiates between objective evidence and subjective experience addressing how personal biases can affect ethical decision-making.

COMMENTS:

Program Outcome Four

VALUES

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 4.2

Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.

Exhibits inability to understand variations in populations and/or socio-cultural contexts as related to psychological explanations such as the importance of diversity in the practice of psychology. Identifies forms of discrimination and prejudice but cannot recognize personal biases in.

Identifies and comprehends obvious variations in populations and socio-cultural contexts as related to psychological explanations, such as discrimination, prejudice, and the importance of diversity in the practice of psychology.

Applies and analyzes major variations in populations and/or socio-cultural contexts, as related to psychological explanations, such as discrimination, prejudice and the importance of diversity in the practice of psychology.

Analyzes major and subtle variations between populations and their socio-cultural contexts as it relates to psychological explanations, such as discrimination, prejudice and the importance of diversity in the practice of psychology.

COMMENTS:

Program Outcome Five

KNOWLEDGE BASE OF PSYCHOLOGY

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 5.1

Explain and analyze major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Recognizes some major concepts, theoretical perspectives, empirical findings, and historical trends in psychology, but finds it difficult to recall identifying features of different precepts.

Explains and begins to integrate major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Analyzes and integrates major concepts, theoretical perspectives, empirical findings, and historical trends in a variety of scenarios in the field of psychology.

Provides a critical analysis of major concepts in psychology that include theoretical perspectives, empirical findings, historical trends and integration of the findings within the larger socio-cultural context.

COMMENTS:

Program Outcome Six

APPLICATION OF PSYCHOLOGY

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 6.1

Apply psychological principles to examine and analyze personal, social, and organizational issues.

Identifies psychological principles and begins to examine and analyze personal, social, and organizational issues, but is unable to integrate or generalize applications beyond given examples.

Explains and begins to integrate personal, social, and organizational issues or behavior using different psychological principles, demonstrating ability to provide explanations that extend beyond simplistic identification of such principles.

Integrates personal, social, and organizational issues in applying psychological principles to everyday problems but does so with some variability.

Integrates personal, social, and organizational issues in applying psychological principles to everyday problems with respect to socio-cultural variables.

COMMENTS:

Program Outcome Seven

INTERPERSONAL EFFECTIVENESS

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 7.1

Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.

Identifies the different forms communication, but does not indicate how it is culturally sensitive and does not describe how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

Identifies culturally sensitive forms of communication, but is limited in describing how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

Analyzes culturally sensitive forms of communication and identifies how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

Evaluates and applies culturally sensitive forms of communication with an analysis of how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

COMMENTS:

Program Outcome Seven

INTERPERSONAL EFFECTIVENESS

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

4

Competency 7.2

Solicit and utilize feedback to develop adaptable and culturally sensitive approaches of facilitating dynamic interpersonal and organizational relationships.

Demonstrates only partial openness to receiving and utilizing feedback to develop strategies of facilitating effective interpersonal and organizational relationships, but does not address future behaviors.

Demonstrates openness to receiving feedback and begins to apply feedback to develop strategies of facilitating current effective interpersonal and organizational relationships, but does not integrate feedback in future behaviors.

Applies feedback to develop adaptable strategies that facilitate effective interpersonal and organizational relationships showing evidence of how these strategies meet current and future relational needs.

Proactively seeks and applies feedback to develop flexible strategies that facilitate dynamic interpersonal and organizational relationships showing evidence of how these strategies meet both current and future relational needs.

COMMENTS: