01 Jun Constructing a Grading Rubric

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Question

Week 3: Constructing a Grading Rubric

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

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
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
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
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

Cover page is required
Section headings are required and should be consisting with this assignment requirements
The required level of knowledge using Bloom’s Revised Taxonomy is noted after each assignment outcome/objective in parenthesis.
A reference list is not needed unless a citation is provided, which is not expected.
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
Identification of content area	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; allelements 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
Development of assignment outcomes	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
Development of assignment guidelines	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; allelements 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 moreof 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
Development of grading rubric	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 intwo 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 Style	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 greaterAPA errors were present
Writing Mechanics	5 Points	4 Points	3 Points	2 Points	0 Points
Writing Mechanics	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

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Constructing a Grading Rubric