NR523 Week 3 Assignment – Constructing a Grading Rubric

NR523 Week 3 Assignment – Constructing a Grading Rubric

NR523 Week 3 Assignment – 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.

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.

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

NR523 Week 3 Assignment – Constructing a Grading Rubric

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

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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

NR523 Week 3 Assignment – Constructing a Grading Rubric

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. NR523 Week 3 Assignment – Constructing a Grading Rubric

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

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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