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Chapman CSP First Year paper Rubric
Name: Novice Apprentice Artisan
Date: 64-67 68-71 72-79 80
1 2 3 4 5
Content of assignment Paper is missing important required elements.
Paper has most of the required elements in the assignment protocol.
Paper has all the required elements listed in the assignment protocol.
Paper has all the required elements listed in the assignment protocol.
The paper meets all the standards listed to the left but also makes creative and effective use of stylistic elements, such as choice of words, fluency, metaphorical language. The paper is fluid and truly interesting to read.
Quality of written communication
Paper has some but not all the criteria to the right.
Few, if any mistakes in APA style.
Consistent use of correct writing conventions – errors do not inhibit the reader’s from understanding.
The writing is easy to read. The logic of the paper is explicit and is easy to track by the reader. The transitions lead the reader from one section to another.
Most but not all the elements to
the right.
Consistent use of APA style.
The surface features of the paper enhance the reader’s understanding and facilitate communication of its main ideas. The writing flows well and is interesting to read.
Program Goals/Claims Written
communication Professional Standards
Data-based decision making and accountability
Socialization an development of life skills
Prevention, crisis intervention and mental health
Information technology
The topic clearly relates to children’s mental health and social and emotional development but the range of prevention and treatment options is not extensive. Evidence is gathered from several electronic databases. Varied evidence is adequately presented but is sometimes inconsistent, vague or needing more detail. The author clearly summarizes the main themes of relevant research so that they are clear to a reader unfamiliar to the topic. The paper works for its intended audience. Most technical terms and professional jargon are explained in a way that can be easily understood by novices.
The topic clearly relates to children’s mental health and social and emotional development. The paper clearly and strongly connects its topic with a three-tiered model and allows the discussion of a range of prevention and treatment options. Evidence is gathered from several electronic databases. The author uses specific, varied, and detailed evidence with an emphasis on data-driven peer-reviewed articles. The main themes of the relevant research are explained in a way that is compelling to the reader. The paper works well for newcomers to the profession. Technical terms and professional jargon are clearly explained in a way that can be easily read by novices who are learning about the topic for the first time.
Preparedness to be a professional
Paper does not yet reflect the depth of knowledge and quality of presentation appropriate for this level of graduate e work.
Paper reflects a depth of knowledge and quality of presentation appropriate for this level of graduate e work. Progress toward professional preparedness is on track.
Paper reflects a depth of knowledge and quality of presentation that would be considered strong for this level of graduate e work. Progress toward professional preparedness is progressing well.
Paper reflects a depth of knowledge end quality of presentation that exceeds expectations for this level of graduate work. Progress toward professional preparedness is progressing very well.
Paper reflects a depth of knowledge end quality of presentation that far exceeds expectations for this level of graduate work. Progress toward professional preparedness exceeds expectation.
CHAPMAN CSP 512 INTERVIEW PROJECT RUBRIC
Name: Novice Apprentice Artisan
Date: Below 24 24 25 to 26 27 to 29 30
1 2 3 4 5
Content of assignment Project is missing important
required elements
Project has most of the
required elements in the
assignment protocol
Project has all the required elements listed in the assignment
protocol including:
1. Cover page 2. Table of Contents.
3. Introduction to client
4. 3 session essays 5. Session Rating Scale, interview Skills Rating Form, and
feedback forms from group meetings for each session.
6. Summary essay 7. Appendixes
8. Session notes
9. Consent form
Session Essays cover the topics below:
1. Summarizes the session step-by-step. 2. Summarizes responses to the Interview Skills Rating
Form
3. Summarizes client's responses to the Session Rating Scale.
4. Reflects on what did you think and feel when you read
the SRS. 5. Reflects on what did you do well.
6. Reflects on how do you know what you did was helpful
to the client. 7. Reflects on what you need to do more of in the next
session.
8. Summarizes how you will prepare yourself to make these changes.
9. Reflects on how this will make a difference in the next
session Summary essay covers the topics below:
1. Describes how these sessions demonstrate what you
have learned this semester, your development as a counselor, and what you perceive as your next steps.
2. Your ability to manage the flow of the interview, elicit
content, respond empathetically, and shift direction as needed.
The project meets all the
standards listed to the left but
also makes creative and effective use of stylistic
elements, such as choice of
words, fluency, and metaphorical language. The
project is fluid and truly
interesting to read.
The student shows exceptional skill at conducting a solution-
focused interview.
3. Changes in your comfort level over the three interviews,
over the semester and over the year. 4. Which experiences were most helpful to you, how they
were helpful, and what you learned about yourself as a
counselor? 5. What further training or experience could you seek to
enhance your abilities?
Quality of written communication and reflections.
Writing is inconsistent. Errors in conventions hinder the reader from
Consistent use of correct writing conventions – errors do
not inhibit the reader’s from
understanding.
The writing is easy to read. The logic of the project is explicit
and is easy to track by the
reader. The transitions lead the reader from one section to
another
The surface features of the project enhance the reader’s
understanding and facilitate
communication of its main ideas. The writing flows well
and is interesting to read.
Program Goals/Claims
Written communication
Reflection
Professional Standards
Consultation and
Collaboration
Prevention, Crisis
Intervention, and Mental Health
Essays are missing pieces and/or
do not have enough detail or depth
to adequately capture the sessions and the student’s experience.
Reflections and feedback from
listening to session recordings indicate student has difficulty
conducting a solution-focused
interview, e.g., they have difficulty with skills-for-not-knowing such as
summarizing, reflecting key words,
etc. The student gives direct advice when it is not appropriate.
Essays cover all the topics
above. Details are sometimes
missing and the reflections are sometimes superficial.
Reflections and feedback from
listening to session recordings suggest student can conduct a
solution focused interview
project as but uses a limited number of skills, e.g., uses
adequate skills-for not-
knowing but is unable to collaborative set goals or
develop tasks.
Essays include all elements
above. Summaries and
reflections have less detail and depth than a 4 or 5
Reflections and feedback from
listening to session recordings suggest student can conduct a
solution focused interview
project as demonstrated by use of skills-for-not-knowing, future
focused questions, collaborative
goal setting, and development of appropriate client tasks.
Essay touches on all elements
to above. Essays have good
detail and reflections show insight and new learning.
Reflections and feedback from
listening to session recordings suggest student can conduct a
solution focused interview
project as demonstrated by use of skills-for-not-knowing,
future focused questions,
collaborative goal setting, and development of appropriate
client tasks. Feedback from
peer reviews suggest student has mastered these skills and
can make use of them in a
flexible way that responds to clients’ unique needs and
circumstances
Preparedness to be a professional
Project does not yet reflect the depth of knowledge and quality of
presentation appropriate for this
level of graduate e work.
Project reflects a depth of knowledge and quality of
presentation appropriate for
this level of graduate e work. Progress toward professional
preparedness is on track.
Project reflects a depth of knowledge and quality of
presentation that would be
considered strong for this level of graduate e work. Progress
toward professional
preparedness is progressing well.
Project reflects a depth of knowledge end quality of
presentation that exceeds
expectations for this level of graduate work. Progress toward
professional preparedness is
progressing very well.
Project reflects a depth of knowledge end quality of
presentation that far exceeds
expectations for this level of graduate work. Progress
toward professional
preparedness exceeds expectation.
CHAPMAN CSP GROUP COUNSELING PROJECT RUBRIC
Name: Novice Apprentice Artisan
Date: 20-23 24-26 27-29 30
1 2 3 4 5
Content of assignment Project is missing important required elements
Project has most of the required elements in the assignment protocol
Project has all the required elements listed in the assignment protocol
Project has all the required elements listed in the assignment protocol
The project meets all the standards listed to the left but also makes creative and effective use of stylistic elements, such as inclusion of activities. The project binder is fluid and truly interesting to read.
Quality of written communication
Project has some but not all the criteria to the right
Few, if any grammatical mistakes
Consistent use of correct writing conventions – errors do not inhibit the reader’s from understanding
The writing is easy to read The logic of the documents is explicit and is easy to track by the reader
Most but not all the elements to the right
Consistent use correct grammar, including APA style when appropriate
The surface features of the project enhance the reader’s understanding and facilitate communication of its main ideas The writing flows well and is interesting to read
The project meets all standards listed to the left and writing is exceptionally sophisticated
Program Goals/Claims Written
communication Professional Standards
Data-based decision making and accountability
Consultation and collaboration
Prevention, crisis intervention and mental health
Research and Program Evaluation
Information technology
Project has some but not all the criteria to the right
The intervention clearly relates to children’s mental health and social and emotional development but the activities and topics suggested do not adequately meet best practices The intervention is organized and mostly tailored for the population/members described. Empirical evidence is presented but does not necessarily match the activities utilized Forms created for the purpose of the project are acceptable for educational purposes, but do not adhere to all ethical and professional guidelines Reflections are mostly clear,, and indicate understanding of some areas for growth in the area of group counseling. However, some needed areas are not fully addressed Program efficacy is measured and described. Evaluation procedures are adequate and results are correctly interpreted
Most but not all the elements to the right
The intervention clearly demonstrates best practices in children’s mental health and social and emotional development. The intervention is well-organized and well-tailored for the population/members described. Additionally, clear empirical evidence supports the type of activities implemented Forms created for the purpose of the project are clear, follow best practices, and adhere to legal and ethical standards Reflections are clear, practical, and indicate solid understanding of areas for growth in the area of group counseling Program efficacy is clearly and efficiently measured and described. Results are correctly interpreted. Evaluation procedures are comprehensive and limitations are clearly noted
Preparedness to be a professional
Project does not yet reflect the depth of knowledge and quality of presentation appropriate for this level of graduate work
Project reflects a depth of knowledge and quality of presentation appropriate for this level of graduate e work. Progress toward professional preparedness is on track.
Project reflects a depth of knowledge and quality of presentation that would be considered strong for this level of graduate work. Progress toward professional preparedness is progressing well
Project reflects a depth of knowledge end quality of presentation that exceeds expectations for this level of graduate work. Progress toward professional preparedness is progressing very well
Project reflects a depth of knowledge end quality of presentation that far exceeds expectations for this level of graduate work. Progress toward professional preparedness exceeds expectation
CHAPMAN CSP SYSTEMS CHANGE PROJECT RUBRIC
Name:_________________________ Novice Apprentice Artisan
CSP 618 CSP 641
1 2 3 4 5
Content of assignment Project is missing important required elements
Project has most of the required elements in the assignment protocol
Project has all the required elements listed in the assignment protocol
Project has all the required elements listed in the assignment protocol and other relevant data.
The project meets all the standards listed to the left but also makes creative and effective use of stylistic elements, such as inclusion of activities. The project binder is fluid and truly interesting to read.
Quality of written communication
Project has some but not all the criteria to the right
Few, if any grammatical mistakes
Consistent use of correct writing conventions – errors do not inhibit the reader’s from understanding
The writing is easy to read
The logic of the documents is explicit and is easy to track by the reader
Most but not all the elements to the right
Consistent use correct grammar, including APA style when appropriate
The surface features of the project enhance the reader’s understanding and facilitate communication of its main ideas
The writing flows well and is interesting to read
The project meets all standards listed to the left and writing is exceptionally well written
Program Goals/Claims Written
communication Professional Standards
Data-based decision making and accountability
Consultation and collaboration
Prevention, crisis intervention and mental health
Research and Program Evaluation
Information technology
Project has some but not all the criteria to the right
The project clearly relates to children’s social and emotional and/or academic development but the project does not adequately meet best practices The intervention is organized and mostly tailored for the population/members described. Empirical evidence is presented but does not necessarily match the activities utilized Forms created for the purpose of the project are acceptable for educational purposes, but do not adhere to all ethical and professional guidelines Data presented are mostly clear, and indicate understanding of some areas of data-based decision making. However, some needed areas are not fully addressed Program efficacy is measured and described. Evaluation procedures are adequate and results are correctly interpreted
Most but not all the elements to the right
The change project clearly demonstrates best practices in children’s mental health and social and emotional and/or academic development. The project is well-organized and well-tailored for the population/members described. Additionally, clear empirical evidence supports the type of activities implemented Forms created for the purpose of the project are clear, follow best practices, and adhere to legal and ethical standards Data presented are clear, practical, and indicate solid understanding of data-based decision making Program evaluation is clearly and efficiently measured and described. Results are correctly interpreted. Evaluation procedures are comprehensive and limitations are clearly noted
Preparedness to be a professional
Project does not yet reflect the depth of knowledge and quality of presentation appropriate for this level of graduate work
Project reflects a depth of knowledge and quality of presentation appropriate for this level of graduate e work. Progress toward professional preparedness is on track.
Project reflects a depth of knowledge and quality of presentation that would be considered strong for this level of graduate work. Progress toward professional preparedness is progressing well
Project reflects a depth of knowledge end quality of presentation that exceeds expectations for this level of graduate work. Progress toward professional preparedness is progressing very well
Project reflects a depth of knowledge end quality of presentation that far exceeds expectations for this level of graduate work. Progress toward professional preparedness exceeds expectation
CSP 616 Program evaluation Rubric
Novice Apprentice Artisan
1 2 3 4 5
Contents: Complete
Program evaluation contains little of the required materials
Program evaluation contains some of the required materials
Program evaluation contains most of the required materials
Program evaluation contains all of the required materials
Program evaluation contains more than the required materials
Quality of Products: Well presented
Organization, writing, and other content of the documents and artifacts do not meet requirements and expectations
Organization, writing, and other content of the documents and artifacts minimally meet requirements and expectations
Organization, writing, and other content of the documents and artifacts meet requirements and expectations very well
Organization, writing, and other content of the documents and artifacts somewhat exceed requirements and expectations
Organization, writing, and other content of nearly all of the documents and artifacts substantially exceed requirements and expectations
Professional Standards (A): Reflects acquisition of professional standards in the understanding of systems effects.
Program evaluation artifacts insufficiently document acquisition of professional standards.
Program evaluation artifacts document some acquisition of most professional standards.
Program evaluation artifacts document adequate and sufficient acquisition of all professional standards.
Program evaluation artifacts document competent and sufficient acquisition of all professional standards.
Program evaluation artifacts document proficient and sufficient acquisition of many professional standards.
Professional Standards (B): Reflects acquisition of professional standards in program evaluation.
Program evaluation artifacts document insufficient acquisition of professional standards
Program evaluation artifacts document some acquisition of most professional standards
Program evaluation artifacts document adequate and sufficient acquisition of all professional standards
Program evaluation artifacts document competent and sufficient acquisition of all professional standards
Program evaluation artifacts document proficient and sufficient acquisition of all professional standards
CES Program Completion
Name: ___________________________________________________________________________________ Semester: ________________________________ SC: ____________
SP:________________
CSP 640 Case consultation Rubric
Novice Apprentice Artisan
1 2 3 4 5
Content of assignment Case is missing important required elements
Case has most of the required elements in the assignment protocol
Case has all the required elements listed in the assignment protocol
CASE has all the required elements listed in the assignment protocol and additional pertinent information.
The paper meets all the standards listed to the left but also makes effective use of stylistic elements, such as choice of words, fluency. The case is interesting to read.
Quality of written communication
CASE has some but not all the criteria to the right
Consistent use of correct writing conventions – errors do not inhibit the reader’s from understanding.
The writing is easy to read. The logic of the case is explicit and is easy to track by the reader.
Most but not all the elements to the right
Each of the sections of the case are well written and organized so that the reader easily understands the data elements of that part of the case. The writing flows well and is interesting to read.
Preparedness to be a professional
Case does not yet reflect the depth of knowledge and quality of presentation appropriate for this level of graduate e work.
Case reflects a depth of knowledge and quality of presentation appropriate for this level of graduate e work. Progress toward professional preparedness is on track.
Case reflects a depth of knowledge and quality of presentation that would be considered strong for this level of graduate e work. Progress toward professional preparedness is progressing well.
Case reflects a depth of knowledge end quality of presentation that exceeds expectations for this level of graduate work. Progress toward professional preparedness is progressing very well.
Case reflects a depth of knowledge end quality of presentation that far exceeds expectations for this level of graduate work. Progress toward professional preparedness exceeds expectation.
Name: ____________________________________________________________________ Semester: ___________________________________________ SC:________________________
SP: _____________________
CHAPMAN CSP 500 RESILIENCE PROJECT RUBRIC
Name: Novice Apprentice Artisan
Date: Below 48 48 50 to 53 54 to 59 60
1 2 3 4 5
Content of assignment Project is missing important
required elements
Project has most of the
required elements in the
assignment protocol
Project has all the required elements listed in the assignment
protocol including:
1) Qualitative research paper we suggest the following structure:
i) Introduction to resiliency and your research
question
ii) Literature review
iii) Methodology
(1) Describe how you gathered the data.
(2) Background of interviewees
(a) Findings:
(b) Sources of individual or inner strength
and resilience.
(c) Sources of social support (family,
school, and community)
(d) Turning points.
(e) Cultural messages and family stories
about coping with adversity.
(f) Image, memory of a person, thought, or
story that the person accesses to help
cope with adversity.
(g) Information, advice, or wisdom that the
person wishes to pass on to others.
iv) Implications for practice and further research
v) APA Bibliography
2) Reflective essay – This will have two parts.
a) Your personal response to the interview.
i) How did you feel listening to these stories?
ii) What was inspiring?
iii) What connections can you make to your own life?
b) What were your strengths and challenges as an
interviewer/listener?
i) What skills did you use during these interviews?
ii) What did you do well?
iii) What did you struggle with?
iv) As you look ahead to next semester and to your
The project meets all the
standards listed to the left but
also makes creative and effective use of stylistic
elements, such as choice of
words, fluency, and metaphorical language. The
project is fluid and truly
interesting to read.
work as a counselor or psychologists, which skills
do you most wish to improve? If you made those
improvements, what would be different?
Quality of written
communication and reflections.
Writing is inconsistent. Errors in
conventions hinder the reader from
Consistent use of correct
writing conventions – errors
usually do not inhibit the reader’s understanding.
The writing is easy to read. The
logic of the project is explicit
and is easy to track by the reader. The transitions lead the
reader from one section to
another
The surface features of the
project enhance the reader’s
understanding and facilitate communication of its main
ideas. The writing flows well
and is interesting to read.
Program Goals/Claims: 1)
Written communication; 2)
Reflection; 3) Building solutions for children through an
appreciation of their strengths
and resources
NASP Standards: 1) Interventions and mental health
services skills; 2) Research and program evaluation
CTC: PS2 Growth &
Development, 2) PS5
Comprehensive Prevention 3) PS 21Wellness promotion, Crisis
intervention, & Counseling
There are missing pieces to the
assignment and/or they do not have
enough detail.
Details are sometimes missing
and the reflections are not as
thoughtful as expected.
Essays include all elements
above. But paper has less detail
and depth than a 4 or 5
Essay touches on all elements
to above. Paper has good detail
and reflections show insight and new learning.
Preparedness to be a
professional
Project does not yet reflect the
depth of knowledge and quality of
presentation appropriate for this
level of graduate e work.
Project reflects a depth of
knowledge and quality of
presentation appropriate for
this level of graduate work.
Progress toward professional
preparedness is on track.
Project reflects a depth of
knowledge and quality of
presentation that would be
considered strong for this level
of graduate e work. Progress
toward professional preparedness is progressing
well.
Project reflects a depth of
knowledge end quality of
presentation that exceeds
expectations for this level of
graduate work. Progress toward
professional preparedness is progressing very well.
Project reflects a depth of
knowledge end quality of
presentation that far exceeds
expectations for this level of
graduate work. Progress
toward professional preparedness exceeds
expectation.