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iRubric: Ethical Reasoning VALUE Rubric

iRubric: Ethical Reasoning VALUE Rubric

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Ethical Reasoning VALUE Rubric built by AACU_VALUE

Rubric Code: U476A4
Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues. This rubric is intended to help faculty evaluate work samples and collections of work that demonstrate student learning about ethics. Courtesy of AAC&U: http://aacu.org/value/index.cfm
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Keywords: Ethical Reasoning, Core beliefs, Perspectives, Human conduct
Categories: Subjects: (General)  
Types: (Other)  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Ethical Reasoning VALUE Rubric
  Capstone
4 pts
Milestone
3 pts
Milestone
2 pts
Benchmark
1 pts
Ethical Self-Awareness
Capstone

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity.
Milestone

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs.
Milestone

Student states both core beliefs and the origins of the core beliefs.
Benchmark

Student states either their core beliefs or articulates the origins of the core beliefs but not both.
Different Perspectives
Understanding Different Ethical Perspectives/Concepts
Capstone

Student names the theory or theories, can present the gist of said theory or theories, and accurately explains the details of the theory or theories used.
Milestone

Student can name the major theory or theories she/he uses, can present the gist of said theory or theories, and attempts to explain the details of the theory or theories used, but has some inaccuracies.
Milestone

Student can name the major theory she/he uses, and is only able to present the gist of the named theory.
Benchmark

Student only names the major theory she/he uses.
Ethical Issue Recognition
Capstone

Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.
Milestone

Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross-relationships among the issues.
Milestone

Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.
Benchmark

Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.
Application
Application of Ethical Perspectives/Concepts
Capstone

Student can independently apply ethical perspectives/concepts to an ethical question, accurately, and is able to consider full implications of the application.
Milestone

Student can independently apply ethical perspectives/concepts to an ethical question, accurately, but does not consider the specific implications of the application.
Milestone

Student can apply ethical perspectives/concepts to an ethical question, independently (to a new example) and the application is inaccurate.
Benchmark

Student can apply ethical perspectives/concepts to an ethical question with support (using examples, in a class, in a group, or a fixed-choice setting) but is unable to apply ethical perspectives/concepts independently (to a new example.).
Evaluation
Evaluation of Different Ethical Perspectives/Concepts
Capstone

Student states a position and can state the objections to, assumptions and implications of and can reasonably defend against the objections to, assumptions and implications of different ethical perspectives/concepts, and the student's defense is adequate and effective.
Milestone

Student states a position and can state the objections to, assumptions and implications of, and respond to the objections to, assumptions and implications of different ethical perspectives/concepts, but the student's response is inadequate.
Milestone

Student states a position and can state the objections to, assumptions and implications of different ethical perspectives/concepts but does not respond to them (and ultimately objections, assumptions, and implications are compartmentalized by student and do not affect student's position.)
Benchmark

Student states a position but cannot state the objections to and assumptions and limitations of the different perspectives/concepts.



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