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iRubric: BIP Project rubric

iRubric: BIP Project rubric

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BIP Project 
BIP Project
A rubric designed to assess critical thinking skills involved in creating a plan for addressing social skills deficits.
Rubric Code: ZX493B9
By sharoncampus
Ready to use
Public Rubric
Subject: Psychology  
Type: Project  
Grade Levels: Undergraduate, Graduate

Powered by iRubric BIP Project
Address a social skills deficit based upon assessment information, student background, observation data
  Sub-standard

D and Below

1 pts

Good

"C" Range

2 pts

Very Good

"B" Range

3 pts

Best

"A" Range

4 pts

Context

Identifies and considers the influence of context on the behavior/social skills deficit
Sub-standard

Does not address context beyond the classroom;

Describes behavior from a single perspective
Good

Acknowledges the existence of different contexts, but does not present the problem behavior as having connections to other contexts
Very Good

Analyzes the behavior with a clear sense of context, addresses long-term considerations related to context
Best

Evaluates behavior plan including context and generalization concerns
Evidence

Identifies and assesses the quality of supporting data/evidence on the chosen plan
Sub-standard

Merely repeats information as provided, taking it as truth;

Does not interpret data/evidence;

Presents plan that is solely based upon personal experience as a student
Good

Identifies only data/evidence to support own conclusion;

Equates personal opinion with other forms of evidence

Uses anecdotal evidence
Very Good

Examines evidence and source of evidence from multiple perspectives;

Draws on additional data/evidence from outside sources

Some use of textbook and notes
Best

Defends evidence from multiple perspectives;

Evaluates worth of various perspectives of behavior

Uses textbook/notes as a resource for program choice
Identifies the problem

Identifies the problem behavior and implications and consequences of this behavior for the student and others
Sub-standard

Does not identify the problem behavior correctly;

Problem stated in dichotomous terms such as right/wrong, or good/bad
Good

Fails to assess the implications of not addressing the social skills deficit
Very Good

Identifies nuances and implicit aspects of the problem;

Identifies most important aspect(s) of the problem
Best

Anticipates future problems if deficit is not addressed;

predicts the outcome for the student if plan is successful;

Demonstrates sound knowledge of disciplinary concepts, conventions, and terms
Approach to Critical Thinking

Sub-standard

No evidence of outside research for additional perspectives or views;

Analysis founded on absolutes with little or no acknowledgement of own biases
Good

Proceeds as if goal is to stack up evidence and information to support a particular conclusion
Very Good

Evidence of original thinking and analysis;

acknowledges additional perspectives;
Best

Defends BIP with regard to anticipated challenges and threats to generalizability;

Able to discuss outside, possibly invisible factors that influence behavior



Keywords:
  • social skills, critical thinking

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