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iRubric: Ethical Reasoning VALUE Rubric

iRubric: Ethical Reasoning VALUE Rubric

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Ethical Reasoning VALUE Rubric 
Ethical Reasoning VALUE Rubric
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
Rubric Code: VX63W4C
By jbrocato
Ready to use
Public Rubric
Subject: (General)  
Type: (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 breach of code of ethics and or standards of practice, can present the gist of said breach, and accurately explains the details of the breach.
Milestone

Student can name the major breach of code of ethics and or standard of practice , can present the gist of said breach, and attempts to explain the details of the breach, but has some inaccuracies.
Milestone

Student can name the major breach in code of ethics and or standard of practice , and is only able to present the gist of the breach
Benchmark

Student only names the major breach in code of ethics or standard of practice
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.
Participation

Ability to verbally participate in ethical discussions
Capstone

Student is able to provide insight and participate accurately in ethical scenarios presented by all of his/her peers.
Milestone

Student is able to provide insight and participate accurately in ethical scenarios presented by some of his/her peers but not in all discussions.
Milestone

Student provides minimal insight or information the student presents lacks substance in discussion in the ethical scenarios his/her peer presents.
Benchmark

Student minimally or does not participate at all in peers ethical scenario discussion.
Worksheet Completion

Completion of worksheet to aid in ethical discussions
Capstone

All aspects of worksheet thoroughly completed with strong clinical reasoning evidenced by material present in worksheet.
Milestone

Some aspects of worksheet thoroughly completed with strong clinical reasoning evidenced by material present in worksheet.
Milestone

Few aspects of worksheet thoroughly completed with strong clinical reasoning evidenced by material present in worksheet.
Benchmark

Few aspects of worksheet thoroughly completed but lack strong clinical reasoning evidenced by material present in worksheet.



Keywords:
  • Ethical Reasoning, Core beliefs, Perspectives, Human conduct

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