Rubrics for M.S. Counseling Psychology Comprehensive Exam, Lecture notes of Psychology

Download Rubrics for M.S. Counseling Psychology Comprehensive Exam and more Lecture notes Psychology in PDF only on Docsity! M.S. COUNSELING PSYCHOLOGY COMPREHENSIVE EXAM COUNSELING THEORY RUBRIC SPRING 2017 Respondents ID# ________________ RUBRIC a. Correctly identifies three or more key elements of theoretical orientation. Yes No b. Correctly identifies three or more major client features consistent with the candidate’s theoretical orientation. Yes No c. Correctly identifies appropriate treatment goals. Yes No d. Correctly specifies appropriate clinical intervention to reach goals. Yes No e. Clinical interventions are consistent with conceptualization and treatment goals. Yes No f. The response includes thoughtful, logical, and reasonable, integration of professional literature? Yes No g. Is the writing consistent with masters level (see below; must be at or above a 3 on rubric) Yes No Must answer “yes” to at least 5 of the 7 criteria above for a passing grade. GRADE: (circle) PASS FAIL IF GRADE IS A FAILURE, PLEASE COMMENT BELOW: Faculty Evaluator Signature __________________________________Date____________ M.S. COUNSELING PSYCHOLOGY COMPREHENSIVE EXAM VOCATIONAL RUBRIC SPRING 2018 ID: Evaluator: Evaluator Signature: RUBRIC h. Correctly identifies two or more key elements of a recognized theory of Yes No career development i. Correctly identifies two or more tools or techniques within chosen career development theory Yes No j. Correctly identifies interventions associated with the theory of career development Yes No k. Discusses why interventions will be helpful for the client Yes No l. Identifies how career issues may be influenced by the client’s background Yes No m. Addresses how interventions address the client’s background or adapts interventions based on client’s background Yes No n. The response includes thoughtful, logical, and reasonable, integration of professional literature? Yes No o. Is the writing consistent with masters level (see below; must be at or above a 3 on rubric) Yes No Must answer “yes” to at least 5 of the 7 criteria a – g, AND criterion h for a passing grade. GRADE: (circle) PASS FAIL IF GRADE IS A FAILURE, PLEASE COMMENT BELOW: MS COUNSELING PSYCHOLOGY COMPREHENSIVE EXAM ETHICS RUBRIC SPRING 2019 Spring 2019 Comprehensive Examination Evaluation Respondents ID# RUBRIC a. Identifies two or more relevant principles and/or standards. Yes No b. Generates at least two options for course of action that are informed by or address principles or standards of interest Yes No c. Provides multiple costs and multiple benefits for each option generated Yes No d.Makes a clear and decisive decision and provides a compelling rationale Yes No e. Identifies barriers or possible repercussions of their choice Yes No f. Writing is consistent with masters level (see below; must be at Yes No or above a 3 on rubric) Must answer “yes” to at least 4 of criterion a – e above and criteria f for a passing grade. GRADE: (circle) PASS FAIL IF GRADE IS A FAILURE, PLEASE COMMENT BELOW: Evaluator Name __________________ Evaluator Signature __________________ Writing Rubric (from the University of California) http://www.sdcoe.k12.ca.us/score/actbank/subja.htm The categories below describe the characteristics typical of papers at six different levels of competence. All the descriptions take into account that the papers they categorize represent 30 minutes of thinking and writing, not a more extended period of drafting and revision. Thus, the rubric represents a minimal competence level for a 3 hour (180 minute) writing examination. Score 6 A 6 paper commands attention because of its insightful development and mature style. It presents a cogent analysis of or response to the text, elaborating that response with well-chosen examples and persuasive reasoning. The 6 paper shows that its writer can usually choose words aptly, use sophisticated sentences effectively, and observe the conventions of written English. Score 5 A 5 paper is clearly competent. It presents a thoughtful analysis of or response to the text, elaborating that response with appropriate examples and sensible reasoning. A 5 paper typically has a less fluent and complex style than a 6, but does show that its writer can usually choose words accurately, vary sentences effectively, and observe the conventions of written English. Score 4 A 4 paper is satisfactory, sometimes marginally so. It presents an adequate analysis of or response to the text, elaborating that response with sufficient examples and acceptable reasoning. Just as these examples and this reasoning, will ordinarily be less developed than those in 5 papers, so will the 4 paper's style be less effective. Nevertheless, a 4 paper shows that its writer can usually choose words of sufficient precision, control sentences of reasonable variety, and observe the conventions of written English. Score 3 A 3 paper is unsatisfactory in one or more of the following ways. It may analyze or respond to the text illogically; it may lack coherent structure or elaboration with examples; it may reflect an incomplete understanding of the text or the topic. Its prose is usually characterized by at least one of the following: frequently imprecise word choice; little sentence variety; occasional major errors in grammar and usage, or frequent minor errors. Score 2 A 2 paper shows serious weaknesses, ordinarily of several kinds. It frequently presents a simplistic, inappropriate, or incoherent analysis of or response to the text, one that may suggest some significant misunderstanding of the text or the topic. Its prose is usually characterized by at least one of the following: simplistic or inaccurate word choice; monotonous or fragmented sentence structure; many repeated errors in grammar and usage. Score 1 A 1 paper suggests severe difficulties in reading and writing conventional English. It may disregard the topic's demands, or it may lack any appropriate pattern of structure or development. It may be inappropriately brief. It often has a pervasive pattern of errors in word choice, sentence structure, grammar, and usage.