23 Apr 2017 Page 1 of 2

Student Name: Shirley, Amber Create PDF

Assignment: AAC&U Ethical Reasoning

Submitted: Decemb er 1, 2016 Grade: N/A

Course/Term: EDUC 330 - 001 : Teaching and Learning ( Fall Term 2016 ) Assessed:Stiltner, Terene (December 11, 2016)
Comments:

Ethical Reasoning VALUE Rubric 2013

4 Capstone 3 Milestones 2 Milestones 1 Benchmark 0 Not Applicable

(4.000 pts) (3.000 pts) (2.000 pts) (1.000 pt) (0.000 pt) N/A

Ethical Student Student Student states Student states Did not meet
Self- discusses in discusses in both core beliefs either their core benchmark.
Awareness detail/analyzes detail/analyzes and the origins beliefs or
both core beliefs both core beliefs of the core articulates the
and the origins and the origins beliefs. origins of the
of the core of the core core beliefs but
beliefs and beliefs. not both.
discussion has
greater depth
and clarity.

Understanding Student Student can Student can Student only Did not meet
Different names the theory name the major name the major names the major benchmark.
Ethical or theories, can theory or theory she/he theory she/he
Perspectives/Concepts
present the gist theories she/he uses, and is only uses.
of said theory or uses, can present able to present
theories, and the gist of said the gist of the
accurately theory or named theory.
explains the theories, and
details of the attempts to
theory or explain the
theories used. details of the
theory or
theories used,
but has some
inaccuracies.

Ethical Student can Student can Student can Student can Did not meet
Issue recognize ethical recognize ethical recognize basic recognize basic benchmark.
Recognition issues when issues when and obvious and obvious
presented in a issues are ethical issues and ethical issues but
complex, presented in a grasp fails to grasp
multilayered complex, (incompletely) complexity or
(gray) context multilayered the complexities interrelationships.
AND can (gray) context OR or
recognize cross- can grasp cross- interrelationships
relationships relationships among the
among the among the issues.
issues. issues.
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Application Student can Student can Student can Student can Did not meet
of Ethical independently independently apply ethical apply ethical benchmark.
Perspectives/Concepts
apply ethical (to a new perspectives/concepts
perspectives/concepts
perspectives/concepts
example) apply to an ethical to an ethical
to an ethical ethical question, question with
question, perspectives/concepts
independently support (using
accurately, and is to an ethical (to a new examples, in a
able to consider question, example) and the class, in a group,
full implications accurately, but application is or a fixed-choice
of the does not inaccurate. setting) but is
application. consider the unable to apply
specific ethical
implications of perspectives/concepts
the application. independently
(to a new
example.).

Evaluation Student states Student states a Student states a Student states a Did not meet
of a position and position and can position and can position but benchmark.
Different can state the state the state the cannot state the
Ethical objections to, objections to, objections to, objections to and
Perspectives/Concepts
assumptions and assumptions and assumptions and assumptions and
implications of implications of, implications of limitations of the
and can and respond to different ethical different
reasonably the objections to, perspectives/concepts
perspectives/concepts.
defend against assumptions and but does not
the objections to, implications of respond to them
assumptions and different ethical (and ultimately
implications of perspectives/concepts,
objections,
different ethical but the assumptions,
perspectives/concepts,
student's and implications
and the response is are
student's inadequate. compartmentalized
defense is by student and
adequate and do not affect
effective. student's
position.)

20.000 pts