Academics

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Grading Rubric

Definition: Ethical decision making is the process of making decisions about human conduct. It requires students to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, consider the ramifications of alternative actions, and justify their final decision. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. This rubric is adapted from the American Association of Colleges and Universities' Ethical Reasoning Value Rubric. www.aacu.org

 

Capstone

4

Milestones

3 2

Benchmark

1

Ethical Self-Awareness

(Value SLO & EDM-Q4)

Student discusses in detail/analyzes both core values and relevance of the core values AND discussion has greater depth and clarity.

Student discusses in detail/analyzes both core values and the relevance of the core values to the situation.

Student states both core values AND the relevance of the core values to the situation.

Student states either their core values OR articulates the relevance of the core values to the situation, but not both.

Ethical Issue Recognition

(EDM SLO- Q1, Q2)

Student can recognize ethical issues when presented in complex, multi-layered context AND can recognize inter-relationships among the issues.

Student can recognize ethical issues when presented in complex, multi-layered context OR can recognize inter-relationships among the issues.

Student can recognize basic and obvious ethical issues and grasps (incompletely) the complexities or inter-relationships among the issues.

Student can recognize basic and obvious ethical issues BUT fails to grasp complexity or inter-relationships.

Perspective Taking (EDM SLO- Q3)

Student discusses in detail the varying perspectives of the people involved that are central to the dilemma AND discusses how those perspectives may affect the decision.

Student discusses in detail the varying perspectives of the people involved that are central to the dilemma BUT does not discuss how the perspectives mentioned may affect the decision.

Student recognizes the varying perspectives BUT does not discuss how the perspectives mentioned may affect the decision.

Student recognizes only one or two perspectives BUT fails to recognize a perspective that is central to the dilemma.

Evaluation of Ethical Decision

(EDM SLO- Q5, Q6, Q7)

 

 

Student states a position, provides a clear and detailed explanation for that position, AND explores in detail the other possible options or consequences.

 

Student states a position, provides an explanation for that position, and acknowledges the other possible options or consequences, BUT her explanation of her position is not clear or detailed OR she fails to explore in detail the other possible options or consequences.

Student states a position, provides an explanation for that position, and acknowledges the other possible options or consequences, BUT her explanation is not clear or detailed AND she fails to acknowledge all of the other possible options or consequences.

Student states a position BUT does not adequately explain that position nor does she acknowledge the other possible options or consequences.

Recognition of Implications of Ethical Decision

(EDM SLO- Q8)

 

Student is able to identity and explain the impact of the decision on stakeholders AND is able to clearly articulate what would happen if everyone made a similar decision.

Student identifies the impact of the decision on most of the stakeholders, AND is able to articulate what would happen if everyone made a similar decision.

Student identifies the impact of the decision on some stakeholders, BUT is not able to clearly articulate what would happen if everyone made a similar decision.

Student fails to identify the impact of the decision on various stakeholders OR fails to articulate what would happen if everyone made a similar decision.

 

none