Okay people, there are three sections to the rubric grading; the first section is worth five points; the second section is worth three points; and the third section is worth two points. As long as you write a summary regarding the assignment, I will give you three points. Your opinion/take on the assignment is worth three points. As long as you respond to another student’s post, I will give you two points. Together, that is a total of 8 points. It is the first section where you have to do more than just show the summary, you need to also show citations and references to back up what you are stating. See below for two examples that are based on the APA format… However, you do not have to have the maximum amount of points to receive an ‘A. Those who are majoring in psychology or sociology should consider using citations and references based on your majors writing format! Folks you will find that as long as you do the three things your assignment is asking of you, you will have enough points with the quizzes to obtain an ‘A’! The Rubric Grading Topic evaluation (support 5 pts Points / of course content- i.e. Films Surpasses requirement - Discussion posts show an 5 pts on Demand, chapter exceptional understanding of the required course Add readings and lesson) content concepts. Postings assimilate pertinent Additional view longer description research, or specific application (life experience, Comments prior coursework, etc.) to support important points. Cited correctly. 4 pts Meets Requirement - Discussion postings display a thoughtful use of course content. Proper citation was observed. 2 pts Below requirement - review is basic, correct information, but do not link to course content, pertinent research and do not reflect perspectives or connections between concepts. 0 pts Requirement not meet - no evidence that assigned content were understood and or reviewed. Participation in Forum 3 pts Points / (Discussion postings that contribute to ongoing dialogues) view longer description Surpasses requirement - Discussion postings keenly 3 pts encourage further discussion by: posing a argument Add or asking a related question. Course content is Additional evident. Comments 2 pts Meets Obligation - Discussion postings contribute to constant conversations. 1 pts Below obligation – Discussion lacked applied examples and or related questions supported by course content. Postings did support ongoing conversations. 0 pts Did not meet requirement - There is no evidence of replies to other learners. Professionalism (Online 2 pts Points / discussions display respect Surpasses requirement – Responses display respect 2 pts and importance to the and sensitivity to groups belief system. Add perspectives of others) Additional view longer description 1 pts Comments Meets Requirement - Responses validate respect and or awareness in the perspectives of others. 0 pts Did not meet requirement – Responses display disrespect for the perspectives of others. Total Points: 0 out of 10 Save Cancel Domestic violence or family violence has become more than a family problem in the United States. Today, it has become a social issue which makes it a problem for all. Domestic violence has a high rate of recidivism and some states require that persons convicted of domestic violence complete some form of intervention program. California requires offenders to complete a 52-week batterer’s intervention program (BIP). However, recidivism remains high even after completing the BIP (Schwartz, Waldo, & Daniel, 2005). Although the expectation was that men completing a BIP would learn how to be non-abusive, what seems to be occurring is that many of these offenders never stop being abusive even while they were participating in the BIP (Ramant, 2007; Schwartz et al., 2005). References: Romant, S. (2007). Batterer's intervention program evaluation: Beyond recidivism rates. (Order No. 1448984, California State University, Long Beach). ProQuest Dissertations and Theses, , 83. Retrieved from http://search.proquest.com/docview/304708338?accountid=14872. (304708338). Schwartz, J., Waldo, M., & Daniel, D. (2005). Gender-role conflict and self-esteem: Factors associated with partner abuse in court-referred men. Psychology of Men & Masculinity, 6(2), 109-113. doi:10.1037/1524-9220.6.2.109. Ornstein and Hunkins (2009) have indicated that those who design curriculums or programs based on society as the source of information look at the past; at the present, and towards the future for a more robust understanding of knowledge presented. “For whom is this knowledge of value?” (Ornstein & Hunkins, 2009 p.185) This is a very important question because when reoffenders return to a BIP for their second time or more, the information is the same or similar to the information that they received the first time they entered a BIP. Reference: Ornstein A. C., & Hunkins F. P. (2009). Curriculum: Foundations, principles, and issues (5thed). Boston: Allyn & Bacon Publishers. https://vote.nba.com/?iref=asv18_nbadrd&cid=asv18_nbadrd#/ 
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