Demonstrate appropriate Bloom’s levels for a scholarly audience.

Due Date: End of Unit 2.
Percentage of Course Grade: 5%.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information.

Developing Research Criteria Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Select a topic that is timely and relevant to management education.
20% Does not identify a topic. Identifies a topic, but the timeliness and relevance of the topic to management education is not appropriate. Selects a topic that is timely and relevant to management education. Selects a topic that is timely and relevant to management education and provides a summary of the topic.
Evaluate articles using clear criteria.
20% Does not evaluate the articles. Evaluates the articles, but improvement is necessary to clarify the criteria. Evaluates the articles using clear criteria. Evaluates the articles using clear, logical, and well-thought criteria.
Demonstrate appropriate Bloom’s levels for a scholarly audience.
20% Does not indicate Bloom’s levels. Demonstrates Bloom’s levels, but levels are not appropriate for a scholarly audience. Demonstrates appropriate Bloom’s levels for a scholarly audience. Demonstrates exemplary Bloom’s levels for a scholarly audience.
Explain the articles’ use in conducting an external validation.
20% Does not identify the articles’ use in conducting an external validation. Identifies, but does not explain, the articles’ use in conducting an external validation. Explains the articles’ use in conducting an external validation. Analyzes the articles’ use in conducting an external validation.
Write in a scholarly manner that is free of mechanical errors and that adheres precisely to APA style.
20% Does not communicate in a scholarly manner. Communicates at a basic scholarly level; improvement is necessary. Communicates in a scholarly manner that is free of mechanical errors and that adheres precisely to APA style. Communicates in an exemplary scholarly manner that is free of mechanical errors and that adheres precisely to APA style.

Developing Research Criteria

Resources

Discussion Participation Scoring Guide.
Bloom’s Taxonomy of the Cognitive Domain
Post the paper you developed for this week’s assignment to this discussion. Share the following high-level elements:

Explain how your topic ties to management education (educating adults in an academic or corporate environment).
Did the literature reviews in these articles demonstrate an appropriate Bloom’s level? Explain your position.
Were the articles’ research methods rigorous enough? Did they yield good results? Explain your position.
1 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Bloom’s Taxonomy of the Cognitive Domain Benjamin Bloom, a noted educational psychologist, worked with other educational experts to develop a classification of levels of intellectual behavior important in learning. Bloom and his team identified six levels within the cognitive domain, ranging from simple recall at the lowest level to evaluation at the highest level. Bloom’s taxonomy is an excellent tool to guide the construction of competencies and objectives. Using the taxonomy helps assure the appropriate alignment between the levels of the learners, the course, and program and degree expectations. Make sure learners have mastered content in the lower levels before teaching and testing at higher levels. For example, to write an Analysis-level course, be sure learners possess (or will learn) the appropriate Knowledge-, Comprehension-, and Application-level content prior to being tested at the Analysis level. Bloom’s Taxonomy Verbs The following table lists a variety of verbs that map to the six levels of Bloom’s taxonomy. 2 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Knowledge Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers Cite Count Define Describe Draw Enumerate Find Identify Index Indicate Label List Match Meet Name Outline Point Quote Recall Recite Record Repeat Reproduce Review Select Sequence State Tabulate Tell Trace View Write Comprehension Grasping or understanding the meaning of informational materials Add Approximate Articulate Characterize Cite Clarify Classify Compare Compute Conclude Contrast Convert Defend Describe Detail Differentiate Discuss Distinguish Elaborate Estimate Explain Express Extend Extrapolate Factor Give examples Illustrate Interact Locate Observe Paraphrase Picture Predict Report Restate Review Rewrite Subtract Summarize Trace Translate 3 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Application Applying previously learned information (or knowledge) to new and unfamiliar situations Act Adapt Administer Allocate Alphabetize Apply Articulate Assess Assign Avoid Back up Calculate Capture Change Chart Choose Classify Collect Complete Compute Construct Contribute Control Customize Demonstrate Depreciate Derive Determine Develop Diminish Discover Dramatize Draw Employ Establish Exercise Expose Express Extend Factor Figure Graph Handle Illustrate Imitate Implement Include Inform Instruct Interconvert Interview Investigate Manipulate Modify Operate Paint Participate Personalize Plot Practice Prepare Price Process Produce Project Protect Provide Report Round off Select Sequence Show Simulate Sketch Solve Subscribe Tabulate Transcribe Transfer Translate Use Utilize Analysis Breaking down information into parts, or examining (and trying to understand the organizational structure of) information Analyze Audit Blueprint Breadboard Break down Characterize Classify Compare Confirm Contrast Correlate Debate Detect Diagnose Diagram Differentiate Discriminate Dissect Distinguish Document Explain Explore Figure out File Focus Group Identify Illustrate Interrupt Inventory Lay out Limit Manage Maximize Minimize Optimize Order Outline Point out Proofread Query Relate Select Separate Size up Subdivide Summarize Train Transform 4 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Synthesis Applying prior knowledge and skills to combine elements into a pattern not clearly there before Adapt Animate Arrange Assemble Budget Categorize Code Collaborate Combine Communicate Compare Compile Compose Construct Contrast Correspond Create Debug Depict Design Develop Dictate Enhance Express Facilitate Formulate Generalize Generate Handle Import Improve Incorporate Individualize Initiate Integrate Interface Intervene Invent Join Lecture Make up Model Modify Negotiate Organize Outline Overhaul Perform Plan Portray Prepare Prescribe Produce Program Progress Propose Rearrange Reconstruct Refer Reinforce Relate Reorganize Revise Rewrite Specify Structure Substitute Summarize Validate Write Evaluation Judging or deciding according to some set of criteria, without real right or wrong answers Argue Assess Choose Compare Conclude Contrast Counsel Criticize Critique Defend Discriminate Estimate Evaluate Explain Interpret Justify Measure Predict Prescribe Prioritize Prove Rank Rate Recommend Reframe Release Select Summarize Support Test Validate Verify Reference Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York, NY: David McKay and Company.
Due Date: End of Unit 2. Percentage of Course Grade: 5%. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information. Developing Research Criteria Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Select a topic that is timely and relevant to management education. 20% Does not identify a topic. Identifies a topic, but the timeliness and relevance of the topic to management education is not appropriate. Selects a topic that is timely and relevant to management education. Selects a topic that is timely and relevant to management education and provides a summary of the topic. Evaluate articles using clear criteria. 20% Does not evaluate the articles. Evaluates the articles, but improvement is necessary to clarify the criteria. Evaluates the articles using clear criteria. Evaluates the articles using clear, logical, and well-thought criteria. Demonstrate appropriate Bloom’s levels for a scholarly audience. 20% Does not indicate Bloom’s levels. Demonstrates Bloom’s levels, but levels are not appropriate for a scholarly audience. Demonstrates appropriate Bloom’s levels for a scholarly audience. Demonstrates exemplary Bloom’s levels for a scholarly audience. Explain the articles’ use in conducting an external validation. 20% Does not identify the articles’ use in conducting an external validation. Identifies, but does not explain, the articles’ use in conducting an external validation. Explains the articles’ use in conducting an external validation. Analyzes the articles’ use in conducting an external validation. Write in a scholarly manner that is free of mechanical errors and that adheres precisely to APA style. 20% Does not communicate in a scholarly manner. Communicates at a basic scholarly level; improvement is necessary. Communicates in a scholarly manner that is free of mechanical errors and that adheres precisely to APA style. Communicates in an exemplary scholarly manner that is free of mechanical errors and that adheres precisely to APA style. Print Developing Research Criteria Scoring Guide Developing Research Criteria Scoring Guide Page 1 of 1 https://courserooma.capella.edu/bbcswebdav/institution/BMGT/BMGT8810/Version0114/… 4/16/2015

Due Date: Weekly. Percentage of Course Grade: 30%. Discussion Participation Grading Rubric Criteria Non-performance Basic Proficient Distinguished Applies relevant course concepts, theories, or materials correctly. Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence. Collaborates with fellow learners, relating the discussion to relevant course concepts. Does not collaborate with fellow learners. Collaborates with fellow learners without relating discussion to the relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue. Applies relevant professional, personal, or other real-world experiences. Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but lacks relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue. Supports position with applicable knowledge. Does not establish relevant position. Establishes relevant position. Supports position with applicable knowledge. Validates position with applicable knowledge. Participation Guidelines Actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria. In addition, you should also respond to the posts of at least two of your fellow learners for each discussion question-unless the discussion instructions state otherwise. These responses to other learners should also be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Also, respond to any follow-up questions the instructor directs to you in the discussion area. To allow other learners time to respond, you are encouraged to post your initial responses in the discussion area by midweek. Comment to other learners’ posts are due by Sunday at 11:59 p.m. (Central time zone). Print Discussion Participation Scoring Guide Discussion Participation Scoring Guide Page 1 of 1 https://courserooma.capella.edu/bbcswebdav/institution/BMGT/BMGT8810/Version0114/… 4/16/2015


 

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