Tag: Psychology

[Solved] One Student Reponse (350-400 Words)

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Executive Solution Overview

Respond to a classmate and provide constructive feedback on his or her definition and supporting arguments. Your comments might include the following: – An expansion of your classmate’s definition of a good qualitative research question – Another article you found that you can present as an example …

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Assignment Prompt & Instructions

Respond to a classmate and provide constructive feedback on his or her definition and supporting arguments. Your comments might include the following:

– An expansion of your classmate’s definition of a good qualitative research question
– Another article you found that you can present as an example of a study that presents a good qualitative research question

– a year ago

November 5, 2026
[Solved] home work

✓ Verified Academic Solution Available

Executive Solution Overview

Please follow instructions No Al – a year ago **files (2)** – ## Week6_LearningResources_TheoriesofPersonality-Spring20252.pdf – ## Week6_Assignment2.pdf **## Week6_LearningResources_TheoriesofPersonality-Spring20252.pdf** LEARNING RESOURCES Required Readings Funder, D. C. (2024). The personali…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Please follow instructions No Al

– a year ago

**files (2)**

– ## Week6_LearningResources_TheoriesofPersonality-Spring20252.pdf

– ## Week6_Assignment2.pdf

**## Week6_LearningResources_TheoriesofPersonality-Spring20252.pdf**

LEARNING RESOURCES

Required Readings

Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

Chapter 15, “Relationships and Business”

Chapter 16, “Mental and Physical Health”

**## Week6_Assignment2.pdf**

Due May 18 by 10:59pm
Points 80
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/164253/modules/items/6627766

The title says it all. You have covered a lot of ground this term and gained several tools for
understanding personality in self and others. This is not a paper you write on a specific chapter, but
rather your synthesis of the entire course. Bring together your thoughts on all we have studied and
consider applications to our mission of social change.

Review Chapter 15 in your course text.
Reflect on your coursework this term, considering your beliefs about personality and the self now that
you have studied many theories and approaches to understanding them.

BRINGING IT ALL TOGETHER

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627771)

TO PREPARE:

THE ASSIGNMENT:

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627771](https://waldenu.instructure.com/courses/164253/modules/items/6627771)

PSYC_2009_Week6_Assignment_Rubric

In a 2- to 3-page paper, address the following:

What is your personal view of how personality is developed and how it is best described? Does your
personal view fit best within any of the approaches to personality we studied? Explain.
Select one theorist from the course whose ideas you found particularly useful or compelling. Explain
and support your choice with evidence from the learning resources.
What concept from our course did you find most useful for understanding yourself and others?
Support your choice.
How can you use the ideas we have studied to be an agent of social change? Discuss both personal
and professional elements of growth and change.

Submit your Assignment.

Before submitting your final assignment, you can check your draft for authenticity. To check
your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as
WK6Assgn_LastName_Firstinitial

2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Congratulations! After you have finished all of the assignments for this week, you have
completed the course. Please submit your Student Evaluation of Learning and Teaching by Day
7.

BY DAY 7

SUBMISSION INFORMATION

Criteria Ratings Pts

20 pts

20 pts

15 pts

What is your
personal view
of how
personality is
developed and
how it is best
described?
Does your
personal view
fit best within
any of the
approaches to
personality we
studied?
Explain.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Select one
theorist from
the course
whose ideas
you found
particularly
useful or
compelling.
Explain and
support your
choice with
evidence from
the learning
resources.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

What concept
from our
course did you
find most
useful for
understanding
yourself and

15 pts
A
Response is
complete and
accurate;
contains

13 pts
B
Response is
complete and
mostly
accurate;

11 pts
C
Response is
somewhat
complete
and/or is

9 pts
D
Response is
incomplete or
is mostly
inaccurate;

0 pts
F
Response is
incomplete;
answers are
inaccurate

Criteria Ratings Pts

15 pts

10 pts

others?
Support your
choice.

sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

How can you
use the ideas
we have
studied to be
an agent of
social
change?
Discuss both
personal and
professional
elements of
growth and
change.

15 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

11 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

9 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Quality of
Writing

10 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS). There
is a
preponderance
of original

8.5 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).
Information

7.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

6.5 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or

0 pts
F
Writing is
unclear
and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original
writing and

Total Points: 80

Criteria Ratings Pts

writing (i.e.,use
of own words
and proper
paraphrasing).
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

from the
Learning
Resources is
properly mostly
with citation(s)
and
reference(s) in
correct APA
style.

Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

ineffective
paraphrasing.
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

an overuse
of directly
quoted
content.
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

**## Week6_Assignment2.pdf**

Due May 18 by 10:59pm
Points 80
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/164253/modules/items/6627766

The title says it all. You have covered a lot of ground this term and gained several tools for
understanding personality in self and others. This is not a paper you write on a specific chapter, but
rather your synthesis of the entire course. Bring together your thoughts on all we have studied and
consider applications to our mission of social change.

Review Chapter 15 in your course text.
Reflect on your coursework this term, considering your beliefs about personality and the self now that
you have studied many theories and approaches to understanding them.

BRINGING IT ALL TOGETHER

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627771)

TO PREPARE:

THE ASSIGNMENT:

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627771](https://waldenu.instructure.com/courses/164253/modules/items/6627771)

PSYC_2009_Week6_Assignment_Rubric

In a 2- to 3-page paper, address the following:

What is your personal view of how personality is developed and how it is best described? Does your
personal view fit best within any of the approaches to personality we studied? Explain.
Select one theorist from the course whose ideas you found particularly useful or compelling. Explain
and support your choice with evidence from the learning resources.
What concept from our course did you find most useful for understanding yourself and others?
Support your choice.
How can you use the ideas we have studied to be an agent of social change? Discuss both personal
and professional elements of growth and change.

Submit your Assignment.

Before submitting your final assignment, you can check your draft for authenticity. To check
your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as
WK6Assgn_LastName_Firstinitial

2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Congratulations! After you have finished all of the assignments for this week, you have
completed the course. Please submit your Student Evaluation of Learning and Teaching by Day
7.

BY DAY 7

SUBMISSION INFORMATION

Criteria Ratings Pts

20 pts

20 pts

15 pts

What is your
personal view
of how
personality is
developed and
how it is best
described?
Does your
personal view
fit best within
any of the
approaches to
personality we
studied?
Explain.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Select one
theorist from
the course
whose ideas
you found
particularly
useful or
compelling.
Explain and
support your
choice with
evidence from
the learning
resources.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

What concept
from our
course did you
find most
useful for
understanding
yourself and

15 pts
A
Response is
complete and
accurate;
contains

13 pts
B
Response is
complete and
mostly
accurate;

11 pts
C
Response is
somewhat
complete
and/or is

9 pts
D
Response is
incomplete or
is mostly
inaccurate;

0 pts
F
Response is
incomplete;
answers are
inaccurate

Criteria Ratings Pts

15 pts

10 pts

others?
Support your
choice.

sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

How can you
use the ideas
we have
studied to be
an agent of
social
change?
Discuss both
personal and
professional
elements of
growth and
change.

15 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

11 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

9 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Quality of
Writing

10 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS). There
is a
preponderance
of original

8.5 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).
Information

7.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

6.5 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or

0 pts
F
Writing is
unclear
and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original
writing and

Total Points: 80

Criteria Ratings Pts

writing (i.e.,use
of own words
and proper
paraphrasing).
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

from the
Learning
Resources is
properly mostly
with citation(s)
and
reference(s) in
correct APA
style.

Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

ineffective
paraphrasing.
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

an overuse
of directly
quoted
content.
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

**## Week6_LearningResources_TheoriesofPersonality-Spring20252.pdf**

LEARNING RESOURCES

Required Readings

Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

Chapter 15, “Relationships and Business”

Chapter 16, “Mental and Physical Health”

**## Week6_Assignment2.pdf**

Due May 18 by 10:59pm
Points 80
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/164253/modules/items/6627766

The title says it all. You have covered a lot of ground this term and gained several tools for
understanding personality in self and others. This is not a paper you write on a specific chapter, but
rather your synthesis of the entire course. Bring together your thoughts on all we have studied and
consider applications to our mission of social change.

Review Chapter 15 in your course text.
Reflect on your coursework this term, considering your beliefs about personality and the self now that
you have studied many theories and approaches to understanding them.

BRINGING IT ALL TOGETHER

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627771)

TO PREPARE:

THE ASSIGNMENT:

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627771](https://waldenu.instructure.com/courses/164253/modules/items/6627771)

PSYC_2009_Week6_Assignment_Rubric

In a 2- to 3-page paper, address the following:

What is your personal view of how personality is developed and how it is best described? Does your
personal view fit best within any of the approaches to personality we studied? Explain.
Select one theorist from the course whose ideas you found particularly useful or compelling. Explain
and support your choice with evidence from the learning resources.
What concept from our course did you find most useful for understanding yourself and others?
Support your choice.
How can you use the ideas we have studied to be an agent of social change? Discuss both personal
and professional elements of growth and change.

Submit your Assignment.

Before submitting your final assignment, you can check your draft for authenticity. To check
your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as
WK6Assgn_LastName_Firstinitial

2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Congratulations! After you have finished all of the assignments for this week, you have
completed the course. Please submit your Student Evaluation of Learning and Teaching by Day
7.

BY DAY 7

SUBMISSION INFORMATION

Criteria Ratings Pts

20 pts

20 pts

15 pts

What is your
personal view
of how
personality is
developed and
how it is best
described?
Does your
personal view
fit best within
any of the
approaches to
personality we
studied?
Explain.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Select one
theorist from
the course
whose ideas
you found
particularly
useful or
compelling.
Explain and
support your
choice with
evidence from
the learning
resources.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

What concept
from our
course did you
find most
useful for
understanding
yourself and

15 pts
A
Response is
complete and
accurate;
contains

13 pts
B
Response is
complete and
mostly
accurate;

11 pts
C
Response is
somewhat
complete
and/or is

9 pts
D
Response is
incomplete or
is mostly
inaccurate;

0 pts
F
Response is
incomplete;
answers are
inaccurate

Criteria Ratings Pts

15 pts

10 pts

others?
Support your
choice.

sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

How can you
use the ideas
we have
studied to be
an agent of
social
change?
Discuss both
personal and
professional
elements of
growth and
change.

15 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

11 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

9 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Quality of
Writing

10 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS). There
is a
preponderance
of original

8.5 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).
Information

7.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

6.5 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or

0 pts
F
Writing is
unclear
and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original
writing and

Total Points: 80

Criteria Ratings Pts

writing (i.e.,use
of own words
and proper
paraphrasing).
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

from the
Learning
Resources is
properly mostly
with citation(s)
and
reference(s) in
correct APA
style.

Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

ineffective
paraphrasing.
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

an overuse
of directly
quoted
content.
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

**## Week6_LearningResources_TheoriesofPersonality-Spring20252.pdf**

LEARNING RESOURCES

Required Readings

Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

Chapter 15, “Relationships and Business”

Chapter 16, “Mental and Physical Health”

**## Week6_Assignment2.pdf**

Due May 18 by 10:59pm
Points 80
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/164253/modules/items/6627766

The title says it all. You have covered a lot of ground this term and gained several tools for
understanding personality in self and others. This is not a paper you write on a specific chapter, but
rather your synthesis of the entire course. Bring together your thoughts on all we have studied and
consider applications to our mission of social change.

Review Chapter 15 in your course text.
Reflect on your coursework this term, considering your beliefs about personality and the self now that
you have studied many theories and approaches to understanding them.

BRINGING IT ALL TOGETHER

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627771)

TO PREPARE:

THE ASSIGNMENT:

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627766](https://waldenu.instructure.com/courses/164253/modules/items/6627766)

[https://waldenu.instructure.com/courses/164253/modules/items/6627771](https://waldenu.instructure.com/courses/164253/modules/items/6627771)

PSYC_2009_Week6_Assignment_Rubric

In a 2- to 3-page paper, address the following:

What is your personal view of how personality is developed and how it is best described? Does your
personal view fit best within any of the approaches to personality we studied? Explain.
Select one theorist from the course whose ideas you found particularly useful or compelling. Explain
and support your choice with evidence from the learning resources.
What concept from our course did you find most useful for understanding yourself and others?
Support your choice.
How can you use the ideas we have studied to be an agent of social change? Discuss both personal
and professional elements of growth and change.

Submit your Assignment.

Before submitting your final assignment, you can check your draft for authenticity. To check
your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as
WK6Assgn_LastName_Firstinitial

2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Congratulations! After you have finished all of the assignments for this week, you have
completed the course. Please submit your Student Evaluation of Learning and Teaching by Day
7.

BY DAY 7

SUBMISSION INFORMATION

Criteria Ratings Pts

20 pts

20 pts

15 pts

What is your
personal view
of how
personality is
developed and
how it is best
described?
Does your
personal view
fit best within
any of the
approaches to
personality we
studied?
Explain.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Select one
theorist from
the course
whose ideas
you found
particularly
useful or
compelling.
Explain and
support your
choice with
evidence from
the learning
resources.

20 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

What concept
from our
course did you
find most
useful for
understanding
yourself and

15 pts
A
Response is
complete and
accurate;
contains

13 pts
B
Response is
complete and
mostly
accurate;

11 pts
C
Response is
somewhat
complete
and/or is

9 pts
D
Response is
incomplete or
is mostly
inaccurate;

0 pts
F
Response is
incomplete;
answers are
inaccurate

Criteria Ratings Pts

15 pts

10 pts

others?
Support your
choice.

sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

How can you
use the ideas
we have
studied to be
an agent of
social
change?
Discuss both
personal and
professional
elements of
growth and
change.

15 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

13 pts
B

Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

11 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does not
contain
sufficient details
and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

9 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Quality of
Writing

10 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS). There
is a
preponderance
of original

8.5 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).
Information

7.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

6.5 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains many
MUGS errors.
There is an
overuse of
direct
quotations
and/or

0 pts
F
Writing is
unclear
and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original
writing and

Total Points: 80

Criteria Ratings Pts

writing (i.e.,use
of own words
and proper
paraphrasing).
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

from the
Learning
Resources is
properly mostly
with citation(s)
and
reference(s) in
correct APA
style.

Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

ineffective
paraphrasing.
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and/or does
not follow
correct APA
style.

an overuse
of directly
quoted
content.
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

November 5, 2026
[Solved] Psychology

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## weekkoneassignmnent.docx **## weekkoneassignmnent.docx** Week 1 Discussion Welcome to Week 1! To begin, this week the text introduces you to the foundations of Social Psychology. In doing so, it presents various forms by which social psychologists collect information …

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## weekkoneassignmnent.docx

**## weekkoneassignmnent.docx**

Week 1 Discussion

Welcome to Week 1! To begin, this week the text introduces you to the foundations of Social Psychology. In doing so, it presents various forms by which social psychologists collect information from which they develop and test theories describing individual human behavior in social settings. One of the more predominant ways in which information is collected is through observation.

**Introduction:**

Observation plays a crucial role in social psychology by providing researchers with direct access to the complexities of human behavior and social interactions. Through careful observation, researchers can study individuals, groups, and communities in their natural environments, allowing for a more authentic understanding of social phenomena. Whether observing public spaces, classrooms, workplaces, or even online communities, the observational approach enables researchers to capture nuances that may be missed through other research methods. By witnessing the social context, researchers can observe and document verbal and nonverbal behaviors, social norms, power dynamics, and other aspects that shape human experiences.

One of the primary advantages of observation is its ability to generate rich and detailed qualitative data. By closely examining real-life situations, researchers can gain insights that go beyond what individuals self-report or what can be captured through surveys or experiments. Observation allows for the exploration of hidden or subconscious behaviors, revealing the intricacies of social interactions that may not be fully captured through other research techniques. Additionally, observation enables researchers to study phenomena as they naturally occur, reducing the potential biases introduced by artificial laboratory settings. However, it is essential to acknowledge that observation has limitations. Researchers must navigate ethical considerations, address potential observer biases, and carefully select the appropriate observational method to ensure the validity and reliability of their findings.

Various observation techniques are employed in the social sciences, each suited to different research contexts and objectives. Participant observation involves the researcher actively participating in the observed group or community, gaining an insider's perspective while collecting data. Non-participant observation, on the other hand, involves the researcher remaining separate from the observed individuals, allowing for a more objective viewpoint. Systematic observation involves the use of predetermined categories and coding schemes to record specific behaviors or events. Naturalistic observation focuses on observing behavior in everyday settings, while controlled observation occurs in a more controlled and structured environment. Selecting the appropriate observation technique depends on the research question, access to the population of interest, and the level of control required.

This week you will each become budding social psychologists. Our goal for this activity and discussion is to gain a deeper understanding of the relevance observation skills have within the science of psychology. In addition, I want you to start to look at the social world around you with a renewed interest. Much of what we will be discussing and learning within this course impacts each and every one of us on a daily basis.

**YOUR TASK:**

**Part 1: Main Post**

**OBSERVATION**

A. Pick a spot for your mini observation study. I encourage you to choose a social situation that captures your interest. It could be friends playing basketball, a person waiting in line at a restaurant, or someone you come across during your daily routine. Take 10 minutes to observe their behavior closely and take written or mental notes (more on this next). Remember, the purpose is to gain insights into human interactions and behaviors.

B. Record your observations as best you can, given the environment in which you find yourself. While observing, please prioritize your safety. If you're in a situation where writing could be distracting or unsafe, like being stuck in traffic, wait until you reach a safe and appropriate location to record your observations. Safety first, always!

**SHARE YOUR FINDINGS**

A. Post here under this Main Topic a summary of your observation experience (in 10 sentences or more). For example, 1) describe some of the behaviors you observed, 2) share how you felt about observing the individual, and/or 3) provide any insights you might have about why the behavior you observed occurred.

**## weekkoneassignmnent.docx**

Week 1 Discussion

Welcome to Week 1! To begin, this week the text introduces you to the foundations of Social Psychology. In doing so, it presents various forms by which social psychologists collect information from which they develop and test theories describing individual human behavior in social settings. One of the more predominant ways in which information is collected is through observation.

**Introduction:**

Observation plays a crucial role in social psychology by providing researchers with direct access to the complexities of human behavior and social interactions. Through careful observation, researchers can study individuals, groups, and communities in their natural environments, allowing for a more authentic understanding of social phenomena. Whether observing public spaces, classrooms, workplaces, or even online communities, the observational approach enables researchers to capture nuances that may be missed through other research methods. By witnessing the social context, researchers can observe and document verbal and nonverbal behaviors, social norms, power dynamics, and other aspects that shape human experiences.

One of the primary advantages of observation is its ability to generate rich and detailed qualitative data. By closely examining real-life situations, researchers can gain insights that go beyond what individuals self-report or what can be captured through surveys or experiments. Observation allows for the exploration of hidden or subconscious behaviors, revealing the intricacies of social interactions that may not be fully captured through other research techniques. Additionally, observation enables researchers to study phenomena as they naturally occur, reducing the potential biases introduced by artificial laboratory settings. However, it is essential to acknowledge that observation has limitations. Researchers must navigate ethical considerations, address potential observer biases, and carefully select the appropriate observational method to ensure the validity and reliability of their findings.

Various observation techniques are employed in the social sciences, each suited to different research contexts and objectives. Participant observation involves the researcher actively participating in the observed group or community, gaining an insider's perspective while collecting data. Non-participant observation, on the other hand, involves the researcher remaining separate from the observed individuals, allowing for a more objective viewpoint. Systematic observation involves the use of predetermined categories and coding schemes to record specific behaviors or events. Naturalistic observation focuses on observing behavior in everyday settings, while controlled observation occurs in a more controlled and structured environment. Selecting the appropriate observation technique depends on the research question, access to the population of interest, and the level of control required.

This week you will each become budding social psychologists. Our goal for this activity and discussion is to gain a deeper understanding of the relevance observation skills have within the science of psychology. In addition, I want you to start to look at the social world around you with a renewed interest. Much of what we will be discussing and learning within this course impacts each and every one of us on a daily basis.

**YOUR TASK:**

**Part 1: Main Post**

**OBSERVATION**

A. Pick a spot for your mini observation study. I encourage you to choose a social situation that captures your interest. It could be friends playing basketball, a person waiting in line at a restaurant, or someone you come across during your daily routine. Take 10 minutes to observe their behavior closely and take written or mental notes (more on this next). Remember, the purpose is to gain insights into human interactions and behaviors.

B. Record your observations as best you can, given the environment in which you find yourself. While observing, please prioritize your safety. If you're in a situation where writing could be distracting or unsafe, like being stuck in traffic, wait until you reach a safe and appropriate location to record your observations. Safety first, always!

**SHARE YOUR FINDINGS**

A. Post here under this Main Topic a summary of your observation experience (in 10 sentences or more). For example, 1) describe some of the behaviors you observed, 2) share how you felt about observing the individual, and/or 3) provide any insights you might have about why the behavior you observed occurred.

November 5, 2026
[Solved] Evaluate Certification Test Items Based on Item Analysis Results

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## PSY8765Unit4Assignment.docx **## PSY8765Unit4Assignment.docx** 1 EVALUATE CERTIFICATION TEST ITEMS BASED ON ITEM ANALYSIS RESULTS Evaluate Certification Test Items Based on Item Analysis Results Jessica Holloway Capella University PSY8765 Test & Assessments in Workpla…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## PSY8765Unit4Assignment.docx

**## PSY8765Unit4Assignment.docx**

1

EVALUATE CERTIFICATION TEST ITEMS BASED ON ITEM ANALYSIS RESULTS

Evaluate Certification Test Items Based on Item Analysis Results

Jessica Holloway

Capella University

PSY8765

Test & Assessments in Workplace Psychology

Dr. Alice Bailey

May 4, 2025

**Evaluate Certification Test Items Based on Item Analysis Results**

**Overview**

Premier Testing and Assessment Consulting will evaluate the efficacy of the item analysis of the item analysis results of the Professional Association of Gardeners and Landscaping Professionals certification exam. Even though subject matter professionals created the test, this demonstrates that instructions are required to guarantee the assessment is set up effectively. This report’s conclusion will assess each item’s quality and offer recommendations for each action.

**Evaluation Criteria**

The production of tests depends on item analysis since it reveals how well each question performs in determining which test takers comprehend the content and which do not (Sturman et al., 2021). The criteria used to assess test items are test item complexity, test security, risk, discrimination, and distractor analysis.

The difficulty of an item is measured by the number of test-takers who properly answered it. Because it enables developers to make well-informed judgments regarding test structure and instructional strategies, an item’s difficulty functions as a criterion in assessing the quality of efficacy of tests. According to Turman et al. (2021), this can be represented as a percentage, where a higher percentage indicates a simpler question and a lower percentage suggests a more challenging one. Developers can better identify which test questions require change or replacement by classifying items. While challenging questions may deter students or fail to gauge their comprehension, easy questions may not distinguish across students’ knowledge levels.

High-performing test takers and low-performing test takers are distinguished by item discrimination (Sturman et al., 2021). It provides insight into how successfully each test item differentiates between different comprehension levels. The percentage of right answers from two groups – the top scorers and the lower group – would be compared in order to compute this. According to Turman et al. (2021), a positive index suggests that the item is good at differentiating between different levels of knowledge because a larger percentage of students in the upper group answered correctly than those in the lower group. Confusion or ambiguity in the question may be indicated by a negative index, which suggests that more students in the lower group provided accurate answers than those in the upper group (Sturman et al., 202). It may not be a good discriminator if the index is around zero, which indicates that both groups performed similarly on that item (Sturman et al., 2021).

A particular type of item analysis known as “distractor analysis” is devoted to analyzing the erroneous answer choices, or “distractors,” in multiple-choice questions. It looks at how well these distractors work to get answers from students who might not be aware of the right response (Forthmann et al., 2020). The objective is to make sure that distractions are convincing enough to elicit answers from students who have misconceptions or incomplete information, while yet enabling competent students to select the right solution.

Test security leads to effective processes used to protect tests and maintain their value, per the International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments (2016). Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers. Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers.

In summary, a number of things require improvement to guarantee their efficacy and dependability. By carefully addressing these four areas – item difficulty, item discrimination, security, and distractor analysis – you can raise the overall caliber and effectiveness of your test. Some things need to be revised in order to make sure that the staff members are becoming proficient in their talents. Some things should be rewritten according to their difficulty, and distractions should be made more believable.

References

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York: McGraw-Hill.

Forthmann, B., Forster, N., Schutze, B., Hebbecker, K., Flessner, J., Peters, M. T., & Souvignier, E. (2020). How much g is in the distractor? Re-thinking item-analysis of multiple-choice items.
_Journal of Intelligence,_ 8(1), 11.
[https://doi.org/10.3390/jintelligence8010011](https://doi.org/10.3390/jintelligence8010011)

The International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments, (2016).
_International Journal of Testing,_ 16(3), 181-204. https://doi- org.library.capella.edu/10.1080/15305058.2015.1111221

Lane, S., Raymond, M. R. & Haladyna, T. M. (Eds.). (2015).
_Handbook of test development._ Taylor & Francis Group.

Panjaitan, R. L., Irawati, R., Sujana, A., Hanifah, N., & Djuanda, D. (2018). Item validity vs. item discrimination index: a redundancy?
_Journal of Physics: Conference Series,_ 983(1).
[https://doi.org/10.1088/1742-6596/983/1/012101](https://doi.org/10.1088/1742-6596/983/1/012101)

Sturman, C.W.J.S.R.T.M.S.E. (2021).
_Psychological Testing and Assessment_(10th ed.). McGraw- Hill Higher Education (US).
[https://capella.vitalsource.com/books/9781264169207](https://capella.vitalsource.com/books/9781264169207)

**## PSY8765Unit4Assignment.docx**

1

EVALUATE CERTIFICATION TEST ITEMS BASED ON ITEM ANALYSIS RESULTS

Evaluate Certification Test Items Based on Item Analysis Results

Jessica Holloway

Capella University

PSY8765

Test & Assessments in Workplace Psychology

Dr. Alice Bailey

May 4, 2025

**Evaluate Certification Test Items Based on Item Analysis Results**

**Overview**

Premier Testing and Assessment Consulting will evaluate the efficacy of the item analysis of the item analysis results of the Professional Association of Gardeners and Landscaping Professionals certification exam. Even though subject matter professionals created the test, this demonstrates that instructions are required to guarantee the assessment is set up effectively. This report’s conclusion will assess each item’s quality and offer recommendations for each action.

**Evaluation Criteria**

The production of tests depends on item analysis since it reveals how well each question performs in determining which test takers comprehend the content and which do not (Sturman et al., 2021). The criteria used to assess test items are test item complexity, test security, risk, discrimination, and distractor analysis.

The difficulty of an item is measured by the number of test-takers who properly answered it. Because it enables developers to make well-informed judgments regarding test structure and instructional strategies, an item’s difficulty functions as a criterion in assessing the quality of efficacy of tests. According to Turman et al. (2021), this can be represented as a percentage, where a higher percentage indicates a simpler question and a lower percentage suggests a more challenging one. Developers can better identify which test questions require change or replacement by classifying items. While challenging questions may deter students or fail to gauge their comprehension, easy questions may not distinguish across students’ knowledge levels.

High-performing test takers and low-performing test takers are distinguished by item discrimination (Sturman et al., 2021). It provides insight into how successfully each test item differentiates between different comprehension levels. The percentage of right answers from two groups – the top scorers and the lower group – would be compared in order to compute this. According to Turman et al. (2021), a positive index suggests that the item is good at differentiating between different levels of knowledge because a larger percentage of students in the upper group answered correctly than those in the lower group. Confusion or ambiguity in the question may be indicated by a negative index, which suggests that more students in the lower group provided accurate answers than those in the upper group (Sturman et al., 202). It may not be a good discriminator if the index is around zero, which indicates that both groups performed similarly on that item (Sturman et al., 2021).

A particular type of item analysis known as “distractor analysis” is devoted to analyzing the erroneous answer choices, or “distractors,” in multiple-choice questions. It looks at how well these distractors work to get answers from students who might not be aware of the right response (Forthmann et al., 2020). The objective is to make sure that distractions are convincing enough to elicit answers from students who have misconceptions or incomplete information, while yet enabling competent students to select the right solution.

Test security leads to effective processes used to protect tests and maintain their value, per the International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments (2016). Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers. Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers.

In summary, a number of things require improvement to guarantee their efficacy and dependability. By carefully addressing these four areas – item difficulty, item discrimination, security, and distractor analysis – you can raise the overall caliber and effectiveness of your test. Some things need to be revised in order to make sure that the staff members are becoming proficient in their talents. Some things should be rewritten according to their difficulty, and distractions should be made more believable.

References

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York: McGraw-Hill.

Forthmann, B., Forster, N., Schutze, B., Hebbecker, K., Flessner, J., Peters, M. T., & Souvignier, E. (2020). How much g is in the distractor? Re-thinking item-analysis of multiple-choice items.
_Journal of Intelligence,_ 8(1), 11.
[https://doi.org/10.3390/jintelligence8010011](https://doi.org/10.3390/jintelligence8010011)

The International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments, (2016).
_International Journal of Testing,_ 16(3), 181-204. https://doi- org.library.capella.edu/10.1080/15305058.2015.1111221

Lane, S., Raymond, M. R. & Haladyna, T. M. (Eds.). (2015).
_Handbook of test development._ Taylor & Francis Group.

Panjaitan, R. L., Irawati, R., Sujana, A., Hanifah, N., & Djuanda, D. (2018). Item validity vs. item discrimination index: a redundancy?
_Journal of Physics: Conference Series,_ 983(1).
[https://doi.org/10.1088/1742-6596/983/1/012101](https://doi.org/10.1088/1742-6596/983/1/012101)

Sturman, C.W.J.S.R.T.M.S.E. (2021).
_Psychological Testing and Assessment_(10th ed.). McGraw- Hill Higher Education (US).
[https://capella.vitalsource.com/books/9781264169207](https://capella.vitalsource.com/books/9781264169207)

November 5, 2026
[Solved] hw help

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– a year ago **files (2)** – ## AcademicInterventionSample.pdf – ## AcademicCaseStudy.pdf **## AcademicInterventionSample.pdf** [removed] **## AcademicCaseStudy.pdf** BACKGROUND / Purpose of the project. Please develop an academic intervention for the following students. His name is: MV He is in s…

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– a year ago

**files (2)**

– ## AcademicInterventionSample.pdf

– ## AcademicCaseStudy.pdf

**## AcademicInterventionSample.pdf**

[removed]

**## AcademicCaseStudy.pdf**

BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.

His name is: MV

He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.

MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.

As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.

Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)

Please see attached document as a reference.

The academic intervention should include the following sections and the graphs::

Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.

Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses

Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.

c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided

Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)

**## AcademicCaseStudy.pdf**

BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.

His name is: MV

He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.

MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.

As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.

Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)

Please see attached document as a reference.

The academic intervention should include the following sections and the graphs::

Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.

Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses

Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.

c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided

Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)

**## AcademicInterventionSample.pdf**

[removed]

**## AcademicCaseStudy.pdf**

BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.

His name is: MV

He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.

MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.

As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.

Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)

Please see attached document as a reference.

The academic intervention should include the following sections and the graphs::

Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.

Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses

Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.

c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided

Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)

**## AcademicInterventionSample.pdf**

[removed]

**## AcademicCaseStudy.pdf**

BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.

His name is: MV

He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.

MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.

As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.

Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)

Please see attached document as a reference.

The academic intervention should include the following sections and the graphs::

Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.

Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses

Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.

c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided

Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)

November 5, 2026
[Solved] Need by tonight

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– [\ \ IMG_4241.png](https://www.sweetstudy.com/files/img-4241-png-10288039 "IMG_4241.png") – [\ \ IMG_4242.png](https://www.sweetstudy.com/files/img-4242-png "IMG_4242.png") – a year ago

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– [\
\
IMG_4241.png](https://www.sweetstudy.com/files/img-4241-png-10288039 "IMG_4241.png")
– [\
\
IMG_4242.png](https://www.sweetstudy.com/files/img-4242-png "IMG_4242.png")

– a year ago

November 5, 2026
[Solved] Help with my research methods class

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**Imagine** you are the principal of a local public school. You experienced a higher than usual amount of turnover with your teaching staff. You want to implement a program to support the new teachers in hopes of improving teaching staff retention. ##### **Preparation** **Develop** a research questi…

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Assignment Prompt & Instructions

**Imagine** you are the principal of a local public school. You experienced a higher than usual amount of turnover with your teaching staff. You want to implement a program to support the new teachers in hopes of improving teaching staff retention.

##### **Preparation**

**Develop** a research question you would like to answer about how to improve work-life balance at your school.

**Choose** either an experimental or non-experimental method to study your question.

##### **Assignment Deliverable**

**Respond** to each of the following prompts in 75-100 words each.

1) State your research Question.

2) Describe how the method you chose is experimental or non-experimental.

3) Explain why the method makes a positive difference in studying your question.

– a year ago

November 5, 2026
[Solved] Help with my research methods class

✓ Verified Academic Solution Available

Executive Solution Overview

**Imagine** you are the principal of a local public school. You experienced a higher than usual amount of turnover with your teaching staff. You want to implement a program to support the new teachers in hopes of improving teaching staff retention. ##### **Preparation** **Develop** a research questi…

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Assignment Prompt & Instructions

**Imagine** you are the principal of a local public school. You experienced a higher than usual amount of turnover with your teaching staff. You want to implement a program to support the new teachers in hopes of improving teaching staff retention.

##### **Preparation**

**Develop** a research question you would like to answer about how to improve work-life balance at your school.

**Choose** either an experimental or non-experimental method to study your question.

##### **Assignment Deliverable**

**Respond** to each of the following prompts in 75-100 words each.

1) State your research Question.

2) Describe how the method you chose is experimental or non-experimental.

3)Explain why the method makes a positive difference in studying your question.

– a year ago

November 5, 2026
[Solved] Can this be done 3 hours?5025 2pg

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– a year ago **files (2)** – ## E-Journal8.pdf – ## week5ejourn5025.docx **## E-Journal8.pdf** SWK5025 E-JOURNAL WEEK 5 KIARA BONDS Date: Total hours completed this week: Agency/Site name: MSW site supervisor: Course: Summary of experiences this week including client/project assignments completed th…

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– a year ago

**files (2)**

– ## E-Journal8.pdf

– ## week5ejourn5025.docx

**## E-Journal8.pdf**

SWK5025 E-JOURNAL

WEEK 5
KIARA BONDS

Date:

Total hours completed this week:

Agency/Site name:

MSW site supervisor:

Course:

Summary of experiences this week including client/project assignments completed this week:

Learning goals and competencies from your learning contract addressed this week:

Share the date and length of this week's supervision:

How have course discussions and materials been integrated in your practicum experience this week

(provide two specific examples):

Identify Social Work Skills/Theory used this week (provide two specific examples):

Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

experienced this week:

How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

example):

Future plans for your continued learning at your placement (provide specific examples):

**## week5ejourn5025.docx**

| | | |
| — | — | — |
| **Week 5 Assignment 3: E-Journal** |
| **Criteria** | **Ratings** | **Pts** |
| Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
| Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
| Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
| Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
| Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
| Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
| Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
| Total Points: 0 |

**## week5ejourn5025.docx**

| | | |
| — | — | — |
| **Week 5 Assignment 3: E-Journal** |
| **Criteria** | **Ratings** | **Pts** |
| Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
| Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
| Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
| Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
| Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
| Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
| Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
| Total Points: 0 |

**## E-Journal8.pdf**

SWK5025 E-JOURNAL

WEEK 5
KIARA BONDS

Date:

Total hours completed this week:

Agency/Site name:

MSW site supervisor:

Course:

Summary of experiences this week including client/project assignments completed this week:

Learning goals and competencies from your learning contract addressed this week:

Share the date and length of this week's supervision:

How have course discussions and materials been integrated in your practicum experience this week

(provide two specific examples):

Identify Social Work Skills/Theory used this week (provide two specific examples):

Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

experienced this week:

How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

example):

Future plans for your continued learning at your placement (provide specific examples):

**## week5ejourn5025.docx**

| | | |
| — | — | — |
| **Week 5 Assignment 3: E-Journal** |
| **Criteria** | **Ratings** | **Pts** |
| Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
| Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
| Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
| Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
| Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
| Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
| Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
| Total Points: 0 |

**## E-Journal8.pdf**

SWK5025 E-JOURNAL

WEEK 5
KIARA BONDS

Date:

Total hours completed this week:

Agency/Site name:

MSW site supervisor:

Course:

Summary of experiences this week including client/project assignments completed this week:

Learning goals and competencies from your learning contract addressed this week:

Share the date and length of this week's supervision:

How have course discussions and materials been integrated in your practicum experience this week

(provide two specific examples):

Identify Social Work Skills/Theory used this week (provide two specific examples):

Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

experienced this week:

How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

example):

Future plans for your continued learning at your placement (provide specific examples):

**## week5ejourn5025.docx**

| | | |
| — | — | — |
| **Week 5 Assignment 3: E-Journal** |
| **Criteria** | **Ratings** | **Pts** |
| Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
| Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
| Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
| Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
| Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
| Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
| Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
| Total Points: 0 |

November 5, 2026
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What is a good target behavior that can be increased in aba ?

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November 5, 2026