EDU PAES 876, Winter 08

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THE OHIO STATE UNIVERSITY

College of Education and Human Ecology
School of Physical Activity and Educational Services
COUNSELOR EDUCATION PROGRAM
EDU PAES # 876
Winter 2008
Thursday, 7:00 to 9:18 p.m., PAES Bldg room 103
Class: EDU PAES #876, Organization and Administration of Guidance Services, 3 credits
Catalog Description: The selection, organization, and presentation of guidance materials, including analysis of
types of organization, methods of initiating a guidance program, and types of in-service programs.
Instructor: Dr. Colette T. Dollarhide, NCC, ACS, LPC (SC), Visiting Assistant Professor, Counselor Education.
Office Location: PAES Building, room 446. Phone: 614-688-5938. Email: dollarhide.1@osu.edu, or
ctdollarhi@aol.com. (Please note that I do not always check my emails on the weekends.) Office hours will be
announced once supervision schedules are determined.
Required Texts:
1. American School Counselor Association. (2003). The ASCA National Model: A framework for school
counseling programs. Alexandria, VA: Author.
2. Dollarhide, C.T., & Saginak, K. A. (2007). Comprehensive school counseling programs: K-12 delivery
systems in action. Boston: Pearson/Allyn & Bacon.
3. Class Reader: Available from Uniprint. Please use their on-line ordering process to order your course
Packet at http://uniprint.osu.edu/coursepackets/. They will have the packet ready for you within 24 hours.
HIGHLY RECOMMENDED RESOURCES:
McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2007). At-risk youth:
A comprehensive response for counselors, teachers, psychologists, and human service
professionals (4th ed.). Belmont, CA: Thomson.
WEBSITES TO CONSULT:
http://www2.edtrust.org/edtrust/
http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/main
www.schoolcounselor.org
Course Philosophy: A professional school counselor is a counselor who works in the schools not a registrar, not a
testing coordinator. Todays school counselors must be change agents, creative collaborators, and active advocates
for students healthy academic, career, and personal choices. In addition, professional school counselors must
understand the school milieu in order to provide outcomes-based interventions at a whole-building level. The
ASCA National Model and the Transforming School Counseling Initiative (TSCI) of the Ed Trust will inform a new
vision of school counselors who work to improve students lives through empowerment and achievement, and who
work to improve schools through systemic leadership.
Learning Objectives:
The objectives of the course are to examine:
1. The history, philosophy and trends in school counseling (CACREP 2001 School Counseling (SC) A1),
including the relationship of school counseling to the academic and student services program of the school
(CACREP 2001 SC A2) through identification of academic, career, and personal/social competencies and the
implementation of processes and activities to assist students to achieve these competencies (CACREP SC C1d)

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vis-a-vis the role/function of the school counselor coordinated with those of other school professionals
(CACREP SC A3, B2; TSCI);
2. The school setting and environment, and pre-K-12 curriculum (CACREP SC A6; TSCI), including the three
developmental foundations of academic development, personal/social development, and career development as
articulated in the ASCA National Model, integrating the program into the total curriculum, and providing
support, information, and training to assist students in maximizing their total development (CACREP SC B3).
This is reflected in action planning and time management that are structured on professionally relevant
priorities (CACREP SC C1e);
3. The current policies, laws, legislation, ethical and legal issues relevant to school counseling (CACREP SC A7,
A11), including the need for continuous professional development and reflection (TSCI);
4. The role of diversity in terms of equity and access issues, development, and learning in schools (CACREP SC
A8; TSCI);
5. Community, environmental, and institutional opportunities and barriers that influence student success and
development (CACREP SC A9; TSCI), methods of prevention and crisis intervention strategies that create a
safe, healthy school climate (CACREP SC B7; TSCI), and referral and advocacy for all children and
adolescents (CACREP SC B1; TSCI);
6. Prevention and intervention strategies, consisting of individual and group counseling and classroom
developmental curriculum, to address developmental assets, transitions, and negative issues that may effect
student development in order to foster school success through holistic development for students (CACREP SC
C2a, C2b, C2c, C2d, C2e; TSCI). This includes systems approaches to partnering with persons within the
school (teachers, administrators, etc) and with persons outside the school (parents, guardians, community) in
order to promote academic success for ALL students (CACREP SC C2f, C2g, C2h; TSCI);
7. Methods of planning, developing, implementing, monitoring, and evaluating a comprehensive school
counseling program utilizing technology and holding a systemic view of students (CACREP SC B6; TSCI), to
implement and evaluate specific strategies designed to meet program goals and objectives (CACREP SC C1c)
in terms of student competencies, and implementation of activities/processes to assist students in the
achievement of those competencies (CACREP SC C1d);
8. Leadership and advocacy practices that result in improved overall school environment for students, including
the use of research, needs assessments, student data, technology, and institutional assessments for improving
comprehensive school counseling programs, recommending systemic changes that will improve learning and
development for all students (CACREP SC A4, A10, B2, B4, B10, C1a, C1b, C1g; TSCI);
9. Leadership and advocacy for counseling, students, families, and schools, in collaboration and teaming with
teachers, parents, support personnel, and community, to support school counseling and student development
(CACREP SC A4, B1; TSCI); planning, presenting, and promoting counseling / educational programs for
students, administrators, parents, teachers and the community (CACREP SC B4, B5), including strategies for
exploring alternative funding (CACREP SC C1f).

Student Outcomes:
Candidates preparing to work as professional counselors must know and demonstrate the content, pedagogical and
professional knowledge, skills, and dispositions necessary to help all students learn. This course seeks to
provide competencies for professional school counselor practice as outlined above, and knowledge and skills will
be demonstrated through the following:

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LEARNING OBJECTIVE
Philosophies, attitudes, leadership, activities of school
counselors to address student needs
Systemic issues, role of diversity, barriers to learning,
collaboration
Systemic collaboration, student needs, program
planning, leadership, advocacy
Technology, needs assessment, programmatic
intervention, outcomes assessment, advocacy,
educating teachers, professional development,
systemic issues, legal and ethical issues, barriers to
learning, prevention and intervention
Leadership, evaluation of programs, planning of
programs, use of data, assessments, program planning,
systemic issues
Technology

ASSIGNMENT
Evaluation of school counselor
Evaluation of school environment
Program Brochure
Research on School Counseling Issue

Evaluation of school Counseling Program

Carmen, powerpoint, word documents, emails, and
internet researching tools

COURSE SCHEDULE
The following schedule is to be viewed as flexible. I reserve the right to alter this schedule as needed to provide
time to explore topics of class-related interest. COURSE PACKET READINGS ON THE NEXT PAGE.
Week/
Date

1
1/3
2
1/10
3
1/17
4
1/24 *
5
1/31
6
2/7
7
2/14 *
8
2/21
9
2/28
10
3/6

Readings Due that

Night
Text

ASCA

1, 2, 14

Intro, 1

2, 15, 16

Appendix

3, 4

Topic of Discussion

Syllabus, History, Philosophy of School

Counseling
Schools as Systems, Emerging Issues &
Problems in schools, Ethics
Holistic, Systemic, Balanced, Proactive,
Integrated, Reflective
WORK ON RSCH PAPER

Homework Due that

Night

Topic for rsch paper

Option 2, 3, or 4

5, 6

2, 3

ASCA National Model, TSCI, DAP model

Counseling

Rsch paper, 1-6

Educating; classroom management

Rsch paper, 7-13

Consulting

10

Leadership, program evaluation

Program Eval, 1-6

11, 12, 13

Elem, Middle and Secondary School

Counseling; Course Evals

Program Eval, 7-13

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COURSE PACKET READINGS: TABLE OF CONTENTS

CLASS 1:

Class notes, Myers, Sweeney, & Witmer

CLASS 2:

Class notes
Professional Comprehensive School Counseling
Glosoff & Pate
ASCA Professional Position Papers
Stadler
Professional Identity, Brott & Myers
Keys, Bemak, & Lockhart
Adelman & Taylor

CLASS 3:

Primary Partners are students

Snyder, Feldman & Rand
Woblin
Systemic View of Students (various graphs)
Bilynsky & Vernaglia
Giles
Caffery, Erdman & Cook
Flaherty, Garison, Waxman
40 Developmental Assets
Foster, Young, & Hermann

CLASS 6:

Ray, Perkins, & Oden

Pryor & Tollerud
Lambie
Overview of Effective Violence Prevention Programs, Dollarhide
When Victims Turn Aggressors, Hazler & Carney
Wylie
Roberts & Coursol
Expelage, Bosworth, & Simon
Mayer & Leone
Sandhu
Warning Signs of Student Suicide, Notes
How you can Educate Others, Nelson
About School

CLASS 7:

Reflective Judgment, King & Kitchener

Carmond
Akos, Cockman & Strickland

CLASS 8:

Fitch, Newby, Ballestero, & Marshall

Walsh, Howard & Buckley
Crisis Plan, Elmwood School

CLASS 9:

Why Leadership?
School Counselor Leadership, Dollarhide
Exemplary Principals: Dollarhide, Smith, & Lemberger
Scruggs, Wasielewski, & Ash

CLASS 10:

Levels of Schools/School Counseling

Starkman, Scales, & Roberts
Good teachers, P. Palmer

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ASSIGNMENTS and COURSE REQUIREMENTS:

1. Attendance and participation in all class sessions is expected and will be weighted into the final grade.
(S/U, 10 pts). Note: Announcements about assignments will be discussed at the beginning of class; please
do not be late to class! If you must miss class, be sure to obtain notes from someone in the class.
SELECT ONE OF THE FOLLOWING THREE ASSIGNMENTS:
2. Describe the most recent school counselor you knew as a student (not using any names). What did that
school counselor do and how would you evaluate that persons work? Which philosophy of school
counseling do you see evidence of? As a professional school counselor, what will you do differently and
what will you do similarly to what you saw that person do? (APA, 3 pages maximum, 20 pts).
3. Evaluate your current school setting (or most recent school environment if you are not currently employed
in a school) in terms of whether the degree to which each of the following communicated RESPECT for
students: People, Places, Procedures, and Programs. You will evaluate each in terms of the extent to which
3-5 elements of each area are inviting (respectful) or disinviting (disrespectful) to the people in the school
in terms of diversity. Address in a chart format. (APA, 3 pages max, 20 pts)
4. Brochure of Programs. You will design a brochure FOR ADULTS (parents, teachers, administrators)
describing your comprehensive school counseling program, with a section for what your program offers for
each of the following: students, families, colleagues in the schools, colleagues in the community. You must
provide evidence of the 6 QUALITIES OF A CSCP. In a summary paper, outline where each of the six
qualities is evident in your brochure. (APA, 4 pages max, 20 pts)
EVERYONE WILL COMPLETE BOTH OF THE FOLLOWING ASSIGNMENTS; DUE DATES WILL BE
STAGGERED.
5. Research Synopsis of An Educational Issue: Select a problem or issue that you believe is important in
todays schools relative to STUDENTS. You will provide that topic to the instructor for approval before
you begin your research. Examples might include Child Abuse, Depression, Conflict Resolution, Bullying,
Drug abuse, Suicide, ADHD, School failure. You will read 3 articles from professional, peer-reviewed
literature (from The Professional School Counselor, Journal of Counseling & Development, other ACA or
APA journals, or journals from education), then:
a) Summarize each article (1/2 page each),

USING ALL RESOURCES AND ADDITIONAL RESOURCES AS NEEDED:

b) Discuss how you would conduct a student needs assessment for that topic (1/2 page),
c) Present one prevention activity and one intervention activity you would recommend, and

outline how you would conduct an outcomes assessment for each of the activities you just
identified (1 page),
d) Discuss the school-wide implications, including presenting a school-wide advocacy plan and a plan for
a teacher in-service (1/2 page each)
e) Evaluate the legal and ethical issues of that topic (1/2 page),
f) Discuss the insights you have gained in terms of systemic issues relative to that topic (in terms of
families, schools, & communities) (1 page).
(APA, 6-7 pages maximum; 35 pts)
6. Evaluation Plan (7-9 pages): You will interview a school counselor to learn about the comprehensive
school counseling program for that school YOU DO NOT NEED TO IDENTIFY THE SCHOOL IN
YOUR REPORT. (APA, 7-9 pages, 35 pts)
a. Summarize the context of the school in terms of all of the following: grade levels, # of students, # of
counselors, SES of students. Which students do well there and which students do not do well in that
school? What are the state test scores at the school? What are the academic, career, and
personal/social issues of the students? (paragraph form, 2 pages).

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b. Conduct an ABBREVIATED Program Audit from the National Model in which you will evaluate each
of the major headings (NOT the Criteria) in your report. Based on your observations of that school and
what has been discussed in this class, identify way(s) to improve the program in each major heading
(chart format; Use headings: Major Category, Status of Existing Program; Improvement Needed).
c. In your conclusions, imagine you are hired at this school. Outline a 1-year plan using systemic
strategies for change to address the top 3 tasks you identify from your chart in part B.
General Grading Rubric: See attached Rubric. As a standard, A papers (full points) contain ALL OF THE
FOLLOWING:
Class material and/or lecture and/or outside reading is referenced in each part of question.
Thoughtful, reflective; clear evidence of contemplation of question or assignment.
On time.
Correct grammar, punctuation, spelling.
APA format is used correctly.
All parts of all questions are addressed completely.
Grading:
A
AB+
B
BC
D
F

=
=
=
=
=
=
=
=

94+
90-93%
87-89%
84-86%
80-83%
70-79%
60-69%
59% or less

S
U

=
=

83-100%
Less than 82%

Professional Development and Identity:

As a graduate student in counselor education, you are required to develop competencies in professional skills such
as writing, presenting, counseling, and conducting research. The standards for this class are compatible with
professional guidelines set forth by the American Counseling Association. Therefore, you will be evaluated on
these specified areas as well as other pertinent skills related to mental health or school counseling. As a graduate
student at The Ohio State University, you are expected to uphold the highest level of professionalism. Your grade in
this course can be negatively impacted by poor academic performance, professional judgment, and professional
conduct. The instructor reserves the right to deduct points on any individual assignment and on the final course
grade, based on the following: (a) poor collaboration with peers; (b) arriving late to class; (c) missing classes; (d)
turning assignments in late; (e) inappropriate or unprofessional class performance; and (f) disrespecting instructors,
teaching associates, peers, and/or staff.
Attendance Policies: Learning takes place in conversation with me and with your fellow students. If you are not
present, you will not be able to participate in the evenings conversation. Attendance (physical presence) and
attention (no cell phones) will be critical as you attempt to learn all that this class has to offer. It is for this reason
that full attendance and full participation only will merit the 10% attendance points. If you are unable to attend the
class, you are expected to obtain all the notes for the class from one of your colleagues. Please do not ask me Did
I miss anything important?, as my reply will always be Of course you missed something important!
Furthermore, announcements about upcoming assignments will take place in the first 10 minutes of the class. If
you are late, you are expected to obtain that information from someone in the class.
Inclement Weather: If the university is officially closed, class will not convene. Log onto the Universitys
homepage for announcements about the Universitys status. For our individual class, the instructor reserves the
right to cancel or reschedule the class out of concern for the safety of the students and travel conditions. Please
watch your email for messages about our individual class. If you are unable to travel to campus and class is not

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cancelled, please email the instructor as soon as possible; you are responsible for obtaining class notes and
materials from a colleague in the class.
Help for Students: A recent American College Health Survey found stress, sleep problems, anxiety, depression,
interpersonal concerns, death of a significant other and alcohol use among the top ten health impediments to
academic performance. Students experiencing personal problems or situational crises during the quarter are
encouraged to contact the OSU Counseling and Consultation Services (614-292-5766; http://www.ccs.ohiostate.edu) for assistance, support and advocacy. This service is free and confidential .
Academic Misconduct: The Ohio State Universitys Code of Student Conduct (Section 3335-23-04) defines
academic misconduct as Any activity that tends to compromise the academic integrity of the University, or subvert
the educational process. Examples of academic misconduct include (but are not limited to) plagiarism (from
printed or electronic sources), collusion (unauthorized collaboration), copying the work of another student, and
possession of unauthorized materials during an examination. Ignorance of the Universitys Code of Student
Conduct is never considered an excuse for academic misconduct.
If I suspect that a student has committed academic misconduct in this course, I am obligated by University
Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have
violated the Universitys Code of Student Conduct (i.e., committed academic misconduct), the sanctions for this
behavior could include a failing grade in this course and suspension or dismissal from the University. For
additional information, see the Code of Student Conduct
(http://studentaffairs.osu.edu/info_for_students/csc.asp).
PAES Diversity Statement: The School of PAES is committed to maintaining a community that recognizes and
values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among
its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of
academic excellence, the School seeks to develop and nurture diversity, believing that it strengthens the
organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. The School of PAES
prohibits discrimination against any member of the schools community on the basis of race, religion, color, sex,
age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status,
health status, or veteran status.
Different Ability Statement: Any student who feels that s/he may need an accommodation based on the impact of a
disability should contact the instructor privately to discuss specific needs. The Office of Disability Services
provides assistance in verifying the need for accommodations and developing accommodation strategies. Please
contact the Office for Disability Services at 614-292-3307 (V) or 614-292-0901 (TDD) to coordinate
accommodations, and visit them on the web at http://www.ods.ohio-state.edu/.
Grievances and Solving Problems: According to University policies available from the Division of Student Affairs,
if you have a problem with this class, you should seek to resolve a grievance concerning a grade or academic
practice by speaking first with your instructor or professor. Then, if necessary, speak with the department
chairperson, college dean, and provost, in that order. Specific procedures are outline in Faculty Rule 3335-7-23,
which is available from the Office of Student Life.
References:
Adelman, H.S. & Taylor, L. (1994). On understanding intervention in psychology and education. Westport, CT: Prager.
Adelman, H.S. & Taylor, L. (1998). Reframing mental health in schools and expanding school reform. Educational
Psychologist, 33, 135-152.
American Counseling Association. (1995). Code of ethics and standards of practice. Alexandria, VA: Author.
American School Counselor Association. (1998). Code of Ethics and Position Papers. Alexandria, VA: Author.

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Bilynsky, N.S. & Vernaglia, E.R. (1999). Identifying and working with dysfunctional families. Professional School
Counseling, 2, 305-313.
Caffery, T., Erdman, P., & Cook, D. (2000). Two systems/one client: Bringing families and schools together. The Family
Journal: Counseling and Therapy for Couples and Families, 8, 154-160.
Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle school girls reports of peer victimization: Concerns,
consequences, & implications. Professional School Counseling, 5, 138-147.
Daniels, J. A. (2002). Assessing the threats of school violence: Implications for counselors. Journal of Counseling &
Development, 80, 215-218.
Elliott, D. S. (1998). Prevention programs that work for youth: Violence prevention. Boulder, CO:
Center for the Study and Prevention of Violence.
Espelage, D., Bosworth, K., & Simon, T. (2000). Examining the social context of bullying behaviors in early adolescence.
Journal of Counseling and Development, 78, 326-333.
Fitch, T. Newby, E., Ballestero, V., & Marshall, J. L. (2001). Future school administrators perceptions of the school
counselors role. Counselor Education and Supervision, 41, 89-99.
Flaherty, L. T., Garison, E. G., & Waxman, R. (1998). Optimizing the roles of school mental health professionals. Journal of
School Health, 68, 420-424.
Guerra, N. G. & Williams, K. R. (1996). A program planning guide for youth violence prevention: A
risk-focused approach. Boulder, CO: Center for the Study and Prevention of Violence.
Hatch, T. & Bowers, J. (2000, May/June). The block to build on. School Counselor, 39(5), 12-19.
Hawkins, J.D. & Catalano, R.F. (1992). Communities that care: Action for drug abuse prevention. Jossey-Bass.
Hazler, R. J. & Carney, J. V. (2000). When victims turn aggressors: Factors in the development of deadly school violence.
Professional School Counseling, 4, 105-112.
Higgins, G. O. (1994). Resilient adults: Overcoming a cruel past. San Francisco: CA: Jossey-Bass.
Keys, S., Bemak, F., & Lockhart E.J. (1998). Transforming school counseling to serve the mental health needs of at-risk youth.
Journal of Counseling and Development, 76, 381-388.
King, P.M. & Kitchener, K.S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and
critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2001). Helping 7th graders be safe and successful: A statewide study of the
impace of comprehensive guidance and counseling programs. Journal of Counseling & Development, 79, 320-330.
Litterst, J. & Eyo, B. (1993). Developing classroom imagination: Shaping and energizing a suitable climate for growth,
discovery, and vision. Journal of Creative Behavior, 27, 270-282.
Mayer, M. J., Leone, P. E. (1999). A structural analysis of school violence and disruption. Education & Treatment of Children,
22, 333.
Milsom, A. S. (2002). Students with disabilities: School counselor involvement and preparation. Professional School
Counseling, 5, 331-338.
Myers, J. E., Sweeney, T. J. & Witmer, J. M. (2000). The Wheel of Wellness counseling for wellness: A holistic model for
treatment planning. Journal of Counseling & Development, 78, 251-266.

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National Institute of Justice, Office of Justice Programs. (1998). Preventing crime: What works, what
doesnt, whats promising. Washington, DC: U.S. Department of Justice.
Nelson, R. E., & Galas, J. C. (1994). The power to prevent suicide. Minneapolis, MN: Free Spirit.
Nichols, M. P. & Schwartz, R. C. (1991). Family therapy concepts and methods (2nd ed.). Boston, MA: Allyn and Bacon.
Roberts Jr., W.B. & Coursol, D. H. (1996). Strategies for intervention with childhood and adolescent victims of bullying,
teasing, and intimidation in school settings. Elementary School Guidance & Counseling, 30, 204-213.
Sandhu, D. S. (2000). Alienated students: Counseling strategies to curb school violence. Professional School Counseling, 4,
81-85.
Sandhu, D.S. & Aspy, C.B. (2000). Violence in American schools. Counseling Today, 21.
Scruggs, M., Wasielewski, R., & Ash, M. (1999). Comprehensive evaluation of a K-12 counseling program. Professional
School Counseling, 2, 244-247.
Smith, K. (2000). The impossible child. Networker, 24, 46-57.
Snyder, C. R., Feldman, D. B., Shorey, H. S., & Rand, K. L. (2002). Hopeful choices: A school counselors guide to hope
theory. Professional School Counseling, 5, 298-307.
Sue, D. W., & Sue, D. (1990). Counseling the culturally different (2nd ed.). Somerset, NJ: John Wiley and Sons.
Sykes Wylie, M. (2000). Teaching kids to care. Networker, 24, 26-35.
Teicher, M. H. (2002). Scars that wont heal: The neurobiology of child abuse. Scientific American, 286(3), 68-75.
Tolan, P. & Guerra, N. (1998). What works in reducing adolescent violence: An empirical review of the
field. Boulder, CO: Center for the Study and Prevention of Violence.
United States Department of Education. (1998). Early warning, timely response: A guide to safe
schools. Washington, DC: Author.
Walsh, M.E. & Buckley, M.A. (1999). School counselors in school-community partnerships: Opportunities and challenges.
Professional School Counseling, 2, 349-355.
Wolin, S. (1999). A mindset of hope. Reaching Todays Youth, 38-42.

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GRADING RUBRIC
TO THE STUDENT: Fill out the top of this form, with your grade and comments, and attach to your assignment.
Student name: _____________________________________________________

Class: _________________

Assignment: _____________________________________________________________________________________
CRITERIA
Evidence of Blooms
Taxonomy Levels

A
Evaluate/Create using class
materials and concepts

B
Apply/Analyze using class
materials and concepts

C
Remember / Understand using class
materials and concepts

Class material is
referenced in each part of
question

Class material (inc extra

readings) used to support
ideas; ideas well cited

Class material loosely/

infrequently used to
support ideas; terms cited

Not connected to class material or

terms used w/out cites

Writing Level

Advanced, well organized,

complex expression

Good, organized

Basic expression, loose

organization, no extension

On time

On time

Late with notification

Late

Correct grammar

No errors

1-2 errors

3+ errors

APA FORMAT

No errors

1-2 errors

3+ errors

All topics addressed

1 missing topic

Multiple missing topics

Content

Overall Grade: ______

Comments:________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

INSTRUCTORS FEEDBACK:
CRITERIA
Evidence of Blooms
Taxonomy Levels

A
Evaluate/Create using class
materials and concepts

B
Apply/Analyze using class
materials and concepts

C
Remember / Understand using class
materials and concepts

Class material is
referenced in each part of
question

Class material (inc extra

readings) used to support
ideas; ideas well cited

Class material loosely

/infrequently used to
support ideas; terms cited

Not connected to class material or

terms used w/out cites

Writing Level

Advanced, well organized,

complex expression

Good, organized

Basic expression, loose

organization, no extension

On time

On time

Late with notification

Late

Correct grammar

No errors

1-2 errors

3+ errors

APA FORMAT

No errors

1-2 errors

3+ errors

All topics addressed

1 missing topic

Multiple missing topics

Content

Overall Grade: ______

Comments:________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________