Mitigating biases, stereotypes, and heuristics is a topic of much research including the creation of methods to measure the extent of these behaviors. In this assignment, you will evaluate the methods used to measure biases, stereotypes, and heuristics.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
Write a paper of 1,000-1,250 words in which you evaluate the methods used to measure biases, stereotypes, and heuristics. Include the following in your paper:
- An evaluative summary of the properties of psychometrically sound measures
- An evaluation of the methods used to measure biases, stereotypes, and heuristics. Do these methods conform to psychometrically sound measurement principles? Why or why not?
Measuring Biases, Stereotypes, and Heuristics
| 1
Unsatisfactory 0.00% |
2
Less Than Satisfactory 74.00% |
3
Satisfactory 79.00% |
4
Good 87.00% |
5
Excellent 100.00% |
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| 70.0 %Content | ||||||
| 35.0 % Evaluative Summary of the Properties of Psychometrically Sound Measures Benchmarks C 3.3: Evaluate and identify properties of psychometrically sound measures. | No evaluative summary of the properties of psychometrically sound measures is presented. | A vague evaluative summary of the properties of psychometrically sound measures is presented, but information presented is not based on scholarly sources. | A cursory evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from both nonscholarly and scholarly sources. | A thorough evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from scholarly though dated sources. | A thorough evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from current scholarly sources. | |
| 30.0 % Evaluation of the Methods Used to Measure Biases, Stereotypes, and Heuristics | No evaluation of the methods used to measure biases, stereotypes, and heuristics is presented. | A vague evaluation of the methods used to measure biases, stereotypes, and heuristics is presented, but information presented is not based on scholarly sources. | A cursory evaluation of the methods used to measure biases, stereotypes, and heuristics is presented. Information presented is from both nonscholarly and scholarly sources. | A thorough evaluation of the methods used to measure biases, stereotypes, and heuristics is presented. Information presented is from scholarly though dated sources. | A thorough evaluation of the methods used to measure biases, stereotypes, and heuristics is presented. Information presented is from current scholarly sources. | |
| 5.0 % Two Scholarly Research Sources With In-Text Citations | None of the required elements (two topic-related scholarly research sources and two in-text citations) are present. | Not all required elements are present. One or more elements are missing and/or one or more sources are not scholarly research or topic related. | All required elements are present. Scholarly research sources are topic related, but the source and quality of one reference is questionable. | All required elements are present. Scholarly research sources are topic related, and obtained from reputable professional sources. | All required elements are present. Scholarly research sources are topic related, and obtained from highly respected, professional, original sources. | |
| 20.0 %Organization and Effectiveness | ||||||
| 7.0 % Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. | |
| 8.0 % Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |
| 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format | ||||||
| 5.0 % Paper Format (Use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 5.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. | |
| 100 % Total Weightage | ||||||
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