MyLabs Group
MyPsychLab
PsychLab_Prompt10
Prompt Code
Provide a unique identifier
Prompt Type
Check appropriate type
Expository
X
Descriptive
Narrative
Persuasive
Prompt
You are reading your textbook and studying for an upcoming exam in psychology.
Identify and describe each step in the process required for remembering information
from your textbook in order to do well on the exam. Discuss a strategy for
improving memory and provide an example of how it could help you on the exam.
Length of Response
Minimum
Maximum
Expected (Avg.)
100
1000
300
Holistic
Trait Only
Holistic + Trait
List any traits
X
Ideas (content);
Organization; Conventions
(Mechanics); Voice; Focus
and Coherence
Comments
(in words)
Type of Scoring
Holistic, Trait, or
Holistic + Trait
Anticipated Scoring (Preliminary)
Trait 1
Trait Type
Holistic
Score Points
Trait 2
Trait 3
Trait 4
Trait 5
Development
of Ideas
(Content)
Organization
Conventions
(Mechanics)
Voice
Focus &
Coherence
4
4
4
4
4
Trait 1 Rubric: Development of Ideas
Specific Trait
Response Priorities
Complete for all multi-part prompts
Top
Priority
Second
Priority
Score Point
4
Describing the information-processing theory and strategies in the
context of the example.
Getting the information accurate without context of example.
Description of Student Response
Response correctly describes the Information Processing Theory steps of
encoding, storage, and retrieval within the context of studying for an
exam.
 During encoding, the student must attend to the textbook
information in order to move it into short-term/working memory.
 The student needs to rehearse or engage in some other strategy to

store textbook information in long-term memory.
During the exam, the student will retrieve information from longterm memory to answer questions correctly.
Responses will vary but will include a strategy such as one of the
following (note: a definition of the strategy is not required):






3
Elaboration: defined as extensive processing of information. A
possible example of elaboration: psychology information for the
test is not just memorized but the student comes up with
examples, relates information to their own life, or associates a
concept with existing knowledge;
Imagery: defined as mental visualization of information. A
possible example of imagery: create images of psychological
concepts from textbook for the exam.
Other mnemonics would also be acceptable.
Chunking: defined as packing information into higher-order units
that can be remembered as single units. A possible example of
chunking: grouping textbook information into smaller
chunks/pieces of information such as a long list of terms being
grouped into themes.
Organization: classifying information into a meaningful structure.
A possible example of organization: create a hierarchy or outline
of the chapter and using that organized structure to store the
information into memory.
Cues: any sign or stimulus associated with a concept. A possible
example of clues: using either a trigger word that you create or
remembering all aspects of a course concept in order to retrieve
the correct information for the exam.
Response correctly describes most of the Information Processing Theory
steps of encoding, storage, and retrieval within the context of studying
for an exam.
 During encoding, the student must attend to the textbook
information in order to move it into short-term/working memory.
 The student needs to rehearse or engage in some other strategy to
store textbook information in long-term memory.
 During the exam, the student will retrieve information from longterm memory to answer questions correctly.
Responses will vary but will include a strategy such as one of the
following (note: a definition of the strategy is not required):

Elaboration: defined as extensive processing of information. A
possible example of elaboration: psychology information for the
test is not just memorized but the student comes up with





2
examples, relates information to their own life, or associates a
concept with existing knowledge;
Imagery: defined as mental visualization of information. A
possible example of imagery: create images of psychological
concepts from textbook for the exam.
Other mnemonics would also be acceptable.
Chunking: defined as packing information into higher-order units
that can be remembered as single units. A possible example of
chunking: grouping textbook information into smaller
chunks/pieces of information such as a long list of terms being
grouped into themes.
Organization: classifying information into a meaningful structure.
A possible example of organization: create a hierarchy or outline
of the chapter and using that organized structure to store the
information into memory.
Cues: any sign or stimulus associated with a concept. A possible
example of clues: using either a trigger word that you create or
remembering all aspects of a course concept in order to retrieve
the correct information for the exam.
Response correctly describes some of the Information Processing Theory
steps of encoding, storage, and retrieval but context of example may be
missing.
 During encoding, the student must attend to the textbook
information in order to move it into short-term/working memory.
 The student needs to rehearse or engage in some other strategy to
store textbook information in long-term memory.
 During the exam, the student will retrieve information from longterm memory to answer questions correctly.
Responses will vary but may include one of the following with a reliance
on definitions instead of using the context of example:




Elaboration: defined as extensive processing of information. A
possible example of elaboration: psychology information for the
test is not just memorized but the student comes up with
examples, relates information to their own life, or associates a
concept with existing knowledge;
Imagery: defined as mental visualization of information. A
possible example of imagery: create images of psychological
concepts from textbook for the exam.
Other mnemonics would also be acceptable.
Chunking: defined as packing information into higher-order units
that can be remembered as single units. A possible example of
chunking: grouping textbook information into smaller
chunks/pieces of information such as a long list of terms being


1
grouped into themes.
Organization: classifying information into a meaningful structure.
A possible example of organization: create a hierarchy or outline
of the chapter and using that organized structure to store the
information into memory.
Cues: any sign or stimulus associated with a concept. A possible
example of clues: using either a trigger word that you create or
remembering all aspects of a course concept in order to retrieve
the correct information for the exam.
Response fails to describe the Information Processing Theory steps of
encoding, storage, and retrieval and/or may omit the context of studying
for an exam OR the Information Processing Theory steps described are
vague and/or incorrect. No effective strategies are presented to help
improve performance on the exam OR the strategies presented are vague
and/or incorrect.
Psychology Rubric Universal Writing Traits – preliminary revisions 11.10.11
Note: These revisions are an attempt to draw clearer lines between the score points.
Addition revisions may be needed after viewing student essays.
Trait 2 Rubric: Organization
Score Point
Description of Student Response

4
3
2


Organization is effective and demonstrates a logical flow of ideas
within the response.
Transitions effectively connect concepts.
May contain an effective introduction and/or conclusion.



Organization is clear and appropriate.
Transitions appropriately connect concepts.
May contain an appropriate introduction and/or conclusion.

Organization is skeletal or otherwise limited, which may impede the
reader’s ability to follow the response.
Some simple or basic transitions are used but may be inappropriate or
ineffective.
May contain a minimal introduction and/or conclusion.


1



Response lacks a clear plan.
Transitions are lacking or do not link ideas.
Both the introduction and conclusion are minimal and/or absent.
Trait 3 Rubric: Conventions
Score Point
Description of Student Response

4




3


2





1

Demonstrates sophistication and skill with a wide variety of
conventions.
May contain minor editing errors in grammar, spelling, punctuation,
or sentence construction.
Errors do not interfere with the reader’s understanding.
Demonstrates adequate control over a variety of conventions.
Response may contain some errors in grammar, spelling, punctuation,
and/or sentence construction.
Most errors do not interfere with the reader’s understanding.
Although basic conventions may be mostly controlled, overall the
response demonstrates inconsistent control over conventions.
May not use a variety of conventions, OR may only use basic
conventions.
May contain a substantial number of errors in grammar, spelling,
punctuation, and/or sentence construction.
Some errors interfere with the reader’s understanding.
Demonstrates a lack of control over basic conventions.
May contain a large number of errors in grammar, spelling,
punctuation, and/or sentence structure OR the errors are severe.
Errors interfere with the reader’s understanding OR the response is
minimal and has a density of errors.
Trait 4 Rubric: Voice
Score Point
Description of Student Response

4
3





Voice is appropriate and clear.
Words are appropriate to the subject matter.
Sentences are appropriate and varied, making the response easy to
read.


Voice may be artificial or uneven.
Word choice, overall, may be appropriate for the subject matter, but
original writing may indicate a limited vocabulary range.
Sentences may be choppy, rambling, or repetitive in a way that limits
fluency.
2

1
Voice is appropriately authoritative, indicating a high level of
comfort with the material.
Words are precise and well-chosen.
Sentences are varied and have a natural fluidity.



Voice may be lacking or inappropriate.
Original writing may be simplistic, vague, inappropriate, or incorrect.
Sentences may be limited in variety or may comprise awkward
fragments or run-ons that produce a halting voice.
Trait 5 Rubric: Focus & Coherence
Specific Trait
Score Point
Description of Student Response
Response persuasively justifies its conclusions through logic, examples,
and illustrative language. References to theories, concepts, etc.
effectively demonstrate a strong command of psychology.
4
Response justifies its conclusions through some combination of logic,
examples, and illustrative language. References to theories, concepts, etc.
effectively demonstrate a good command of psychology.
3
2
1
Response provides some justification for its conclusions. Some
combination of logic, examples, and illustrative language are present but
are inconsistent or somewhat ineffective. References to theories,
concepts, etc. effectively demonstrate only a partial understanding of
psychology.
Response provides no significant justification for its conclusions. Logic,
examples, and illustrative language are absent, inconsistent, and/or
ineffective. References to theories, concepts, etc. effectively demonstrate
no more than a weak grasp of psychology.