MyLabs Group
MyPsychLab
PsychLab_Prompt6
Prompt Code
Provide a unique identifier
Prompt Type
Check appropriate type
Expository
X
Descriptive
Narrative
Persuasive
Prompt
Discuss the factors that contribute to prejudice and discrimination and identify
some techniques for reducing the development of prejudice and discrimination.
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
Good suggestions for causes (factors) and potential solutions (techniques)
for reducing the development of prejudice and discrimination.
Response differentiates prejudice from discrimination and makes it clear
that prejudice leads to discrimination.
Description of Student Response
Response correctly describes factors that contribute to prejudice and
discrimination. Responses may vary but will include factors such as:
 Socialization, or having one’s upbringing (family, media) teach
and perpetuate prejudice;
 Conformity, or engaging in discriminatory behavior because
others in your group are doing so, usually for approval or to be
like others; Ethnocentrism, or the tendency to value one’s cultural
norms and values over others;
 Us versus Them, or the tendency to divide people into those who

are part of your in-group (including the in-group bias of
preferring members of your own group) and those in the outgroup (who are automatically disliked and/or distrusted);
Institutional racism, or prejudice and discrimination encouraged
and/or ignored at high levels such as government.
Response correctly describes techniques for reducing the development of
prejudice and discrimination. Responses may vary, but will include
solutions such as:
 Getting to know members of the “out-group” and noticing
similarities instead of differences (referred to as “contact
hypothesis” but name not required);
 Legal enforcement of anti-discrimination laws;
 Having members of opposing groups engage in a cooperative task
or perceive a third outside threat that draws the groups together
(referred to as “cooperation hypothesis” but name not required);
 Refraining from conforming and/or remaining true to antiprejudice values.
Response should indicate techniques that will reduce prejudice and
discrimination instead of giving up or saying that there are no solutions.
Response states that prejudice, an unjustifiable attitude towards a
member of a group, is different from discrimination, which is an
unjustifiable behavior towards a member of a group. Prejudice leads to
discrimination.
3
Response describes most of the factors that contribute to prejudice and
discrimination. Responses may vary, but will include factors such as:
 Socialization, or having one’s upbringing (family, media) teach
and perpetuate prejudice;
 Conformity, or engaging in discriminatory behavior because
others in your group are doing so, usually for approval or to be
like others; Ethnocentrism, or the tendency to value one’s cultural
norms and values over others;
 Us versus Them, or the tendency to divide people into those who
are part of your in-group (including the in-group bias of
preferring members of your own group) and those in the outgroup (who are automatically disliked and/or distrusted);
 Institutional racism, or prejudice and discrimination encouraged
and/or ignored at high levels such as government.
Response describes most of the techniques for reducing the development
of prejudice and discrimination. Responses may vary, but will include
solutions such as:
 Getting to know members of the “out-group” and noticing



similarities instead of differences (referred to as “contact
hypothesis” but name not required);
Legal enforcement of anti-discrimination laws;
Having members of opposing groups engage in a cooperative task
or perceive a third outside threat that draws the groups together
(referred to as “cooperation hypothesis” but name not required);
Refraining from conforming and/or remaining true to antiprejudice values.
Response should indicate techniques that will reduce prejudice and
discrimination instead of giving up or saying that there are no solutions.
Response may state that prejudice, an unjustifiable attitude towards a
member of a group, is different from discrimination, which is an
unjustifiable behavior towards a member of a group. Prejudice leads to
discrimination.
2
Response describes some of the factors that contribute to prejudice and
discrimination. Responses may vary, but will include factors such as:
 Socialization, or having one’s upbringing (family, media) teach
and perpetuate prejudice;
 Conformity, or engaging in discriminatory behavior because
others in your group are doing so, usually for approval or to be
like others; Ethnocentrism, or the tendency to value one’s cultural
norms and values over others;
 Us versus Them, or the tendency to divide people into those who
are part of your in-group (including the in-group bias of
preferring members of your own group) and those in the outgroup (who are automatically disliked and/or distrusted);
 Institutional racism, or prejudice and discrimination encouraged
and/or ignored at high levels such as government.
Response describes some of the techniques for reducing the development
of prejudice and discrimination. Responses may vary, but will include
solutions such as:
 Getting to know members of the “out-group” and noticing
similarities instead of differences (referred to as “contact
hypothesis” but name not required);
 Legal enforcement of anti-discrimination laws;
 Having members of opposing groups engage in a cooperative task
or perceive a third outside threat that draws the groups together
(referred to as “cooperation hypothesis” but name not required);
 Refraining from conforming and/or remaining true to antiprejudice values.
Response should indicate techniques that will reduce prejudice and
discrimination instead of giving up or saying that there are no solutions.
Response may state that prejudice, an unjustifiable attitude towards a
member of a group, is different from discrimination, which is an
unjustifiable behavior towards a member of a group. Prejudice leads to
discrimination.
1
Response vaguely describes or fails to describe any factors that
contribute to prejudice and discrimination. Response vaguely describes
or fails to describe any of the techniques for reducing the development of
prejudice and discrimination; response may indicate there are no
solutions to reducing prejudice and discrimination.
Response confuses prejudice & discrimination or fails to differentiate
prejudice from discrimination and make it clear that prejudice leads to
discrimination.
Trait 2 Rubric: Organization
Score Point
Description of Student Response

4
3
2
1


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.



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.