Education homework help

Overview

For this Assessment, you will answer a series of short-answer  questions to the following four prompts listed: 1) Consider a  relationship 2) Identify “coming together” and “coming apart” stages, 3)  Identify a dialectical tension and 4) Develop two strategies for  improvement.

Submission Length: 4 items, with responses ranging in length from 1–2 paragraphs per item.

Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives, and Inquiry and Analysis are assessed in this Competency.

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Instructions

To complete the Assessment, do the following:

• Be sure to adhere to the indicated length for each item.
• Download the IQ1002 Written Response Template, which contains the rubric, and answer each question in the number of paragraphs indicated per item.
• Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment.

Before submitting your Assessment, carefully review the rubric. This  is the same rubric the Assessor will use to evaluate your submission and  it provides detailed criteria describing how to achieve or master the  Competency. Many students find that understanding the requirements of  the Assessment and the rubric criteria help them direct their focus and  use their time most productively.

All submissions must follow the academic writing expectations.  Properly formatted APA citations and references must be provided where  appropriate. Submissions that do not meet these expectations will be  returned without scoring. Education homework help

Academic Writing Expectations Checklist

The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing.  Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations.  Click the links to access Writing Center resources:

Sentence-Level Skills

Constructing complete and correct sentences
Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons.

 

Using and spelling words correctly
Note: See a list of commonly misused words and information on MS Word’s spell check.

Using punctuation appropriately
Note: See the different types of punctuation and their uses.

Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.

Paragraph-Level Skills

Using paragraph breaks
Note: See a description of paragraph basics.

Focusing each paragraph on one central idea (rather than multiple ideas)
Note: See an explanation of how topic sentences work.

Use of Evidence

Using resources appropriately
Note: See examples of integrating evidence in a paper.

Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a paper.

 Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source
Note: See paraphrasing strategies.

Formatting Written Assignments

Using appropriate APA formatting, including title page, margins, and font
Note: See APA overview and APA template from the Writing Center.

Comments:

IQ1002: Describing Interpersonal Relationships: Explore the stages of relationships in both personal and professional contexts

 

Written Response Submission Form

 

Your Name: First and last

 

Your E-Mail Address: Your email here

Instructions

Write your responses where it reads “Enter your response here.” Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

 

 

 

 

Item 1

Describe a personal or professional relationship that you have experienced or observed. Identify at least one interpersonal need met (or not met) in the relationship. (1–2 paragraphs)

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 1: Introduction to Relationships
Describe a personal or professional relationship that you have experienced or observed.   LO1.1: Describe an experienced or observed personal or professional relationship	Response is not present.	Description of an experienced or observed personal or professional relationship is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete description of an experienced or observed personal or professional relationship.
Identify at least one interpersonal need met (or not met) in the described relationship.   LO 1.2: Identify an interpersonal need met or not met in the described relationship.  Education homework help	Response is not present.	Identification of an interpersonal need met or not met in the described relationship—including at least one specific example—is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of an interpersonal need met or not met in the described relationship—including at least one specific example.

 

 

Item 2

Using the personal or professional relationship described in item 1, identify at least two “coming together” stages and two “coming apart” stages—including at least one resource and/or example to support your selection. (1–2 paragraphs)

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 2: Stages of Relationships
Using the personal or professional relationship described in item 1, identify at least two “coming together” stages–including at least one resource and/or example to support your selection.   LO 2.1: Identify at least two “coming together” stages for the described relationship.	Response is not present.	Identification of at least two “coming together” stages for the described relationship —including at least one resource and/or example to support your selection—is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of at least two “coming together” stages for the described relationship—including at least one resource and/or example to support your selection.
Using the personal or professional relationship described in item 1, identify at least two “coming apart” stages—including at least one resource and/or example to support your selection.   LO 2.2: Identify at least two “coming apart” stages for the described relationship.	Response is not present.	Identification of at least two “coming apart” stages for the described relationship—including at least one resource and/or example to support your selection—is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of at least two “coming apart” stages for the described relationship—including at least one resource and/or example to support your selection.

 

 

 

Item 3

Using the personal or professional relationship described in item 1, identify at least one dialectical tension in the relationship and provide evidence and/or example. (1–2 paragraphs)

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 3: Dialectical Tensions
Using the personal or professional relationship described in item 1, identify at least one dialectical tension in the relationship—including at least one resource and/or example to support your selection.   LO 3.1: Identify at least one dialectical tension in the described relationship . Education homework help	Response is not present.	Identification of at least one dialectical tension in the described relationship—including at least one resource and/or example to support your selection—is vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete identification of at least one dialectical tension in the described relationship—including at least one resource and/or example to support your selection.

  Item 4

In this scenario, you are an outside communication consultant, viewing the personal or professional relationship described in item 1 from an objective perspective, assess at least two strategies to improve the relationship—including at least one resource and/or example to support each of your chosen strategies. (1–2 paragraphs)

 

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 4: Improving Interpersonal Communication
Viewing the personal or professional relationship described in item 1 from an objective perspective, assess at least two strategies to improve the relationship—including at least one resource and/or example to support your chosen strategies.   LO 4.1: Assess at least two strategies to improve the described relationship	Response is not present.	Assessment of at least two strategies to improve the described relationship—including at least one resource and/or example to support each of your chosen strategies—is  vague, inaccurate, and/or incomplete.	Response provides a clear, accurate, and complete assessment of at least two strategies to improve the described relationship—including at least one resource and/or example to support each of your chosen strategies.

  References

 

Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:

 

Saylor Academy. (2012). 16.3 Interpersonal needs. In Business communication for success. https://saylordotorg.github.io/text_business-communication-for-success/s20-03-interpersonal-needs.html

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Professional Skills Assessment

 

In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives, and Inquiry & Analysis. These skills count toward your achievement of the Competency and the Professional Skills.

 

Professional Skills Assessment		0 Not Present	1 Needs Improvement	2 Meets Expectations
	Written Communication: Write with clarity, coherence, and purpose.
	LO1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills)	Sentences are incoherent and impede the reader’s access to ideas.	Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader’s access to ideas.	Sentence structure effectively conveys meaning to the reader.
	LO2: Demonstrate the effective use of grammar and mechanics (AWE 2; Sentence-Level Skills)	Multiple inaccuracies in grammar and mechanics impede the reader’s access to ideas.	Some inaccuracies in grammar and mechanics limit the reader’s access to ideas.	Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader.
	LO3: Create cohesive paragraphs with a clear central idea (AWE 2; Paragraph-Level Skills)	Paragraphs, or lack of paragraphs, impede the reader’s access to ideas.	Construction of main idea and/or supporting paragraphs limit the reader’s access to ideas.	Main idea and/or supporting paragraphs effectively convey meaning to the reader.
	LO4: Use supporting material to support a claim (AWE 2; Use of Evidence)	Supporting materials are not present.	Supporting material is used inconsistently or inappropriately.	Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
	LO5: Demonstrate appropriate essay-level writing skills, providing transitions between an introduction, body, and conclusion (AWE 2; Essay-Level Skills)	Ideas are disorganized with no/poor transitions.	Ideas are loosely organized with unclear paragraphing and transitions.	Ideas are organized with cohesive transitions.
	LO6: Identify sources (AWE 2; Credit to source)	Sources are missing.	Writing inconsistently identifies or misrepresents sources.	Writing clearly identifies the source of nonoriginal material and/or ideas.
	Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions.
	LO1: Identify and locate credible sources	No sources or non-credible sources are present.  Education homework help	Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.	Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
	LO2: Analyze information sources	Analysis is not present.	Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment, and/or analysis is unclear.	Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
	Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives.
	LO1: Recognize the value of one’s own and others’ social and cultural perspectives	Recognition is not present.	Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives.	Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives.
	LO2: Recognize how knowledge from different cultural and social perspectives might affect interpretations of issues in society	Recognition is not present.	Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues.	Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues.
	Inquiry & Analysis: Apply strategies to identify, frame, and evaluate problems.
	LO1: Identify a problem or question in a selected area of study	No problem or question is presented.	The problem or question is vague or inappropriate to the selected field of study.	The problem or question is clearly stated in a form appropriate to the selected field of study.
	LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study	Elements or parts of the problem or question are not presented.	Elements or parts of the problem or question are presented in a disorganized manner.	Elements or parts of the problem or question are presented in an organized manner.

 

 

 

 

 

 

 

 

Mastery Rubric 

In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

Mastery Rubric	No	Yes
Exceeds Expectations: Connections to Experience: Connects relevant experience and academic knowledge.
Compares relevant experience and academic knowledge to infer differences and/or similarities in interpersonal relationships	Responses do not include highly relevant and well-developed examples to highlight differences and/or similarities in interpersonal relationships. Education homework help	Responses include highly relevant and well-developed examples to highlight differences and/or similarities in interpersonal relationships.