Sample Ethics Case Analysis Rubric* 70 Possible Points
The grade is derived by assessing each section. The blue fonts indicate the grade for that section. Score = 64
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Examine the ethical dilemma Does not identify the dilemma and does not ascertain exactly what must be decided Does not determine who should be involved in the decision making process for this case and does not identify the interested stakeholders Does not address how the student can generate the greatest good |
Identifies the dilemma or ascertains exactly what must be decided Determines who should be involved in the decision making process for this case or identifies some of the interested stakeholders
Begins to discuss how the student can generate the greatest good |
Identifies the dilemma (including pertinent facts) and ascertains exactly what must be decided Determines who should be involved in the decision making process for this case and accurately identifies all of the interested stakeholders evidencing the student began to reflect on the viewpoints of these key players as well as their value systems and discussed what each of these stakeholders would like the student to decide as a plan of action Describes how the student can generate the greatest good |
Describes the dilemma in detail evidencing the gathering of pertinent facts and information and ascertains exactly what must be decided Determines who should be involved in the decision making process for this case and accurately identifies all of the interested stakeholders evidencing the student thoroughly reflected on the viewpoints of these key players as well as their value systems and thought through what each of these stakeholders would like the student to decide as a plan of action Thoroughly assesses how the greatest good can be achieved |
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Thoroughly comprehend the possible alternatives available Does not delineate any alternatives Does not clarify
consequences |
Delineates 1 alternative Clarifies one
alternative and predicts the associated consequences in detail |
Delineates 2 alternatives Clarifies two
alternatives and predicts their associated consequences in detail |
Delineates 3 alternatives Clarifies 3 alternatives and predicts their associated consequences in detail |
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Hypothesize ethical arguments Does not determine which of the 5 approaches apply to this dilemma |
Identifies an
applicable approach |
Identifies an applicable approach identifying the moral principles that can be brought into play to support a conclusion as to what ought to be done ethically in this case or similar cases |
Identifies an applicable approach identifying the moral principles that can be brought into play to support a conclusion as to what ought to be done ethically in this case or similar cases and ascertains whether the approaches generate converging or diverging conclusions about what ought to be done |
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Investigate, compare, and evaluate the arguments for each alternative Does not appraise the relevant facts and assumptions prudently Does not rate the ethical reasoning and arguments for each alternative
Does not give evidence that the student reflected on any of the alternatives
Does not refer to their professional codes of
ethical conduct. |
Begins to appraise the relevant facts and assumptions prudently Rates the ethical reasoning and arguments for some of the alternatives
Gives evidence that the student began to reflect on the alternatives
Begins to refer to
their professional codes of ethical conduct |
Appraises the relevant facts and assumptions prudently noting the evaluation of any ambiguous information Rates the ethical reasoning and arguments for most of the alternatives
Evidences the reflection on the alternatives by evaluating each alternative on the basis of whether or not there is interest and concern over the welfare of all key players
Refers to their
professional codes of ethical conduct |
Appraises the relevant facts and assumptions prudently noting the evaluation of any ambiguous information and explores any unjustifiable factual or illogical assumptions, or debatable conceptual issues Rates the ethical reasoning and arguments for all of the alternatives Evidences the reflection on the alternatives by evaluating each alternative on the basis of whether or not there is interest and concern over the welfare of all key players and determines which alternative will produce the greatest good or the least amount of harm for the greatest number of people Refers to their
professional codes of ethical conduct and determines if it supports
their reasoning |
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Choose the alternative you would recommend Does not make a
decision about the best alternative available |
Determines the best
alternative available |
Determines the best
alternative available and describes how their decision maximizes the
benefit and minimizes the risk for everyone involved |
Determines the best alternative available,
describes how their decision maximizes the benefit and minimizes the
risk for everyone involved, and they challenge their decision as they
think others might, and defend it by from the ethical arguments they
predict others would use |
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Act on your chosen alternative Does not formulate an implementation plan |
Begins to
formulate an implementation plan |
Formulates an
implementation plan that delineates the execution of the decision |
Formulates an implementation plan that delineates
the execution of the decision and evidences a design that will maximize
the benefits and minimize the risks while taking into account all of the
resources necessary for implementation including personnel and money |
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Problem Solving, decision-making, and critical thinking skills Does not problem solve or use critical thinking skills
Has difficulty making decisions |
Evidences the beginning of problem solving and critical thinking
Is able to make minor decisions. |
Uses problem solving and critical thinking skills during case analysis
Is able to make major decisions |
Uses problem solving and critical thinking skills throughout the entire case analysis
Is able to make major decisions with rationale |
*Based on the Ethical Model for Ethical Decision Making developed and owned by Educational Advancement Associates.