This document outlines the criteria for grading a case analysis assignment, including expectations for different grade levels. It covers four main categories: content, writing/organization, grammar/mechanics, and formatting. For each category, it provides detailed descriptions of what is expected for an exemplary, meets expectations, developing, not acceptable, and failing grade. It also includes a sample case analysis assignment instructions that asks students to analyze a specific case and respond to questions about it in a 4-6 page written response.

1. Writing Criteria for Case Analysis
Exemplary (A)
90-100%
Meets Expectations (B)
80-89%
Developing (C)
70-79%
Not Acceptable (D)
60-69%
Failing (F)
under 60%
Content: Is it complete & thorough? Are the prompts addressed?
The case analysis (final exam responses) clearly address all
aspects of the assignment directions. The ideas contained in it
are clear, based in solid logic, and concise at all times. The
work provides multiple textual examples and details that clearly
support the ideas presented within it. Creative arguments or
evaluations are skillfully used to persuade readers and to
substantiate logical points.
The case analysis (final exam responses) address all aspects of
the assignment directions. The ideas contained in it are usually
clear, based in logic, and concise. The work provides some
textual examples and details to support the ideas presented
within it. Good arguments or evaluations are used to persuade
readers and to substantiate points.
The case analysis (final exam responses) address most aspects
of the assignment directions. The ideas contained in it are
general, lack solid logic and/or wordy. The work provides few
textual examples and details to support the ideas presented
within it. Ordinary arguments or evaluations are used to
substantiate points.
The case analysis (final exam responses) address few or no
aspects of the assignment directions. The ideas contained in it

2. are unclear and illogical. The work provides no textual
examples and details to support the ideas presented within it.
Arguments or evaluations are not made OR are illogical.
The content of the case analysis (final exam responses) are
unclear making it difficult to read OR no case analysis (final
exam) submitted.
Writing/ Organization: Following the format clearly outlined in
the assignment.
The case analysis (final exam responses) are developed in well-
organized, logical paragraphs that include consistently effective
use of transitions. Thoughtful structure eases the reader through
the work.
The case analysis (final exam responses) are developed in
logical paragraphs that include effective use of transitions.
Adequate structure guides the reader through the work.
The case analysis (final exam responses) are developed in
paragraphs, but includes limited use of transitions. Structure
provides limited guidance for the reader.
The case analysis (final exam responses) are not developed in
paragraphs. Transitions are not present. Poor structure obstructs
the reader's understanding of the assignment.
Structure of the case analysis (final exam responses) makes it
difficult to read OR no paper submitted.
G.U.M: Grammar, Word Usage, and Mechanics.
The case analysis (final exam responses) employ a wide variety
of sentence structures, ideas, premises or imagery that
effectively engage the reader. Uses a clear authoritative voice to
convey the writer's expertise. Word usage displays an excellent
grasp of the vocabulary related to the subject. Paper has no
misspellings and/or grammatical errors.
The case analysis (final exam responses) employ a variety of
sentence structures, ideas, premises or imagery that engage the
reader. Uses a clear and appropriate voice to convey the writer's
expertise. Word usage displays a good grasp of the vocabulary
related to the subject. Paper has few misspellings and/or
grammatical errors.

3. The case analysis (final exam responses) employ a variety of
sentence structures, ideas, premises or imagery that engage the
reader. Uses a clear voice to convey the writer's expertise. Word
usage displays a good grasp of the vocabulary related to the
subject. Paper has several misspellings and/or grammatical
errors.
The case analysis (final exam responses) employ repetitive (or
poor) sentence structure, ideas, premises or imagery that fails to
engage the reader. Lacks voice and conveys little, if any,
content knowledge. Demonstrates poor grasp of vocabulary
related to the subject. Paper has many misspellings and/or
grammatical errors.
The lack of structure and/or poor word choice, misspellings
and/or grammatical errors make it difficult to read, OR no case
analysis (final exam) submitted.
The Basics: Formatting of case analysis or final exam responses
Submitted on time.
Neat appearance. Appropriate headings.
Minor formatting flaws. Timely. Appropriate heading.
Formatting errors. Submitted one day late. Appropriate
headings.
Messy, not in proper format, submitted two or more days late,
not submitted properly.
Submitted three or more days late or not submitted at all. OR
Submitted in a format that is Wunreadable.
PCN-610 Eliza D Psychosocial Example
Name: Eliza Doolittle Date:
********* DOB: ********
Age: 18 Start Time: 1:15p
End Time: 2:00p
Identifying Information:

4. The client is a Caucasian female with average height and
slender build. The client stated that she is currently a freshman
in college, majoring in engineering. The client also stated that
her family resides in a small town approximately two hours
away.
Presenting Problem:
At the onset of the session, the client statedthatshe had come to
counseling as a result of being caught in a campus dorm with
alcohol (it is an alcohol-free campus). Concerning the incident,
the client stated “the RAs were called because my friends were
being too loud in my dorm. When they arrived, they saw us with
alcohol, and we got in trouble.” The client stated that her
friends in the dorm were intoxicated but she was not, adding, “I
was just buzzed” and adding that she was drinking “because
they were” and “it’s just something to do.”
Life Stressors:
The client identified school as a life stressor, adding “things
came easy to me in high school, I just figured it would be the
same in college”. The client went on to state that, in addition to
the difficulty in increased study requirements, she had struggles
in making friends, stating, “a lot of my friends from high school
have either gone to college somewhere else or are doing other
things,” although the client denied feeling lonely.
Substance Use: |X| Yes |_| No
The client denied having a drug or alcohol problem, adding that
she tried marijuana once in high school but “I didn’t like how it
made me feel” and had not taken it since. The client stated that
she was introduced to alcohol in HS when “friends asked me to
drink it with them.” The client stated that “I sometimes drink on
the weekends with friends,” denying drinking in excess or ever
suffering symptoms of being hungover.
Addictions (i.e., Gambling, pornography, video gaming)
The client stated that she occasionally plays a Massive
Multiplayer Online game. When asked how often the client
played, the client stated “one or two times a week” for
approximately “three to five hours” at a time. The client denied

5. gambling or pornography issues.
Medical/Mental Health Hx/Hospitalizations:
Any past mental health history or hospitalizations denied.
Abuse/Trauma:
The client denied any current or past abuse, although stating in
passing that she did experience some level of teasing in HS,
although the client denied discussing specifics.
Social Relationships:
The client stated that she had quality relationships, but added
that she felt as though she was, at times, being taken advantage
of. When asked for details, the client stated that her friends
oftentimes pressure her to complete their homework, as well as
often push her to “party in my dorm.” When asked if the client
had ever talked with her friends about said issues, the client
stated that she had not, adding, “it’s not that big of a deal.”
Family Information:
The client stated that she was the only child in her family,
describing her mother as “kind of controlling” and her father as
“a good guy.” The client went on to state that her mother
required her to call approximately once a week “or else she gets
worried,” adding that during HS her mother “was always asking
where I was going or what I was doing.” The client stated that
her parents seemed to have a strained relationship at times,
stating, “when I call, I talk to my mom first, and then she hands
the phone off to my dad, and he goes into another room to talk
with me.” The client also stated that the two frequently
complain to the client about the current status of their marriage.
In the conversation, the client also acknowledged sometimes
feeling as though she were “the middle man” when living at
home.
Spiritual:
The client identified as being an agnostic. The client also stated
that her parents are Irish Catholic, even though “they mostly
only go to church on Christmas and Easter.”
Suicidal:

6. Denied.
Homicidal:
Denied.
© 2015. Grand Canyon University. All Rights Reserved.
Overview
What are the legal implications of tests used by employers to
make employment decisions such as hiring and promoting their
employees? These tests include, but are not limited to, drug
tests, medical examinations, genetic tests, polygraphs, skills,
and physical fitness tests. They all raise the potential of
discrimination and invasion of privacy issues. The first half of
this module will cover relevant laws and HR practices that will
minimize the potential for claims. We will also explore
possible defences against a claim related to employment
testing. The second half of this module will explore legal
issues relating to selecting employees for hire and promotion.
Topics to be covered include how employers can ensure that
recruitment, selection, training, development, and other human
resource practices do not reinforce or perpetuate systematic
discrimination. We will also examine the pitfalls of
discrimination, defences to discrimination claims, EEO issues,
and best practices for hiring and promoting employees.
Instructions
This module contains one discussion topic (Module 3. Non-
medical tests ), and the Lewis v Heartland Inns of America Case
Analysis . Required reading is Chapters 6 & 7. Please complete
reviewing all module contents, including the chapter readings
and the notes before attempting these assessments. Discussions
will be graded according to Grading Standards for Discussions.
Detailed instructions for the case analysis assignment are
available in the Dropbox. This assignment will be grading
according to Grading Standards for Exams and Written
Assignments.
By the end of this module, student will be expected to be able

7. to:
· Identlfy the common tests employers use and their purposes.
· Explain the legal consideration, which derive from various
testing procedures
· Explain the elements of sound testing programs
· Identify and explain the statutory and regulatory limitations
and requirements relating to employee testing
· Construct prima facie defences to a claim related to testing
discrimination and invasion of privacy
· Identify and discuss the legal considerations in hiring and
promoting employees
· Identify the significant legislation and common-law principles
that govern affirmative action and elaborate on their
requirements
· Explain when and why employers are required to take
affirmative action
· Explain the requirements for affirmative action plans
· Explain the EEO issues connected with hiring and promotion
· Develop defenses to a claim of discrimination in hiring and
promotion
· Propose best practices for fair hiring and promotion of
employees
Instructions
Please review the module resources and Learning Objectives
before proceeding with this assignment.
With respect to the Riser v. QEP Energy Case on page 451,
respond to case Questions 1 - 5. Your case analysis should
contain a cover page entitled with the case name and include
reference section at the end. Each analysis paper should be 4-6
pages in length excluding the cover page and reference section.
This assignment should be prepared in 1.5 inch line spacing, 12
point Times New Romans or Arial font. Each written
assignment should be submitted as a MS Word or PDF file as "
Riser v. QEP Energy "