Impression management is something that we all employ from time to time to achieve certain goals in our life. Sometimes we want to appear likable, other times we want to appear competent, and yet other times we desire to gain control or power over a situation, all of which can yield positive outcomes. Yet at other times we self-handicap in order to appear like we have not been incompetent or failed, which we often perceive as a positive outcome because we have protected the way others see us (or at least we feel we have).

• • In what situation are you most likely to use impression management? What situation are you most likely not going to work to use impression management? What is the typical difference between these two situations?

 

• • Provide an example of when you used impression management successfully. What was the outcome and why?

 

• • Now provide an example in which you attempted to use impression management and it failed. Why did it fail, and what was that outcome?

 

• In this last situation would the outcome have felt better if you had used a self-handicapping strategy? What type of self-handicapping strategy could you have used? Finally, what are the dangers of turning to this kind of strategy on a regular basis?

Submit your response by Friday, September 4, 2015. Your combined response should be at least two pages (500 words) long.

Assignment 2 Grading Criteria	Maximum Points
Discussed a situation in which impression management would most likely be used and a situation in which it would most likely not be used. Discussed the differences between these two situations.	20
Provided an example of when impression management successfully was used along with what the outcome was and why.	20
Provided an example of when impression management was used and it failed. Discussed why it failed and what the outcome was.	20
In the last situation discussed whether the outcome would have felt better if a self-handicapping strategy was used and what kind of strategy could have been used. Also discussed what the dangers of turning to this kind of strategy on a regular basis are.	20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.	20
Total:	100

Rubric Analysis

 

Using two different sources, respond in writing (APA format) using the prompts below to guide your written analysis.

Part 1:

• Explore the Exemplars website, specifically the Resources tab for Rubrics. Review the Exemplars Math Rubric and Exemplars Reading Rubric.
• Questions to discuss:
  • How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know?
  • To what degree are performance level descriptions addressed?
  • Do these live up to what Brookhart proposes, that “. . .the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw” (p.26)?
  • In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why?

Part 2:

• Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning.
• Explain what Brookhart means when saying; “Rubrics should not confuse the learning outcome to be assessed with the task used to asses it” (p.15).
• What is the relationship between this and what you learned about aligning formative assessments with the learning standards and objectives?