Potential Health Problems of a Child with Down Syndrome |
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Evaluating one's own work, as well as the work of others, is every bit as important as conducting the work. Your systematic and honest attention to the evaluation process will validate the efforts expended in producing the required outcomes.
There are 4 different evaluations that you will complete. The results of these evaluations will determine your grade for this activity.
Individual Activities Assessment
1. Individual Expert Role Evaluation Rubric
Group Activities Assessment
2. Patient Education Material Evaluation Rubric
3. Presentation Evaluation Rubric
Collaboration Activities Assessment
4. Collaboration Evaluation Rubric
Each individual will, therefore, complete the following evaluations:
Each group will complete the following evaluations:
The following evaluation rubrics offer you specific details on how your performance will be evaluated as individuals and as team members. They are reproduced below for your information and to guide you as you complete your work on this activity. The official evaluation rubrics will be located in the Blackboard site, so that you can complete them and turn them in electronically. Your final grade will be comprised of an individual component and a group component.
Inadequate |
Beginning |
Developing |
Accomplished |
Exemplary |
Score |
|
|---|---|---|---|---|---|---|
Answering questions from assumed expert role |
One or more questions are omitted More than one response is inaccurate Instructions are not followed (e.g., program other than Word is used) |
One response is inaccurate OR Three of any of the following occurs in any combination:
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Responses are accurate from the expert role perspective Two of the following occurs in any combination:
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Responses are accurate from the expert role perspective One of the following issues is present:
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Responses are well-organized Responses are accurate from the expert role perspective Responses are comprehensive Responses are clear Responses are concise |
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| Relevance of journal articles & web resources | Two or more resources are not relevant to topic More than three resources are not relevant to assumed role |
Either of the following or any combination of up to three infractions:
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All resources are relevant to topic Two resources have only minor relevance to assumed role |
All resources are relevant to topic One resource has minor relevance to assumed role |
All resources are relevant to topic All resources are relevant to assumed role |
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| Annotation of journal articles & web resources | No annotation |
Either of the following:
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All references are annotated Annotation detail is either incomplete or unclear for two references |
All references are annotated Annotation detail is either incomplete or unclear for one reference |
All references are annotated All annotation is clear All annotation includes required detail |
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| APA formatting of journal articles & web resources | More than 5 APA formatting errors More than 5 grammatical or spelling errors |
Either of the following or a combination of 5 errors:
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Either of the following or a combination of 3 errors:
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Either of the following:
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No APA formatting errors No grammatical or spelling errors |
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| Quality of journal articles & web resources | Either of the following:
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Either of the following or a combination of three issues:
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Either of the following or a combination of two errors:
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Either of the following:
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All references are from reputable sources All references are high quality |
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TOTAL POINTS |
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| Inadequate 0 |
Beginning |
Developing |
Accomplished |
Exemplary |
Score |
|
|---|---|---|---|---|---|---|
| Accuracy | Inaccurate information is provided to client / patient |
Information is accurate but more than 4 items are either irrelevant to topic or open to misinterpretation |
Information is accurate but 3-4 items are either irrelevant to topic or open to misinterpretation |
Information is accurate but 1-2 items are either irrelevant to topic or open to misinterpretation |
Information is accurate and persists on topic |
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| Creativity | Not at all creative. Essentially a copy-and-paste of the work of others |
Very little creativity. Document is more a hodge-podge than an intentionally designed document |
Fairly creative. Builds on the information of others but choices of elements are not as well thought out or complementary |
Moderately creative. Judicious use of elements builds on those of references identified for assignment |
Excellent creativity. Ideas for combining and/or formatting information and images are original and imaginative |
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| Readability | Very poor readability for audience because organization is absent and/or font is totally inappropriate |
Readability problems for audience related to any two of the following:
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Readability problems for audience related to any one of the following:
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Organized format with easily readable font. Though not tailored to the target group in the scenario, document is well-suited for general population |
Organized format. Has a natural flow. Easily readable font. Consideration is given to any special needs of target group (if applicable) such as potential vision problems, literacy problems, or other concerns. |
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| Cultural / Ethnic appropriateness | Potentially offensive to target population and/or is culturally inappropriate |
Appropriate for general population. No apparent consideration of target group needs |
More appropriate for general population rather than target group |
Culturally/ethnically appropriate material , but has elements that may be more suitable to other populations |
Completely culturally/ethnically appropriate material |
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| Length | < 1/4 page *or* > 2 pages |
1/4 page *or* 1 3/4 - 2 pages |
1/4 - 1/2 page *or* 1 1/2 - 1 3/4 page |
1/2 - 3/4 page *or* 1 1/4 - 1 1/2 page |
1 page in length |
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| Visually Appealing | Plain black unformatted and unembellished text |
Plain text only *and* too many images of questionable relevance *and* poor color combinations |
Problems with 2 of 3 areas: text, images, color |
Problems with 1 of 3 areas: text, images, color |
Visually appealing, excellent use of text, images, and color. Any graphics or images contribute meaning. |
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| Grammar and Spelling | More than 4 grammar and/or spelling errors |
Four grammar and/or spelling errors |
Three grammar and/or spelling errors |
Only 1 or 2 grammar or spelling errors |
All grammar and spelling are correct |
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TOTAL POINTS |
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| Beginning |
Developing |
Accomplished |
Exemplary |
Score |
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|---|---|---|---|---|---|
| Introduction | Does not give any information about what to expect in the presentation |
Gives very little information |
Gives too much information - more like a summary |
Presents a concise lead-in to the presentation |
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| Purpose/Problem | Does not address an issue related to infant sleeping position and/or SIDS |
Addresses an infant sleeping position and/or SIDS issue which is unrelated to evidence-based clinical practice, diversity, and patient education |
Addresses an infant sleeping position and/or SIDS issue somewhat related to evidence-based clinical practice, diversity, and patient education |
Addresses a real infant sleeping position and/or SIDS issue directly related to evidence-based clinical practice, diversity, and patient education |
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| Research | Does not answer any questions from the assigned expert roles |
Answers some questions from the assigned expert roles |
Answers some questions from the assigned expert roles and includes a few other interesting facts |
Answers most questions from assigned expert roles and includes many other interesting facts |
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| Procedure | Not sequential, difficult to follow how research was conducted |
Some of the steps are understandable; most are confusing and lack detail |
Most of the steps are understandable; some lack detail or are confusing |
Presents easy-to-follow steps which are logical and adequately detailed |
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| Findings | Findings presented are inaccurate |
Findings presented contain minor inaccuracies |
Findings presented are mostly accurate and somewhat compelling |
Findings presented are totally accurate and convincing |
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| Conclusion | Presents an illogical explanation for findings and does not address any of the assigned expert role questions |
Presents an illogical explanation for findings and addresses few of the assigned expert role questions |
Presents a logical explanation for findings and addresses some of the assigned expert role questions |
Presents a logical explanation for findings and addresses most of the assigned expert role questions |
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| Attractiveness | Illegible type size, poor color choices |
Some problems with type size and/or some color combinations problematic |
Mostly good type size and color choices; some use of images, illustrations, graphs, or figures |
Legible type size, excellent color choices, excellent use of images, illustrations, graphs, or figures |
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| Grammar and Spelling | Very frequent grammar and/or spelling errors |
More than two errors |
Only 1 or 2 errors |
All grammar and spelling are correct |
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| Engaging | Boring presentation |
Some interesting content, but mainly read screen to audience |
Good presentation with some interesting content |
Novel presentation that was interesting and held audience's attention |
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TOTAL |
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| Beginning |
Developing |
Accomplished |
Exemplary |
Score |
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|---|---|---|---|---|---|
Contribute |
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| Research and Gather Information | Does not collect any information that relates to the topic |
Collects very little information - some relates to the topic |
Collects some basic information - most relates to the topic |
Collects a great deal of information - all relates to the topic |
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| Share Information | Does not relay any information to teammates |
Relays very little information - some relates to the topic |
Relays some basic information - most relates to the topic |
Relays a great deal of information - all relates to the topic |
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| Be Punctual | Does not hand in any assignments |
Hands in most assignments late |
Hands in most assignments on time |
Hands in all assignments on time |
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Take Responsibility |
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| Fulfill Team Role's Duties | Does not perform any duties of assigned team role |
Performs very little duties |
Performs nearly all duties |
Performs all duties of assigned team role |
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| Participate in Group Presentation | Does not speak during the group presentation |
Either gives too little information or information which is irrelevant to topic |
Offers some information - most is relevant |
Offers a fair amount of important information - all is relevant |
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| Share Equally | Always relys on others to do the work |
Rarely does the assigned work - often needs reminding |
Usually does the assigned work - rarely needs reminding |
Always does the assigned work without having to be reminded |
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Value Others' Viewpoints |
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| Listen to Other Teammates | Is always talking - never allows anyone else to speak |
Usually doing most of the talking - rarely allows others to speak |
Listens, but sometimes talks too much |
Listens and speaks a fair amount |
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| Cooperate with Teammates | Usually argues with teammates |
Sometimes argues |
Rarely argues |
Never argues with teammates |
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| Make Fair Decisions | Usually wants to have things his/her own way |
Often sides with friends instead of considering all views |
Usually considers all views |
Always helps team to reach a fair decision |
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TOTAL |
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| ©2005 Developed by Carolyn Graff & Cynthia K. Russell •
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