Master's level Intro to Educational Psychology Conference Presentation Slide Show

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Conference Presentation of a Position Paper Scoring Guide

Conference Presentation of a Position Paper Scoring Guide

Criteria	Non-performance	Basic	Proficient	Distinguished
Describe how learning theories differ across the lifespan, according to developmental differences and individual differences.	Does not describe how learning theories differ across the lifespan, according to developmental differences and individual differences.	Cites learning theories, but does not describe how they differ across the lifespan, according to developmental differences and individual differences.	Describes how learning theories differ across the lifespan, according to developmental differences and individual differences.	Analyzes how learning theories differ across the lifespan, according to developmental differences and individual differences, and illustrates with real-life examples from experience.
Describe principles of learning to create appropriate instruction for learners.	Does not describe principles of learning to create appropriate instruction for learners.	States, but does not describe, principles of learning to create appropriate instruction for learners.	Describes principles of learning to create appropriate instruction for learners.	Describes principles of learning to create appropriate instruction for learners and associates instructional decisions with learning context.
Explain fundamental elements of guided instruction and constructivism, using an example.	Does not explain fundamental elements of guided instruction and constructivism.	Lists features, but does not explain fundamental elements of guided instruction and constructivism, or does not use an example.	Explains fundamental elements of guided instruction and constructivism, using an example.	Analyzes fundamental elements of guided instruction and constructivism, using an example, and identifies criteria that could be used to evaluate outcomes.
Evaluate pros and cons of both guided instruction and constructivism supported by professional research.	Does not evaluate pros and cons of both guided instruction and constructivism supported by professional research.	Cites pros and cons of both guided instruction and constructivism, but does not support with professional research.	Evaluates pros and cons of both guided instruction and constructivism supported by professional research.	Evaluate pros and cons of both guided instruction and constructivism supported by professional research, and impartially considers other perspectives.
Justify personal position on chosen learning theory through supported research.	Does not justify personal position on chosen learning theory through supported research.	States a personal position on a chosen learning theory, but may not cite research.	Justifies personal position on chosen learning theory through supported research.	Justify personal position on chosen learning theory through supported research and evaluates the quality of the data.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and correctly format citations using APA style.	Does not write clearly and logically, the writing shows little attention to spelling, grammar, punctuation, and mechanics, and does not correctly format citations using APA style.	Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors, but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and formats citations correctly using APA style.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, with no errors. Formats citations correctly using APA style, and all information is accurate and up-to-date.