| Course Code | Class Code | Assignment Title | Total Points |
| MHW-501 | MHW-501-O501 | Benchmark - Mental Health Services Brochure and Reflection | 100.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| A brief description of the methods used to address each mood disorder 5.1: Determine best practices in using the integrated health model. | 25.0% | The brochure does not include a brief description of the methods used to address each mood disorder. | The brochure vaguely includes a brief description of the methods used to address each mood disorder and/or the description included is not clear. | The brochure includes a full description of methods used to address each mood disorder. | The brochure provides a thorough and detailed description of the methods used to address each mood disorder. | The brochure provides a comprehensive description of the methods used to address each mood disorder. |
| A list of potential treatment goals for each mood disorder 4.2: Describe best assessment practices and treatment modalities for mental health disorders. | 25.0% | The brochure does not include a list of potential treatment goals for each mood disorder. | The brochure includes a vague list of potential treatment goals for each mood disorder and/or the list provided is not clear. | The brochure includes a complete list of potential treatment goals for each mood disorder. | The brochure provides a thorough and detailed list of potential treatment goals for each mood disorder. | The brochure provides a comprehensive list of potential treatment goals for each mood disorder. |
| A rationale regarding the information included in the brochure. | 15.0% | The summary does not include a rationale regarding the information included in the brochure. | The summary vaguely includes a rationale of regarding the information included in the brochure. | The summary fully includes a rationale regarding the information included in the brochure. | The summary provides a thorough and detailed rationale regarding the information included in the brochure. | The summary provides a comprehensive rationale regarding the information included in the brochure. |
| A rationale regarding how the information is presented in the brochure | 15.0% | The summary does not include a rationale regarding how the information is presented in the brochure. | The summary vaguely includes rationale regarding how the information is presented in the brochure. | The summary fully includes a rationale regarding how the information is presented in the brochure. | The summary provides a thorough and detailed rationale regarding how the information is presented in the brochure. | The summary provides a comprehensive rationale regarding how the information is presented in the brochure. |
| Presentation of Content | 5.0% | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The brochure slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Layout | 5.0% | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but are not overly distracting to the reader. | Content is largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written academic English. |
| Total Weightage | 100% |
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