power point psychology for sensory and perceptual systems in the human body

Unsatisfactory

Emerging

Proficient

Exemplary

Assignment Components

Applied at least two peer-reviewed journal articles to the presentation.

Course Objective (CO) 3

There are too few references throughout the assignment and too many ideas are left unsupported.

Material from a few articles is used, but how they support the ideas is unclear.

Material from a few articles is used throughout the presentation to support a variety of ideas.

Material from several articles is woven throughout the presentation to support, highlight, and illustrate a variety of ideas.

Explained the sensory system affected, including the specific physiological structures affected.

CO1

Explanation of the sensory system is unclear or inaccurate throughout. Too few key physiological structures affected are discussed, or the structures that are discussed are inappropriate or not key structures.

Explanation of the sensory system is somewhat unclear or inaccurate. Some physiological structures affected are discussed, but are either unclear or do not represent all key structures.

Explanation of the sensory system is clear and accurate. Specific physiological structures affected are clearly and appropriately discussed.

Explanation of the sensory system is clear, concise, and accurate. Key and significant physiological structures affected are clearly and astutely discussed.

Explained the perceptual processing affected.

CO2

Explanation of perceptual processing affected is unclear or inaccurate. Too few key perceptual aspects are discussed, or the aspects that are discussed are inappropriate or not key.

Explanation of perceptual processing affected is somewhat unclear or inaccurate. Perceptual aspects affected are discussed, but are either unclear or do not represent all key aspects.

Explanation of perceptual processing affected is clear and accurate. Specific perceptual aspects affected are clearly and appropriately discussed.

Explanation of perceptual processing affected is insightful, clear, and concise. Key and significant perceptual aspects affected are clearly and astutely discussed.

Analyzed the disorder from both the top-down and bottom-up perspectives, indicating which perspective is most appropriate in viewing the disorder.

CO2

Analysis of the disorder addresses either top-down or bottom-up, but not both, or analysis is inaccurate. Analysis identifies which perspective is most appropriate, but is inaccurate.

Analysis of the disorder addresses both the top-down and the bottom-up perspectives, but is unclear or incomplete. Analysis identifies which perspective is most appropriate, but explanation is incomplete.

Analysis of the disorder clearly addresses both the top-down and bottom-up perspectives. Analysis also indicates, specifically, which perspective is most appropriate in viewing the disorder.

Analysis of the disorder completely, clearly, and concisely addresses both the top-down and bottom-up perspectives. Analysis also astutely indicates, specifically, which perspective is most appropriate in viewing the disorder.

Detailed the etiology of the disorder.

CO3

Etiology of the disorder is incomplete. Too few causes or originations are presented.

Etiology of the disorder is somewhat unclear or incomplete. It identifies some causes or originations but is incomplete.

Etiology of the disorder is clear and complete. It specifically highlights the most apparent causes or originations.

Etiology of the disorder is clear, concise, and complete. It specifically highlights the most significant (both apparent and subtle) causes or originations.

Evaluated the coping strategies and treatment methods, or gave evidence that no treatment is available.

CO3

Coping strategies and treatments are mentioned, but are not explained, not evaluated properly, or inappropriate. If no treatment is available, evaluation attempts to explain reasoning but explanation is vague or inaccurate.

Specific coping strategies and treatment methods are discussed, but are not detailed or evaluated justly. If no treatment is available, evaluation discusses reasoning but does not provide evidence of treatment absence.

Specific coping strategies and treatment methods are discussed in detail and evaluated appropriately. If no treatment is available, evaluation provides evidence of treatment absence.

Specific, insightful coping strategies and treatment methods are discussed in detail and evaluated appropriately. If no treatment is available, evaluation provides specific evidence of treatment absence.

Summarized related and/or co-occurring disorders.

CO3

Summary is unclear or incomplete. Any related or co-occurring disorders presented are inaccurate.

Summary is somewhat unclear or slightly incomplete. It presents related and/or co-occurring disorders but those are either unclear or somewhat inaccurate.

Summary is clear, concise, and presents appropriate related and/or co-occurring disorders.

Summary is clear, concise, and presents acutely related and/or co-occurring disorders.

Explored the psychological impact of the disorder (outside of the perceptual deficit).

CO2

Psychological impact of the disorder is unclear, incomplete, or inaccurate throughout. Examples of how disorder impacts outside the perceptual deficit are presented but are inappropriate.

Psychological impact of the disorder is somewhat unclear or incomplete. Examples of how disorder impacts outside the perceptual deficit are presented, but they are either unclear or somewhat inappropriate.

Psychological impact of the disorder is clear and complete. It includes specific examples of how disorder impacts outside the perceptual deficit.

Psychological impact of the disorder is perceptive, clear, and complete. It includes specific examples of how disorder impacts (both directly and indirectly) outside the perceptual deficit.

Presentation Standards

Organization

Introduction

Transitions

Conclusion

Introduction is limited or missing entirely.

Transitions between slides are infrequent, illogical, or missing entirely.

Conclusion is limited or missing entirely.

Introduction is present but incomplete or underdeveloped.

Transitions between slides are sporadic.

Conclusion is recognizable, but incomplete or underdeveloped.

Introduction has an opening, provides some background information, and states the topic.

Transitions between slides are present.

Conclusion summarizes main argument and has a clear ending.

Introduction catches the audience’s attention, provides compelling and appropriate background info, and clearly states the topic.

Thoughtful transitions between slides are appropriate and help the flow of ideas.

Conclusion leaves the listener with a sense of closure and provides concluding insights.

Style

Tone

Audience

Word Choice

Visual design of presentation (that is, background, pictures, text, etc.) is lacking or completely overpowers the presentation to the point of interfering with comprehensibility or design is inappropriate for the assignment.

Design of presentation (that is, background, pictures, text, etc.) upstages the writing or speaking at inappropriate times, or visual design is too understated at points, or design is inconsistent.

Design of presentation (that is, background, pictures, text, etc.) is clear, appropriate for the assignment, balanced and compliments both the writing and speaking throughout the presentation.

Visual design of presentation (that is, background, pictures, text, etc.) is clear, appropriate for the assignment, balanced and compliments both the writing and speaking throughout the presentation. Visual design engages audience, does not distract from information.

Usage and Mechanics

Grammar

Spelling

Sentence structure

Any written portion (including writing on the slides and in notes) contains numerous errors in spelling, grammar, and/or sentence structure that severely interfere with readability and comprehension.

In any written portion (including writing on the slides and in notes), errors in spelling and grammar exist that somewhat interfere with comprehension.

Any written portion (including writing on the slides and in notes) follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with comprehension.

The presentation is basically error free in terms of mechanics. In any written portion (including writing on the slides and in notes), grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

APA Elements

Attribution

Paraphrasing

Quotations

When appropriate or assigned

No attempt at APA format in presentation.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.