iRubric: Middle Range Theorist Presentation rubric

Discusses in depth the historical/ social context of the model; definitions used in the model; underlying assumptions, values, and ethical considerations; how the model should be evaluated; research evidence supporting the model; research use of the model/ theory(conceptual vs. operational)

Adequately discusses the historical/ social context of the model; definitions used in the model; underlying assumptions, values, and ethical considerations; how the model should be evaluated; research evidence supporting the model; research use of the model/ theory(conceptual vs. operational)

Minimal discussion of the historical/ social context of the model; definitions used in the model; underlying assumptions, values, and ethical considerations; how the model should be evaluated; research evidence supporting the model; research use of the model/ theory(conceptual vs. operational)

Omission of or absence of discussion of the historical/ social context of the model; definitions used in the model; underlying assumptions, values, and ethical considerations; how the model should be evaluated; research evidence supporting the model; and/or research use of the model/ theory(conceptual vs. operational)

Project was creative. Reference pages thorough. Utilized effective communication and teaching skills that involved student peers. Powerpoint was well developed and provided to instructors/students. Annotated bibliography complete and accurate. Posted one reading/WEBCT discussion question for classmates 1 week in advance of presentation and solicited student engagement. Presentation and handouts contained no grammatical or spelling errors; References were in APA format.

Project was mildly creative. Reference pages adequate. Utilized effective communication and teaching skills that involved student peers. Powerpoint was consistent and provided to instructors/students. Annotated bibliography complete and accurate. Posted one reading/WEBCT discussion question for classmates 1 week in advance of presentation and solicited student engagement. Presentation and handouts contained no more than 1-3 grammatical, spelling, and APA errors.

Project lacked creativity. Reference pages were incomplete. Minimally effective communication and teaching skills that failed to involve student peers. Powerpoint was incomplete and/or was not provided to instructors/students. Annotated bibliography incomplete and/or inaccurate. Failed to post one reading/WEBCT discussion question for classmates 1 week in advance of presentation and failed to solicit student engagement. More than 3 grammatical, spelling, or APA errors made.

Project overall lacked effective communication of material, contained 5 or more spelling, grammatical, or APA errors. Failed to post a webCT reading assignment and discussion question one week prior to presentation, or failed to post annotated bilbiography on webCT. Failed to provide student peers and faculty with copies of powerpoint presentation.