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iRubric: Assessment Presentation rubric

iRubric: Assessment Presentation rubric

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Assessment Presentation Assessment Presentation Argosy: Individual Assessment Rubric Code: WX923X9 By deminckd Ready to use Public Rubric Subject: Psychology Type: Presentation Grade Levels: Graduate

Enter rubric title
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts	Exceeds 5 pts
theoretical basis	Poor The student provided a little information regarding the theoretical basis of the testing instrument.	Fair The student provided a some information regarding the theoretical basis of the testing instrument.	Good The student provided an adequate amount of information regarding the theoretical basis of the testing instrument.	Excellent The student provided a significant amount of information regarding the theoretical basis of the testing instrument.	Exceeds The student provided a significant amount of information regarding the theoretical basis of the testing instrument. Information was presented in such a manner that others can identify how to integrate the theoretical basis into their future work as clinicians
psychometric properties	Poor The student struggled with articulating the properties or did not demonstrate a clear understanding of the properties, leaving others to feel confused.	Fair The student articulated the psychometric properties in a manner few students could understand.	Good The student articulated the psychometric properties in a manner most students could understand so as to interpret a report at the LPCC level	Excellent The student clearly articulated the psychometric properties in a manner all students could understand so as to interpret a report at the LPCC level	Exceeds The student clearly articulated the psychometric properties in a manner all students could understand so as to interpret a report at the LPCC level and incorporate the findings into a treatment plan
format and administration	Poor The student demonstrated little knowledge in the administration of the testing or the shared information does not assist others in understanding the administration of this assessment.	Fair The student demonstrated superficial knowledge in the administration of the testing and shared information that assists others in understanding the administration of this assessment.	Good The student demonstrated good knowledge in the administration of the testing and shared information that assists others in understanding the administration of this assessment.	Excellent The student demonstrated substantial knowledge in the administration of the testing and shared information that assists others in understanding the administration of this assessment.	Exceeds The student demonstrated advanced knowledge in the administration of the testing and shared information that assists others in understanding the finer points of administering this assessment.
appropriate population	Poor The student did not demonstrate multicultural awareness OR did not identify populations that were appropriate for the assessment	Fair The student identified appropriate populations	Good The student identified appropriate populations and why	Excellent The student identified appropriate populations and why; as well as discussed populations who would not be appropriate	Exceeds The student identified appropriate populations and why; as well as discussed populations who would not be appropriate and why
Typical findings	Poor The student presented information on typical findings for the instrument and how the instrument is interpreted. However, some information was lacking and/or inaccurate.	Fair The student presented information on typical findings for the instrument and how the instrument is interpreted. However, some information was lacking.	Good The student presented information on typical findings for the instrument and how the instrument is interpreted.	Excellent The student presented information on typical findings for the instrument and how the instrument is interpreted and was able to articulate how the findings can be applied in the clinical counseling setting.	Exceeds The student presented information on typical findings for the instrument and how the instrument is interpreted (ie,. computer vs human or a combination) and was able to clearly articulate how the findings can be applied in the clinical counseling setting.
Ethical/Cultural Consideratrations	Poor The student displayed little to no knowledge regarding the cultural considerations for administering and interpreting testing results, and discussed how to approach this in a client situation.	Fair The student displayed limited knowledge regarding the cultural considerations for administering and interpreting testing results, and discussed how to approach this in a client situation.	Good The student displayed good knowledge regarding the cultural considerations for administering and interpreting testing results, and discussed how to approach this in a client situation.	Excellent The student displayed substantial knowledge regarding the cultural considerations for administering and interpreting testing results, and discussed how to approach this in a client situation.	Exceeds The student displayed advanced knowledge regarding the cultural considerations for administering and interpreting testing results, and discussed how to approach this in a client situation.
APA Style/Formatting	Poor The student did not cite scholarly sources or used non scholarly sources (such as the internet) or the student did not cite the testing manual. Lack of APA Reference page and/or in-text citations will result in a 0 for the presentation	Fair The student cited the testing manual. A reference page was included, and in-text citations were provided throughout the PowerPoint in an appropriate format.	Good The student cited 1 - 2 scholarly resources as well as the testing manual. A reference page was included, and in-text citations were provided throughout the PowerPoint in an appropriate format.	Excellent The student cited a variety (3-4) of scholarly resources as well as the testing manual. A reference page was included, and in-text citations were provided throughout the PowerPoint in an appropriate format.	Exceeds The student cited more than 5 of scholarly resources as well as the testing manual. A reference page was included, and in-text citations were provided throughout the PowerPoint in an appropriate format.
Organization/Presentation	Poor The power-point was poorly organized, and/or was difficult to read because of font (size and type) or the student was not well rehearsed enough to know the slides order	Fair The power-point could have been more organized, and/or was difficult to read because of font (size and type) or the student was not well rehearsed enough to know the slides order	Good The power-point was well organized. The student read from the power point infrequently.	Excellent The power-point was well organized, appealing, and was not too much information. The student did not read from the power point, the ppt served as a supplement and guide to material presented	Exceeds The power-point was well organized, appealing, and had limited words (6 words per line no more than 6 lines per screen). The student did not read from the power point, the ppt served as a supplement and guide to material presented
Professionalims and knowledge	Poor The student was dressed in street cloths or attire not appropriate for a professional presentation. And/or the student did not use person-centered and/or trauma informed language.	Fair The student was dressed in appropriate attire for a professional presentation, spoke in a clear manner but rate was a concern. The language used was person centered but was lacking in trauma informed terminology.	Good The student was dressed in appropriate attire for a professional presentation, spoke in a clear manner but rate was to fast or made it difficult for peers to keep up The language used was person centered and trauma informed.	Excellent The student was dressed in appropriate attire for a professional presentation, spoke in a clear manner at a rate which allowed for peers to take notes. The language used was person centered and trauma informed.	Exceeds The student was dressed in appropriate attire for a professional presentation, spoke in a clear manner at a rate which allowed for peers to take notes or ask questions. The language used was person centered and trauma informed.

Subjects:

Psychology

Types:

Presentation

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