rubric gallery

This rubric is designed for the assessment of OMS1

Rubric for SOAP OMS1

Standardized Patient Assessment and Plan

This rubric is designed for the assessment of Physician Assistant Students (PA-S) in developing written clinical notes.

This is the rubric to be used by CBU MSPAS faculty when grading oral case presentations submitted by physician assistant students in their clinical year. This rubric will be applied to grading all oral case presentations.

This rubric is designed for students presenting a conversation in Spanish utilizing illness, injury, & body parts. The skit is based off the unit's vocabulary of a visit to the doctor, and the inclusion of both current and previous grammar points covered. Students create a senario with a medical situation that requires a visit to/from the doctor. The partnership is responsible for choosing either the role of doctor or patient, developing a dialogue and any props needed.

This rubric is designed for a Spanish III oral presentation in which students will be presenting a skit in Spanish. The skit is based off the unit's vocabulary of a visit to the doctor, and the inclusion ofboth current and previous grammar points covered. Students create a senario where there is a medical situation that requires a visit to/from the doctor. The Team is responsible for assigning its members to the different characters, developing a dialogue and any props.

This is the rubric that will be used to evaluate your herbal remedy presentations Full credit requires covering ALL CONTENT provided in assignment template Presentations should be 5-20 minutes in length. An additional 15-20 minutes will be given for in-class discussion.

This is the rubric to be used by AU faculty when grading evidence-based case studies submitted by senior physician assistant students in their clinical year. This rubric will be applied to grading the Family Medicine and Emergency Medicine papers.

The reflection should be a minimum of 350 words in double-spaced, 11 or 12-point font (Arial, Times New Roman, or Word default) with 1" margins (about 2 pages). The Reflection should respond to the following questions: ~ What was the most valuable thing you learned in the reading that you can apply to your content area? ~ How will you implement this in your teaching or daily work? ~ In what area(s) do you feel you need more information or practice to feel comfortable using the teaching strategies we have learned in this chapter? ~ How can you incorporate creativity or hands-on instruction so that students are actively engaged in their learning? ~ How can you use your new skills to show teacher leadership and to benefit your school (future school)?

Scoring rubric for a reflective journal, applying critical thinking and reflection to one's clinical nursing experiences.

. Students’ ethical self identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues. This rubric is intended to help faculty evaluate work samples and collections of work that demonstrate student learning about ethics. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Students prepare a 4-5 page paper about an ethical dilemma of their choice. The paper is worth a total of 100 points, 10% of the final course grade, and grading is based on the criteria listed below.

Assesses students understanding of the research process.

A literature review rubric for general use in graduate programmes

Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.) Two characteristics define the ways in which this rubric is to be used. First, the rubric is meant to assess the teamwork of an individual student, not the team as a whole. Therefore, it is possible for a student to receive high ratings, even if the team as a whole is rather flawed. Similarly, a student could receive low ratings, even if the team as a whole works fairly well. Second, this rubric is designed to measure the quality of a process, rather than the quality of an end product. As a result, work samples or collections of work will need to include some evidence of the individual’s interactions within the team. Courtesy of AAC&U. Modified 08/12 for use in IPC by BR.