This criterion is linked to a Learning OutcomePreparation and Introduction in PresentationNU625-CO2; NU625-CO3; PRICE-P; PRICE-I; PRICE-R | 30 pts5 Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic. | 27 pts4 Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic. | 24 pts3 Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic. | 21 pts2 Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic. | 18 pts1 Little effort put into preparation and design. Little effort into the use of technology. Slides/presentation disorganized., non-effectual. Very limited information provided about business plan lacks depth and analysis | 0 pts0 Does not clearly identify a topics that is relative to the assignment. |
| 30 pts
|
This criterion is linked to a Learning OutcomeSynthesis of PresentationNU625-CO2; NU625-CO3; PRICE-P; PRICE-I; PRICE-R | 40 pts5 Synthesizes in-depth information from relevant sources representing deep knowledge and understanding of presentation topics. | 36 pts4 Examines in-depth information from relevant sources representing knowledge and understanding of presentation topics. | 32 pts3 Explains in-depth information from relevant sources representing knowledge and understanding of presentation topics. | 28 pts2 Relates information from relevant sources representing some knowledge and understanding of presentation topics. | 24 pts1 Relates information from irrelevant sources representing some knowledge and understanding of presentation topics. | 0 pts0 Information is irrelevant to the topic. No clear point of view/approaches. |
| 40 pts
|
This criterion is linked to a Learning OutcomeElements and Methodology of the PresentationNU625-CO2; NU625-CO3; PRICE-P; PRICE-I; PRICE-R | 60 pts5 All elements of the methodology are skillfully developed. Appropriate methodology may be synthesized from across disciplines or from relevant sub-disciplines. | 54 pts4 Most critical elements of the methodology are appropriately developed. Appropriate methodology or theoretical frameworks may be analyzed from across disciplines or from relevant sub-disciplines. | 48 pts3 Some critical elements of the methodology are appropriately developed; however, more subtle elements are ignored or unaccounted for. | 42 pts2 Critical elements of the methodology are missing, incorrectly developed, or unfocused. | 36 pts1 Inquiry design demonstrates a misunderstanding of the methodology. | 0 pts0 The design of the paper is not based upon a clear methodology. |
| 60 pts
|
This criterion is linked to a Learning OutcomeOrganization, Presentation, and StyleNU625-CO2; NU625-CO3; PRICE-P; PRICE-I; PRICE-R | 60 pts5 Organizes and synthesizes the learned materials as evidence to reveal insightful patterns, differences, or similarities related to focus. All slides and flow of presentation well organized. Demonstration of clarity of ideas and logical transition. Effective transition slides and between topics. Graphics enhance value of the presentation | 54 pts4 Organizes and analyzes evidence to reveal insightful patterns, differences, or similarities related to focus. | 48 pts3 Organizes evidence to reveal important patterns, differences, or similarities related to focus. | 42 pts2 Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities. | 36 pts1 Describes evidence, but it is not organized and/ or is unrelated to focus. | 0 pts0 Lists evidence, but it is not organized and/ or is unrelated to focus. |
| 60 pts
|
This criterion is linked to a Learning OutcomeConclusion to presentationNU625-CO2; NU625-CO3; PRICE-P; PRICE-I; PRICE-R | 40 pts5 States a final slide conclusion that is a logical extrapolation from the inquiry findings. | 36 pts4 States a final slide conclusion that is a logical interpretation of the inquiry findings. | 32 pts3 States a final slide conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings. | 28 pts2 States a general final slide conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. | 24 pts1 States an ambiguous or unsupportable conclusion from inquiry findings. | 0 pts0 States an illogical conclusion from inquiry findings. |
| 40 pts
|
This criterion is linked to a Learning OutcomeClear Discussion of Presentation using a Strength/Weakness/Opportu ity/Threat (SWOT) analysisNU625-CO2; NU625-CO3; PRICE-P; PRICE-I; PRICE-R | 20 pts5 Insightfully discusses in detail relevant and supported limitations and implications. | 18 pts4 Examines relevant and supported limitations and implications. | 16 pts3 Discusses relevant and supported limitations and implications. | 14 pts2 Presents relevant and supported limitations and implications. | 12 pts1 Presents limitations and implications, but they are unsupported. | 0 pts0 Presents limitations and implications, but they are irrelevant. |
| 20 pts
|
This criterion is linked to a Learning OutcomeAPA MechanicsPRICE-P; PRICE-I; | 10 pts5 The presentation exhibits a superior command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling. | 9 pts4 The presentation exhibits a stronger command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling that impair the flow of communication. | 8 pts3 The presentation exhibits command of written English language conventions. The presentation has minor errors in mechanics, grammar, or spelling that impact the flow of communication. | 7 pts2 The presentation exhibits a limited command of written English language conventions. The presentation has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. | 6 pts1 The presentation exhibits little command of written English language conventions. The presentation has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. | 0 pts0 The presentation does not demonstrate command of written English language conventions. The presentation has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. |
| 10 pts
|
This criterion is linked to a Learning OutcomeAPA StylePRICE-P; PRICE-I | 10 pts5 The required APA elements are all included with correct formatting, including in-text citations and references. | 9 pts4 The required APA elements are all included with minor formatting errors, including in-text citations and references. | 8 pts3 The paper exhibts command of written English lanuage conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the fow of communication. | 7 pts2 The paper exhibts a limited command of written English lanuage conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. | 6 pts1 The paper exhibts little command of written English lanuage conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. | 0 pts0 The paper does not demonstrate command of written English lanuage conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. |
| 10 pts
|
Total Points: 270 |
