BSHS 438 Week 5 Team — Assessment Tool

Assessment Tool Grading Guide

Resource: Assessment Tool Grading Guide

Part 1

Write a 1,400- to 1,750-word paper proposing a tool for assessing the needs of older adults.

Include a justification for its use with the older adult population:

· The type of approach used in the assessment tool : integrative or interdisciplinary

· Strategies to implement the approach

· How the tool will benefit the older adult population

· How the tool addresses long-term care needs and end-of-life issues

Format your paper according to APA guidelines.

Part 2

Develop the needs assessment tool discussed in Part 1 based on your interviews from the Professional Interview assignment in Week 4.

Include the following in your assessment tool:

· A questionnaire for assessing the following:

· Physical health needs

· Mental and cognitive health needs

· Long-term care needs

· Living environment needs

· End-of-life issues

Submit your assignment.

Assessment Tool Grading Guide

BSHS 438 Week 5 Special Problems Presentation

Resource: Grading Criteria: Special Problems Presentation

Create an 8- to 10-slide Microsoft® PowerPoint® presentation on special problems facing the older population. Include the following in your presentation:

· A description of the special problems facing the older adult population

· Fraud

· Suicide

· The factors that contribute to these problems

· How the problems affect the older adult population

· Strategies human service professionals can use to help prevent the problems from occurring

Format any citations according to APA guidelines.

Submit your assignment.

Types of Scoring Criteria (Rubrics)

A rubric is a scoring guide used to assess performance against a set of criteria. At a minimum, it is a list of the components you are looking for when you evaluate an assignment. At its most advanced, it is a tool that divides an assignment into its component parts, and provides explicit expectations of acceptable and unacceptable levels of performance for each component.
Types of Rubrics

1 – Checklists, the least complex form of scoring system, are simple lists indicating the presence, NOT the quality, of the elements. Therefore, checklists are NOT frequently used in higher education for program-level assessment. But faculty may find them useful for scoring and giving feedback on minor student assignments or practice/drafts of assignments.

Example 1: Critical Thinking Checklist

The student…

__ Accurately interprets evidence, statements, graphics, questions, etc.
__ Identifies the salient arguments (reasons and claims)
__ Offers analyzes and evaluates major alternative points of view
__ Draws warranted, judicious, non-fallacious conclusions
__ Justifies key results and procedures, explains assumptions and reasons
__ Fair-mindedly follows where evidence and reasons lead

Example 2: Presentation Checklist

The student…
__ engaged audience
__ used an academic or consultative ASL register
__ used adequate ASL syntactic and semantic features
__ cited references adequately in ASL
__ stayed within allotted time
__ managed PowerPoint presentation technology smoothly

2 – Basic Rating Scales are checklists of criteria that evaluate the quality of elements and include a scoring system. The main drawback with rating scales is that the meaning of the numeric ratings can be vague. Without descriptors for the ratings, the raters must make a judgment based on their perception of the meanings of the terms. For the same presentation, one rater might think a student rated “good” and another rater might feel the same student was “marginal.”
Example: Basic Rating Scale for Critical Thinking
Excellent
5 Good
4 Fair
3 Marginal
2 Inadequate
1
Accurately interprets evidence, statements, graphics, questions, etc
Identifies the salient arguments (reasons and claims)
Offers analyzes and evaluates major alternative points of view
Draws warranted, judicious, non-fallacious conclusions
Justifies key results and procedures, explains assumptions and reasons
Fair-mindedly follows where evidence and reasons lead

3 – Holistic Rating Scales use a short narrative of characteristics to award a single scored based on an overall impression of a student’s performance on a task. A drawback to using holistic rating scales is that they do not provide specific areas of strengths and weaknesses and therefore are less useful to help you focus your improvement efforts…

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me:
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.