Download TCE 577-400 Applied Psychopathology and Psychodiagnostics

Materials linked from the February 20, 2012 Curriculum Council agenda.
TCE 577-400 Applied Psychopathology and Psychodiagnostics
Counseling Academic Unit
Department of Teacher and Counselor Education
Oregon State University ● College of Education
nota bene: This syllabus was created using the CAU’s master syllabus file and thus possesses
the same content, student learning outcomes, and contact hours as on-campus sections.
The content and student learning outcomes have CACREP, NCATE, and TSPC approval. The
only pedagogical difference with this syllabus is the addition of a synchronous web
instruction component.
Instructor:
Teri Strong, PhD
Phone: 541-345-2800
e-mail: [email protected]
Schedule:
Hybrid Format—4.5 asynchronous hours via the Blackboard, 7.5 synchronous
hours via Adobe Connect & 16 hours in-class at the Chemetketa CC Center for
Business and Industry.
In Class Day
In Class Dates
Class Time
In Class Location
Friday
4/19/13 & 5/17/13
0800-1700
Chemetketa Center for Business and
Industry - Salem
Synchronous
Web Session
Day
Synchronous
Web Session
Dates
Class Time
In Class Location
Mondays
Bi-Weekly
1800-1900 or
1900-2000 or
2000-2100
www.adobeconnect.com/strong
Credits: 3.
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Direct Contact Hour Distribution:
Delivery Modality
Weekly Multiplier
Total
In Class: CCC-CCBI
http://www.chemeketa.edu/busprofession/ccbi/
2 days * 8 hours
16
Synchronous Web via Adobe Connect
www.adobeconnect.com/strong
5 weeks * 1.5 hour
7.5
Asynchronous Web via Blackboard
9 weeks * .5 hours
https://my.oregonstate.edu/webapps/portal/frameset.jsp
4.5
Total Direct Contact Hours
30
Course Description:
Addresses the principles of diagnosis of psychopathology and the use of current diagnostic
tools, including the current edition of the Diagnostic and Statistical Manual (DSM). Includes
psychiatric terminology, treatment, current research, cross cultural impact, ethical
implications, and goal planning related to mental health processes and case management.
Learning Objectives:
At the end of the course students will be able to:
577.1
577.2
577.3
577.4
Demonstrate a working understanding of current mental and emotional
disorders for children, adolescents, and adults evidenced by attaining a grade
of “B” or above in clinical work assignments, quizzes, and reports.
Demonstrate competency in using the most current version of the Diagnostic
and Statistical Manual by accurately coding multi-axial mental health
diagnosis through treatment planning assignments, report writing, quizzes,
and attaining a grad of “B” or above.
Demonstrate the ability to perform a mental health clinical interview that
culminates in a written biopsychosocial assessment (e.g. mental health
assessment), evaluation of a client’s mental status, and a treatment plan
representative of the multi-axial diagnosis with a minimum accuracy rate of 80
percent (B grade).
Demonstrate understanding of current research trends, ethical requirements,
diversity competency related to clinical work using the DSM by including and
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addressing these issues in group discussion, assignments, and report
writing.
Relation of Course to CACREP Standards:
#
CC.C4
CC.C5
Text of Standard
Principles and models of biopsychosocial assessment, case
conceptualization, theories of human development and concepts of
normalcy and psychopathology leading to diagnoses and appropriate
counseling plans;
Knowledge of principles of diagnosis and the use of current
diagnostic tools, including the current edition of the Diagnostic and
Statistical Manual
Relation of Course to University, College and Program Mission Objectives
University:
Oregon State University aspires to stimulate lasting attitude of inquiry (U.1), openness (U.2) and
social responsibility (U.3). To meet these aspirations, we are committed to providing excellent
academic programs (U.4), educational experiences and creative scholarship (U.5).
College:
The mission of the new School of Education is to prepare, inspire and support teachers, counselors,
educational leaders, researchers, and volunteers to promote lifelong learning (C.1) in schools,
colleges, universities, communities, and workplaces. Embracing an innovative spirit (C.2) in teaching,
research, service, and knowledge dissemination (C.3), we are committed to the values of diversity
(C.4) and social justice (C.5) in a global society.
Program Area:
The mission of the Oregon State University graduate program in Counseling is to prepare professional
leaders who promote the social, psychological and physical well-being (P.1) of individuals, families,
communities and organizations. We believe that such professional leaders stand for social, economic
and political justice (P.2) and therefore must be prepared to be proactive educators, change agents
and advocates (P.3) in the face of injustice. Professional leaders are sensitive to life span
developmental issues (P.4), demonstrate multicultural awareness (P.5), and recognize a global
perspective (P.6) as integral to the preparation of professional leaders.
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Matrix: Relation of Course to University, College and Program Mission Objectives
Source
Item
U.1
U.2
U.3
U.4
U.5
C.1
C.2
C.3
C.4
C.5
P.1
P.2
P.3
P.4
Inquiry
Openness
Social Responsibility
Excellence
Creativity
Lifelong Learning
Innovation
Dissemination
Diversity
Social Justice
Well-Being
Justice
Advocacy
Developmental
Awareness
P.5
Multicultural
Awareness
Global Awareness
P.6
LO.1
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LO.2
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LO.3
LO.4
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Course Readings:
American Psychological Association.
Washington, DC: Author.
(2000). Diagnostic and Statistical Manual (DSM IV TR).
Comer, R.J. (2007). Abnormal Psychology, (6th Ed.) New York: Worth Publishers/W.H. Freeman and
Co. This is a required textbook for this course.
There is a very helpful, free Web site to accompany the book at:
www.worthpublishers.com/comerabpsych6e. This site (from the publisher) has activities and
simulations for the more challenging concepts, as well as self-quizzing (two for every chapter) to help
you prepare for class assignments and discussion.
Course Assignments and Requirements:
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1. Attendance & participation: Students are expected to attend all scheduled class periods,
and be prepared to engage in rich and robust discussions regarding the learning topic(s).
Students are also expected to participate in class assignments. Total points: 15
2. Required reading: Students should have access to both texts for the course, and
read all assigned materials. Students should bring textbooks to class with them. The
instructor may also assign reading other than textbook assignments as appropriate.
3. Blackboard Assignments: Eight (8) take-home assignments will be worth a total of ten
(10) points per assignment. Assignments will be due on the following dates:
Assignment #1: What is Abnormal? The film One Flew Over the Cuckoo's Nest will
be shown in class on September 25th. Students will look for examples of Comer’s
“Four D’s” of abnormality, outlined in Chapter 1, in the characters in the movie and
write a 2 page summary of evidence of the “Four D’s” in at least two of the characters.
Assignment #2:
Worksheet on Clinical Assessment
Assignment #3:
Worksheet on Anxiety Disorders
Assignment #4:
Worksheet on Mood Disorders
Assignment #5:
Worksheet on Eating Disorders and
Sexual Disorders
Assignment #6:
Worksheet on Schizophrenia
Assignment #7:
Worksheet on Disorders of Childhood and Adolescence
Assignment #8:
Worksheet on Personality Disorders
Total points: 80
4. Take-home Diagnostic Assessment: You will be given one case scenario in which you
are to complete a provisional diagnosis using the following format:
•
•
•
•
•
Provisional multi-axial diagnosis: I-V
Diagnostic criteria used to formulate your decision
Related Disorders
Recommendations for Treatment
Initial Treatment Goal
You can use any sources to assist in formulating the diagnosis. Grading will be assigned
according to adherence to above format, style of presentation, depth of content, clarity,
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quality, grammar, and spelling. Two (2) pages.
Total Points: 30
5. Mental Health Assessment: As a culmination of learning for the term, students are
expected to complete a diagnostic interview with one client, and write a mental health
assessment and treatment plan as a result of the interview. Students may complete this
assignment with an actual client if currently placed at an internship site appropriate for
completing a mental health assessment (students must observe confidentiality in the written
report with actual clients). However, if completing this assignment with an actual client is not
appropriate or feasible; students may interview an OSU doctoral in counseling student, who
will role-play an actual client scenario. Students will present their assessment/case on the
last day of class in a mock clinical staffing. Examples of interview formats will be provided in
class. The written diagnostic report should be 4-5 pages in length, and will include a MultiAxial DSM-IV diagnosis on all 5 axes.
Written Report:
In Class Presentation:
Total:
60 Points
10 Points
70 Points
6. Completion of Course Assignments: Students must demonstrate competency of the
learning topics through the successful completion of all course assignments. Students are
expected to use APA style formatting for all assignments.
Learning Objectives/Course Assignments Matrix:
L.O.
577.1
577.2
577.3
577.4
Assign 1 Assign 2 Assign 3 Assign 4 Assign 5 Assign 6
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Evaluation:
Assignment
Attendance and Participation
Blackboard assignments
Mental Health Assessment
In-Class Presentation
Total
Points Possible
20 points
80 points (10 points each)
60 points
40 points
200 points
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Grading Scale (By percentage):
A
AB+
B
BC+
95-100
92-94
89-91
86-88
83-85
80-82
C
CD+
D
DF
77-79
74-76
71-73
68-70
65-67
Below 65
n.b., the GPA Requirement: You must achieve a minimum grade point average (GPA) of
3.00 for all courses you take at OSU as a graduate student and for courses you include in
your program. Grades on transfer curses will be included in calculating the program GPA,
but will not affect the GPA of courses taken at OSU. Grades below C are not accepted on a
graduate program. The minimum GPA requirements must be met before scheduling your
final oral or written exam.
Student Notices: See Appendix A.
Weekly Schedule:
Week #1
Overview of Class. Class discussion, "What are mental disorders? What is
abnormal?" Intro. to the DSM-IV-TR. Watch movie: “One Flew Over the Cuckoo’s
Nest.”
Week #2
History of Abnormal Psychology/Psychopathology
Psychological, Biological and Sociocultural Factors;
Systems Perspectives/Critique of Diagnosis
Comer: Chpt. 1, 2, 3; DSM-IV: Pages xxiii-xxxv
“What is abnormal? One Flew Over the Cuckoo’s Nest” paper due
Week #3
Clinical Assessment, Diagnostic Issues and Treatment Planning, Overview of
Psychiatric Medications
Assessment Interviewing, Mental Status Exam
Guest Speaker: Ken Zimmerman, Psychiatric Mental Health Nurse Practitioner
Comer: Chpt. 4; DSM-IV: 1-12, 27-37, & App. A (pp. 745-755)
Assignment #2 Due
Week #4
Anxiety Disorders, Stress Disorders and Adjustment Disorders,
Somatoform and Dissociative Disorders
Comer: Chpt. 5, 6, 7; DSM-IV: Pages 429-484; 679-683
Assignment #3 Due
Week #5
Mood Disorders - Depression/Bi-Polar Disorder
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Suicide: Demographics and Assessment
Comer: Chpt. 8, 9, 10; DSM-IV: Pages 345-428
Assignment #4 Due
Hand out Take-home Diagnostic Assessment
Week #6
Eating Disorders
Comer: Chpt. 11; DSM-IV: Pages 583-595
Sexual Disorders and Gender Identity Disorder
Comer: Chpt. 13; DSM-IV: Pages 535-582
Assignment #5 Due
Week #7
Schizophrenia and other Psychotic Disorders
Comer: Chpt. 14, 15; DSM-IV: Pages 297-343
Assignment #6 Due
Take-home Diagnostic Assessment due
Week #8
Disorders of Childhood and Adolescence
Comer: Chpt. 17; DSM-IV: Pages 39-134
Assignment #7 Due
Week #9
Personality Disorders
Comer: Chpt. 16; DSM-IV: 685-729
Assignment #8 Due
Week #10
Disorders Associated with Aging and Cognition
Comer: Chpt. 18; DSM-IV: Pages 135 -171
In-Class Mental Health Assessment Case Presentations
Week #11
In-Class Case Presentations, Mental Health Assessments Due
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Appendix A: Student Notices
Statement Regarding Students with Disabilities:
Accommodations are collaborative efforts between students, faculty and Disability Access Services
(DAS) with accommodations approved through DAS are responsible for contacting the faculty
member in charge of the course prior to or during the first week of the term to discuss
accommodations. Students who believe they are eligible for accommodations but who have not yet
obtained approval through DAS should contact DAS immediately at 541-737-4098.
Expectations for Student Conduct:
Student conduct is governed by the university’s policies, as explained in the Office of Student
Conduct: information and regulations. In an academic community, students and faculty, and staff
each have responsibility for maintaining an appropriate learning environment, whether online or in
the classroom. Students, faculty, and staff have the responsibility to treat each other with
understanding, dignity and respect. Disruption of teaching, administration, research, and other
institutional activities is prohibited by Oregon Administrative Rule 576-015-0015 (1) and (2) and is
subject to sanctions under university policies, OSU Office of Student Conduct.
Confidentiality Notice:
As a reminder, all information concerning clients, supervisees, and classmates must be kept
confidential. Confidentiality is a crucial element in the counseling profession and should also be
upheld with clients, supervisees, and peers. Any discussion should be conducted in such a manner
that persons are protected by the limits of confidentiality. Confidentiality will be broken if there is
evidence that you have been or pose a potential danger to others or if you break ethical or legal
standards as established by the Counseling Profession. Prior to the review of any digital video
recording, the student will provide a Consent Form for recording outlining the purpose of the
recording and written permission by the client/supervisee. Let your client/supervisee know who will
be listening to the recordings of the sessions and the reasons for that. Be sure to respect
confidentiality outside the session. Do not discuss clients/supervisees in public places where your
conversation could be overheard. Do not discuss your clients/supervisees with persons outside the
class such as spouses, family members, etc. Do not play your video counseling/supervision sessions
when audio and visual privacy is not possible. A private earphone is recommended when listening to
recordings, even at home where family members might overhear.
Blackboard:
This hybrid course will be delivered in part via Blackboard, your online learning community, where
you will interact with your classmates and with me. Within the course Blackboard site you will access
the learning materials, tutorials, and syllabus; discuss issues; submit assignments; take quizzes; email
other students and the instructor; participate in online activities; and display your projects. To
preview how an online course works, visit the Ecampus Course Demo. For technical assistance,
-TCE 577 Page 9-
Blackboard and otherwise, see http://ecampus.oregonstate.edu/services/technical-help.htm.
In-class Portion Attendance Policy:
Take this course only if you can complete the in-class portion of the course. Absence from an in-class
session will result in an “I” grade and that session will need to be made up the next time the course is
offered.
Academic Integrity:
Students are expected to comply with all regulations pertaining to academic honesty, defined as: An
intentional act of deception in which a student seeks to claim credit for the work or effort of another
person or uses unauthorized materials or fabricated information in any academic work. For further
information, visit Avoiding Academic Dishonesty, or contact the office of Student Conduct and
Mediation at 541-737-3656.
Conduct in the Online Portion of Class:
Students are expected to conduct themselves in the course (e.g., on discussion boards, email
postings) in compliance with the university's regulations regarding civility. Students will be expected
to treat all others with the same respect as they would want afforded themselves. Disrespectful
behavior to others (such as harassing behavior, personal insults, and inappropriate language) or
disruptive behaviors in the course (such as persistent and unreasonable demands for time and
attention both in and out of the classroom) is unacceptable and can result in sanctions as defined by
Oregon Administrative Rules Division 015 Student Conduct Regulations.
Ground Rules for Online Communication & Participation:
1. Online threaded discussions are public messages, and all writings in this area will be viewable
by the entire class or assigned group members. If you prefer that only the instructor sees your
communication, send it to me by email, and be sure to identify yourself and the class.
2. Posting of personal contact information is discouraged (e.g. telephone numbers, address,
personal website address).
3. Online Instructor Response Policy: I will respond to course-related questions within 48 hours
(weekends excluded).
4. Observation of "Netiquette": All your online communications need to be composed with
fairness, honesty and tact. Spelling and grammar are very important in an online course. What
you put into an online course reflects on your level of professionalism. Here are a couple of
references that discuss
a. writing online: http://goto.intwg.com/
b. netiquette: http://www.albion.com/netiquette/corerules.html.
5. Please check the Announcements area and the course syllabus before you ask general course
"housekeeping" questions (e.g., how do I submit assignment 3?). If you don't see your answer
there, then please contact me.
Guidelines for a Productive and Effective Online Classroom Experience:
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1. The discussion board is your space to interact with your colleagues related to current topics or
responses to your colleague’s statements. It is expected that each student will participate in a
mature and respectful fashion.
2. Participate actively in the discussions, having completed the readings and thought about the
issues.
3. Pay close attention to what your classmates write in their online comments. Ask clarifying
questions, when appropriate. These questions are meant to probe and shed new light, not to
minimize or devalue comments.
4. Think through and reread your comments before you post them.
5. Assume the best of others in the class and expect the best from them.
6. Value the diversity of the class. Recognize and value the experiences, abilities, and knowledge
each person brings to class.
7. Disagree with ideas, but do not make personal attacks. Do not demean or embarrass others.
Do not make sexist, racist, homophobic, or victim-blaming comments at all.
8. Be open to be challenged or confronted on your ideas or prejudices.
Technical Assistance:
If you experience computer difficulties, need help downloading a browser or plug-in, assistance
logging into the course, or if you experience any errors or problems while in your online course,
contact the OSU Help Desk for assistance. You can call (541) 737-3474, email
[email protected] or visit the OSU Computer Helpdesk online.
Tutoring:
Effective fall term 2009 we went to a new Online Tutoring Service - NetTutor to meet the needs of
Ecampus students. NetTutor is a leading provider of online tutoring and learner support services fully
staffed by experienced, trained and monitored tutors. Students connect to live tutors from any
computer that has Internet access. NetTutor provides a virtual whiteboard that allows tutors and
students to work on problems in a real time environment. They also have an online writing lab where
tutors critique and return essays within 24 to 48 hours.
Electronic Device Notice:
As a matter of courtesy to your classmates and the instructor, please turn off your beepers, cell
phones, and any other electronic toys that make any noise.
Laptop/PDA Policy:
Excluding students with a documented disability, the use of laptops and PDAs during the in class
portion is prohibited without prior permission of the instructor.
Recording Policy:
Excluding students with a documented disability, the use of electronic recording devices in class are
prohibited without prior permission of the instructor. Also, the recording of clinical material present
in the in class portion is prohibited to all students.
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Use of Research Data (i.e., CACREP Standard II.I)
Faculty will disseminate and students will discuss current published research as part of class activities.
Class Visitor Policy
Due to the clinical nature of this course in this curriculum, visitors of any age are not allowed without
prior permission of the instructor.
Appendix B: Rubrics
Rubric #1: Classroom Participation
Name: ____________________
Quarter:____________________
Week
Level Of
Engagement
Listening
Skills
Behavior
Preparation
Total
3
8
Key:
Level Of Engagement:
Range
2.1-2.5
1.5-2.0
.6-.1.5
0-0.5
Student proactively contributes to class by offering ideas and asking questions more than once per class.
Student proactively contributes to class by offering ideas and asking questions once per class.
Student rarely contributes to class by offering ideas and asking questions.
Student never contributes to class by offering ideas and asking questions.
Listening Skills
Range
2.1-2.5
1.5-2.0
.6-.1.5
0-0.5
Behavior
Range
2.1-2.5
1.5-2.0
Descriptor
Descriptor
Student listens when others talk, both in groups and in class. Student incorporates ideas of others.
Student listens when others talk, both in groups and in class.
Student does not listen when others talk, both in groups and in class.
Student does not listen when others talk and often interrupts when others speak.
Descriptor
Student almost never displays disruptive behavior during class.
Student rarely displays disruptive behavior during class.
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.6-.1.5
0-0.5
Student occasionally displays disruptive behavior during class.
Student almost always displays disruptive behavior during class.
Preparation
Range
2.1-2.5
1.5-2.0
.6-.1.5
0-0.5
Descriptor
Student is almost always prepared for class with assignments and required class materials.
Student is usually prepared for class with assignments and required class materials.
Student is rarely prepared for class with assignments and required class materials.
Student is almost never prepared for class with assignments and required class materials.
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Rubric #2: Threaded Discussion
Student’s Name:____________________
Total Score (A+B):______________
Week: _____________________
Quarter: ________________
Score
0
1.7
3.4
5
Score
0
1.7
3.4
5
A. Post Construction
Poor spelling and grammatical errors. Short 1 or 2 sentences. Lacks structure or flow.
Written in informal language, abbreviations or txt.
Some poor spelling and grammatical errors. Has some structure, but the entry does not
flow. May contain a link or image. The reply contains several sentences. The text
construction is mainly formal containing few abbreviations or txt style language.
Few spelling and grammatical errors. Has structure and the entry flows. Contains an
appropriate links, uploaded files or images. These are referred to within the text. Refers to
other posts. The reply contains sentences or paragraphs.
Spelling and grammatical errors are rare. The reply has structure and is formatted to
enhance readability. Contains an appropriate links, uploaded files or images. Sources are
acknowledged. Images and links are referred to within the text. Refers to other posts and
builds on these.
Week’s Score: ______
B. Understanding
Simple reply or comment which lacks insight, depth or is superficial. The entry is short and
frequently irrelevant to the key question, original post or concept. Does not express
opinion clearly. Shows little understanding.
Simple reply or comment showing some insight, depth and are connected with original
post, question, topic or concept. The replies are short and may contain some irrelevant
material. Some personal comments or opinions these may not be on task. Shows some
understanding.
Replies show insight, depth and are connected with thread, topic or post. Entries may
contain some irrelevant material. Personal opinion is expressed in an appropriate style.
Shows a good depth of understanding.
Replies show insight, depth and understanding. They are connected with thread, topic or
post. Entries are relevant with links to supporting material. Personal opinion is expressed in
an appropriate style and is clearly related to the thread or post. The reply or post shows a
high level of understanding, it shows a depth of understanding in matters relating to and
surrounding the original post.
Week’s Score: ________________
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Rubric #3: Written Assignments (Mental Health Assessment)
INTRODUCTION
BODY OF
PAPER
Unacceptable - 0
• No thesis
• No context
• No
summary of
points to be
explored in
body of
paper
Emerging - 1
• Thesis stated
• Little or no
context
• And/or no
summary of the
argument to be
explored in the
body of the paper
• Or, thesis is
unclear
• Ideas
connected to
introduction/
organization is
unclear
• Claims based
on articles but
ideas not
explored
• Or, claims
made but do
not support an
overall
argument
• Some use of
article
references to
support claims
Developing - 2
• Thesis clear
• Context
addresses what
and why
• Summary of
argument is
included
No
concluding
paragraph
Or the
paragraph
introduces
new
information
Concluding
paragraph reviews
some of major
points
No conclusion
offered related to
thesis
Concluding
paragraph reviews
all major points
No conclusion
related to thesis
Reviews major points in
interesting way
Offers conclusion about thesis
Most claims
indicate lack of
understanding of
the articles
Attempts at
synthesis indicated
through combining
ideas from the
articles. However,
no conclusions or
generalizations are
offered.
Conclusions or
generalizations
offered but not both
Or conclusions
& generalizations
drawn directly from
articles and do not
represent ability to
create new ideas
The paper demonstrates
•
•
•
CONCLUSION
•
•
ACCCURACY
OF CLAIMS
Unconnected
to
introduction
Unsupported
opinions
used to
develop
argument
No use of
article
references to
support
claims
Each paragraph
clearly connected to
introduction or to
preceding
paragraph(s)
Claims based on
articles and the
ideas are explored
and developed
Claims build an
argument
Good use of
article references
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Proficient - 3
• Introduction engages the
reader and signals the intent of
the paper
• Language is fluent and
interesting
• Clear, relevant thesis
• Context is clearly developed
• Concession offered
• Summary of argument is
included
Parallel construction (paragraph
order equals summary in
introduction)
Appropriate use of article
references to support claims
Thorough exploration of claims
and possible counter-arguments to
build argument
Language use engaging and
fluent
•
•
Ability to create new ideas and
generalizations based upon
previous knowledge and
experiences.
Ability to relate knowledge
from several areas and draw
conclusions
MECHANICS
•
Many
spelling
errors that
could have
been
detected by
spellchecker
Many
grammatical
errors
• Spelling or
grammatical errors
but not both
Lack of
noun/pronoun
agreement
Lack of
subject/verb
agreement
Spelling or
grammatical errors
that spell check
could miss
incorrect
citation format
Incorrect
reference format
Past tense not
used
Active voice
not used
Some citations
in correct form
Some
references in
correct form
Past tense used
Active voice
used
Most citations in
correct form
Most references
in correct form
Past tense used
Active voice
used
•
APA
Correct spelling
No grammatical errors
Correct citations
Correct reference list format
Appropriate use of past and
present tense
Active voice
The Mental Health Assessment paper will receive up to 18 points using the rubric above. Your score
will then be multiplied by 60/18 for calculating your final grade.
Rubric 4: Classroom Presentation
1
2
3
4
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information
Audience has
difficulty
following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Subject
Knowledge
Student does not
have grasp of
information;
student cannot
answer
questions about
subject.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student is at
ease with
expected
answers to all
questions, but
fails to elaborate.
Graphics
Student uses
superfluous
graphics or no
graphics
Student
occasionally
uses graphics
that rarely
Student's
graphics relate to
text and
presentation.
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required) by
answering all
class questions
with explanations
and elaboration.
Student's
graphics explain
and reinforce
screen text and
-TCE 577 Page 16-
Mechanics
Presentation
Student's
presentation has
four or more
spelling errors
and/or
grammatical
errors.
Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
students in the
back of class to
hear.
support text and
presentation.
Presentation has
three
misspellings
and/or
grammatical
errors.
presentation.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings
or grammatical
errors.
Student's voice is
low. Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can
hear
presentation.
Student uses a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear
presentation.
You can earn up to 20 points for the classroom presentation using the rubric above. Your score will
then be multiplied by 2 in the calculation of your final grade.
-TCE 577 Page 17-