Week 4

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PCN 520 Topic 4: Group Design Part 2 Holistic Assessment

 

Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.

 

Criteria

 

 Unsatisfactory Less Than Satisfactory Satisfactory Good Excellent Criteria

 
Brochure The brochure has an unfocused sense of the audience. Inadequate organization and/or development. The work is an extensive collection and rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought or inventiveness. There are few or no graphic elements. No variation in layout or typography is evident. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

 

 

 

 

 The brochure vaguely addressed the group’s purpose or may include multiple purposes where the sense of audience wavers. The work is a minimal collection or rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought. Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

 

 

 

 

 

 The brochure outlines the group’s purpose. The product shows evidence of originality. While based on other people’s ideas, products, images, or inventions, the work does offer some new insights. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

 

 The brochure expresses a clear, coherent purpose to the audience. The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images, or inventions, the work extends beyond that collection to offer new insights. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. The brochure skillfully describes the group’s purpose. Maintains awareness of the audience through form, language, and presence.

The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently.

Writer is clearly in command of standard, written, academic English.

  
Screening Questions Major components or the assignment criteria are missing, vague, or ambiguous. Subject knowledge is not evident.

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

 

 

 

 Partially addresses in detail the criteria behind the group selection process. Presents the screening and demographic questions but minimally explains the rationale. Examines relationships between the screening questions and member selection but lacks insight and/or detail. Little subject knowledge is evident. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

 

 

 

 

 Presents the criteria behind the group selection process. Presents and explains the rationale for the screening and demographic questions. Outlines the creation of the screening questions to the member selection. Some subject knowledge is evident. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

 

 

 Clearly describes the criteria behind the group selection process. Accurately designs and explains the rationale for the screening and demographic questions. Examines relationships between the screening questions and member selection. Subject knowledge appears to be good. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Thoroughly describes the criteria behind the group selection process. Competently designs and explains the rationale for the screening and demographic questions. Identifies integral relationships between the screening questions and member selection. Subject knowledge is excellent. Writer is clearly in command of standard, written, academic English.  
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