Narrated PowerPoint Presentation
Weighting: 30% of total unit mark
Criterion | HD | DN | CR | PP | NN | ||||||
1. Demonstrate an | Through clear, concise | Through clear and | Through clear | Through description and | Did not demonstrate | ||||||
understanding of | and accurate description | accurate description and | description and | explanation | sufficient understanding | ||||||
pharmacological and | and explanation | explanation | explanation | demonstrated sufficient | of pharmacological and | ||||||
non-pharmacological | demonstrated detailed | demonstrated detailed | demonstrated sound | knowledge of | non-pharmacological | ||||||
approaches to managing | knowledge of | knowledge of | knowledge of | pharmacological and | approaches to managing | ||||||
changed behaviour in | pharmacological and | pharmacological and | pharmacological and | non-pharmacological | changed behaviour in | ||||||
dementia. | non-pharmacological | non-pharmacological | non-pharmacological | approaches to managing | dementia. | ||||||
Weighting 30% | approaches to managing | approaches to managing | approaches to managing | changed behaviour in | |||||||
changed behaviour in | changed behaviour in | changed behaviour in | dementia. | ||||||||
dementia. | dementia. | dementia. | |||||||||
2. Locate a primary | Located a highly suitable | Located a highly suitable | Located a suitable | Located a suitable | Did not locate a suitable | ||||||
research article and | research article. | research article. | research article. | research article. | research article. | ||||||
produce a summary of | Provided a clear and | Provided a clear | Provided a sound | Provided an adequate | Did not provide an | ||||||
its key features and | |||||||||||
concise summary of the | summary of the key | summary of most of the | summary of the key | adequate summary of | |||||||
findings. | |||||||||||
key features and | features and findings of | features and findings of | features and findings of | the research article, or | |||||||
Weighting 25% | findings of the research | the research article, | the research article. | the research article. | mainly quoted from the | ||||||
article, synthesised at a | synthesised to create a | research article. | |||||||||
higher level to create | narrative. | ||||||||||
your own narrative. | |||||||||||
[unique_solution]
3. Analyse the potential | Used key supporting | Used key supporting | Used supporting | Used supporting | Did not use supporting | |
effectiveness of a | references that were | references that were | references that were | references that were | references, or used | |
pharmacological and | current and highly | highly relevant to the | relevant to the specific | related to the specific | references that were | |
non-pharmacological | relevant to the specific | specific pharmacological | pharmacological and | pharmacological and | not relevant to the | |
approach to supporting | pharmacological and | and non- | non-pharmacological | non-pharmacological | specific pharmacological | |
quality of life of a | non-pharmacological | pharmacological | approaches. | approaches. | and non- | |
person with dementia. | approaches. | approaches. | Provided a sound critical | Provided an adequate | pharmacological | |
approaches. | ||||||
Weighting 25% | Provided a concise and | Provided an integrated | analysis of the | critical analysis of the | ||
contextualised critical | critical analysis of the | effectiveness of the | effectiveness of the | Did not adequately | ||
analysis of the | effectiveness of the | pharmacological and | pharmacological and | analyse the | ||
effectiveness of the | pharmacological and | non‐pharmacological | non‐pharmacological | effectiveness of the | ||
pharmacological and | non‐pharmacological | approaches. | approaches. | pharmacological and | ||
non‐pharmacological | approaches. | non‐pharmacological | ||||
approaches. | approaches. | |||||
4. Use appropriate | Appropriate for a slide | Appropriate for a slide | Appropriate for a slide | Appropriate for a slide | Appropriate for a slide | |
academic presentation | presentation: | presentation: | presentation: | presentation: | presentation: | |
style, correct grammar | Consistently adhered to | Generally adhered to | Mostly followed | More often than not | Occasionally used | |
and spelling, clear and | ||||||
grammatical | grammatical | grammatical | followed grammatical | grammatical | ||
readable presentation, | ||||||
conventions and | conventions and | conventions and used | conventions and used | conventions and | ||
and accurate academic | ||||||
academic style. | academic style. | academic style. | academic style. | academic style. | ||
referencing. | ||||||
Weighting 20% | Logically and succinctly | Logically structured the | Logically structured the | Structured the content | Partially or poorly | |
structured the content | content to create a | content to create a | to create a mostly | structured the content. | ||
to create a cohesive and | cohesive and coherent | coherent piece of work. | coherent piece of work. | Occasionally referenced | ||
coherent piece of work. | piece of work. | |||||
Mostly followed APA | More often than not | and acknowledged a | ||||
Accurately and | Almost always | referencing | followed APA | source of information. | ||
consistently adhered to | accurately adhered to | conventions, in both the | referencing | |||
APA referencing | APA referencing | text and the reference | conventions, in both the | |||
conventions, in both the | conventions, in both the | list. | text and the reference | |||
text and the reference | text and the reference | list. | ||||
list. | list. | |||||
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