Assessment of Identifies comprehensive Identifies most learning Identifies basic learning Does not identify □ □ □ □ Learning Needs learning needs relevant to relevant to diagnosis. needs relevant to diagnosis. learning relevant to Based on diagnosis. diagnosis Diagnosis Clearly identifies factors Identifies several factors Does not identify or □ □ □ □ relevant to teaching relevant to teaching identification of factors discuss factors relevant to process. process relevant to teaching teaching process. process. Clearly indicates whether Indicates whether or not Vague or incomplete Does not discuss whether □ □ □ □ or not others need to be others need to be included discussion of whether or or not others need to be included in teaching with in teaching. not others need to be included in teaching evidence to support their included in teaching. inclusion. Teaching/ Clearly defines and Identifies and discusses Vague/incomplete Does not identify or □ □ □ □ Learning discusses relevant relevant teaching/learning identification and discuss relevant teaching/learning principles relevant to client discussion of relevant teaching/learning Principles principles relevant to client teaching/learning principles relevant to principles relevant to client. client. Clearly states rationale Includes rationale from Vague/incomplete or Does not include □ □ □ □ from readings to support readings to support choice inaccurate rationale rationales which support choice of teaching/learning of teaching/learning supporting choice of choice of teaching/learning principles principles teaching/learning principles principles Excellent use of Good use of references Weak use of references Inappropriate or absent □ □ □ □ references with strong for support of selection of with unclearly support use of reference sources; support selection of teaching/learning selection of inappropriate citation. teaching/learning principles, with appropriate teaching/learning principles, with appropriate citations. principles, with appropriate citations. citations. Quality of Well organized, easy to Organized, easy to Some ideas made clear, Poorly organized, affects □ □ □ □ Writing follow line of thought. follow line of thought. but not all. Some parts of ability to follow Clear response. response explained better
Assessment of Learning Needs Based on Diagnosis □ Identifies comprehensive learning needs relevant to diagnosis. □ Identifies most learning relevant to diagnosis. □ Identifies basic learning needs relevant to diagnosis. □ Does not identify learning relevant to diagnosis □ Clearly identifies factors relevant to teaching process. □ Identifies several factors relevant to teaching process □ identification of factors relevant to teaching process. □ Does not identify or discuss factors relevant to teaching process. □ Clearly indicates whether or not others need to be included in teaching with evidence to support their inclusion. □ Indicates whether or not others need to be included in teaching. □ Vague or incomplete discussion of whether or not others need to be included in teaching. □ Does not discuss whether or not others need to be included in teaching Teaching/ Learning Principles □ Clearly defines and discusses relevant teaching/learning principles relevant to client □ Identifies and discusses relevant teaching/learning principles relevant to client □ Vague/incomplete identification and discussion of relevant teaching/learning principles relevant to client. □ Does not identify or discuss relevant teaching/learning principles relevant to client. □ Clearly states rationale from readings to support choice of teaching/learning principles □ Includes rationale from readings to support choice of teaching/learning principles □ Vague/incomplete or inaccurate rationale supporting choice of teaching/learning principles □ Does not include rationales which support choice of teaching/learning principles □ Excellent use of references with strong support selection of teaching/learning principles, with appropriate citations. □ Good use of references for support of selection of teaching/learning principles, with appropriate citations. □ Weak use of references with unclearly support selection of teaching/learning principles, with appropriate citations. □ Inappropriate or absent use of reference sources; inappropriate citation. Quality of Writing □ Well organized, easy to follow line of thought. □ Organized, easy to follow line of thought. Clear response. □ Some ideas made clear, but not all. Some parts of response explained better □ Poorly organized, affects ability to follow