Summary of Four CCNE Standards for Program Evaluation

The four CCNE standards for program evaluation are omitted.

The four CCNE standards for program evaluation are presented, but there are major omissions and inaccuracies.

The four CCNE standards for program evaluation are outlined. There are minor omissions or inaccuracies.

The four CCNE standards for program evaluation are accurately outlined. Some detail is needed for clarity.

The four CCNE standards for program evaluation are clearly and accurately outlined.

Develop three strategies, based on selected CCNE standard, to evaluate the outcomes in the program developed in this course (C6.3) (C1.3) (C1.3, C6.3)

Three strategies based on a selected CCNE standard to evaluate the outcomes of the program developed in this course are omitted.

Three general strategies to evaluate the outcomes of the program developed in this course are presented but are incomplete or inaccurate. It is unclear which CCNE standard is used for the strategies. An ability to participate in curriculum design and evaluate program outcomes is not demonstrated.

Three general strategies to evaluate the outcomes of the program developed in this course are presented. Overall, the strategies are based on one selected CCNE standard. Some aspects are unclear or there are minor inaccuracies. An ability to participate in curriculum design and evaluate program outcomes is generally demonstrated.

Three strategies to evaluate the outcomes of the program developed in this course are presented. The strategies are based on one selected CCNE standard. Some detail is needed for clarity. An ability to participate in curriculum design and evaluate program outcomes is demonstrated.

Three detailed strategies to evaluate the outcomes of the program developed in this course are presented. The strategies are clearly based on one selected CCNE standard. An ability to participate in curriculum design and evaluate program outcomes is demonstrated.

Quality of presentation of content. Organization of presentation includes substantive speaker notes for each slide. Additional slides for the title and references are included.

Content lacks a clear point of view or logical sequence of information. Little persuasive information is included. Sequencing of ideas is unclear.

Content is vague in conveying a point of view or does not create a strong sense of purpose. Some persuasive information is included. Speaker notes do not provide relevant information, are not detailed, or are not included for each slide. Additional slides for the title and references are not included.

Presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. Speaker notes are included for each slide, but some speaker notes lack relevant content, detail, or are unclear. Additional slides for the title and references are included.

Content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included. Substantive speaker notes for each slide and additional slides for the title and references are included.

Content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Substantive speaker notes for each slide and additional slides for the title and references are included.

Layout of presentation

Layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read, with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

Layout shows some structure, but appears cluttered and busy or distracting, with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

Layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts from or does not enhance readability.

Layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

Layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Includes sentence construction, word choice, etc.

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Some distracting inconsistencies in language or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Language is appropriate to the targeted audience for the most part.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Includes spelling, punctuation, grammar, and language use.

Slide errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

Slides are largely free of mechanical errors, although a few may be present.

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

Includes citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of errors.