Creating an assessment instrument

As so to wrap up with the subject on Health, you’ll be creating a PowerPoint with the “Death by Power Point” presentation as a guide. In it you’ll discuss:

·         Brief introduction of examples of software used within the medical areas (clinics, practices, hospitals, etc.) such as patient monitoring, therapeutic tools and health records.

·         State the social impacts on both patients and professionals these technological advances make.

·         Compare them with the impact software outside medical areas such as telemedicine and online advice, as well as mention how medical technology helps aid disabled people.

·         Make a final conclusion including your personal response, taking into account the other possible views on discussing the social impacts of implementing IT solutions to medicine.

Here are some guidelines to help you in your PowerPoint presentation.

·         Be concise; don’t fill your slides with text. Refer to the “Death by PowerPoint” presentation.

·         Include your bibliography.

·         Quote websites and when you do consider their validity.

Rubric

Criterion A: Comprehension

• 0.      
The student mentions few of the methods studied and no explanation of them is provided
• 1.       The student mentions few of the methods studied and are explained at a general level
• 2.       Student mentions most of the methods studied and provides a explains briefly what they consist of
• 3.       The student mentions most if not all of the methods studied and provides a clear and concise explanation of them.

Criterion B: Personal Response

• 0.       The student provides a poorly structured and unclear and incomplete response without taking into account any other posture than its own.
• 1.      
The student provides a response that is unclear and incomplete including little information on other postures. The response has no refutation whatsoever.
• 2.       The student provides an appropriate response, though not clearly expressed. Mentions other postures briefly and relates it to his.
• 3.       The student provides an appropriate response and refutes other generally explained postures.
• 4.       The student’s response his well structured and clear, he includes refutation to other postures in order to strengthen out his.
• 5.       The student makes use of quotes in order to explain and refute other postures on the discussion, providing a clear, well structured and complete response and conclusion.

Crierion C: Presentation

• 0.      The student makes a poorly structured, dull, presentation, mostly filled with text and doesn’t help support his discussion on the topic. No bibliography is included.
• 1.       The student presents a fairly structured and barely attractive presentation with an incomplete bibliography and helps support his discussion.
• 2.       The student follows most of the guidelines provided and creates a well structured presentation through which his discussion is appropriately presented. An appropriate bibliography included.
• 3.       The student creates a well structured, concise, clear and attractive presentation through which he presents his discussion in a consistent and effective manner. Complete bibliography is included.

Criterion D: Research

• 0.       The student makes use of unreliable sources and does not discuss their validity. Little to know quotes are presented.
• 1.       The student makes use of quotes from valid sources even though he fails to discuss their validity when necessary.
• 2.       The student makes good use of quotes showing his understanding of the source and briefly discusses their validity when necessary.
• 3.       The student makes good use of quotes and examples, showing an in-depth understanding of the sources used. The student validates his sources appropriately and concisely when necessary.

Grading:

17-18 à 10

15-16 à9

13-14 à8

11-12 à7

8-10 à6

6-7 à5

4-5 à4

2-3 à3

1à2

0à1