Week 8 – Assignment: Signature Assignment- For your Signature Assignment, you will create a PowerPoint presentation suitable to use for a lecture in an introductory statistics class. You should include the following in your presentation:

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlines mathematical information/forms (e.g., equations, graphs, diagrams, tables, words).

Simply
repeats information presented in mathematical forms from resources, and
struggles with conclusions about what the information means.

Student
is able to mimic calculations provided in course examples, but
struggles with generalizing those skills to other problems. As a result,
conclusions are limited and rather basic.

Explains mathematical information/forms (e.g., equations, graphs, diagrams, tables, words).

Student
is able to explain information presented in mathematical forms, but is
unable to apply the information to draw meaningful conclusions about
what the information means.

Calculations attempted represent only
a portion of the calculations required to comprehensively solve the
problem. As a result, conclusions are more summative in nature.

Applies mathematical information/forms (e.g., equations, graphs, diagrams, tables, words).

Provides
accurate explanations of information presented in mathematical forms,
but occasionally makes minor errors related to computations or units.

Calculations
attempted are mostly successful and represent most of the calculations
required to comprehensively solve the problem. Student applies
information to draw plausible conclusions from this work.

Examines mathematical information/forms (e.g., equations, graphs, diagrams, tables, words).

Examines explanations of information presented in mathematical forms.

Calculations
attempted are essentially successful and sufficiently comprehensive to
solve the problem. Student draws reasonable, appropriate, and analytical
conclusions.

Critiques mathematical information/forms (e.g., equations, graphs, diagrams, tables, words).

Critiques information presented in mathematical forms.

All
calculations attempted are successful and used to support solution to
problem. Conclusions are appropriate and justified based on appropriate
mathematical information.

Produces mathematical information/forms (e.g., equations, graphs, diagrams, tables, words).

Provides
accurate explanations of information presented in mathematical forms.
Makes appropriate inferences based on that information.

All
calculations attempted are successful and used to make appropriate
interpretations. Conclusions are thoughtful, insightful, and carefully
qualified.

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlines issue/problem to be considered in authentic context.

Issue/problem to be considered is simply stated without clarification or description of context.

Information is taken from source(s) without any interpretation/evaluation.

Viewpoints of experts and own/others’ assumptions are taken as fact, without question.

Conclusion
is inconsistently tied to some of the information discussed; related
outcomes (consequences and implications) are oversimplified.

Explains issue/problem to be considered in authentic context.

Issue/problem
to be considered is stated but context description leaves some terms
undefined, ambiguities unexplored, boundaries undetermined, and/or
backgrounds unknown.

Information is taken from source(s) with
some interpretation/evaluation, but not enough to develop a coherent
analysis or synthesis.

Viewpoints of experts and own/others’ assumptions are taken as mostly fact, with little questioning.

Conclusion
is logically tied to information (because information is chosen to fit
the desired conclusion); some related outcomes (consequences and
implications) are identified clearly.

Ascertains issue/problem to be considered in authentic context.

Issue/problem
to be considered is stated, described, and clarified so that context
understanding is not seriously impeded by omissions.

Information is taken from source(s) with enough interpretation/evaluation to allow for application.

Viewpoints of experts and own/others’ assumptions are subject to questioning.

Conclusion is logically tied to information and most related outcomes (consequences and implications) are identified clearly.

Analyzes issue/problem to be considered in authentic context.

Issue/problem
to be considered is stated clearly and described comprehensively,
delivering relevant information necessary for full understanding of
context.

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis.

Viewpoints of experts and own/others’ assumptions are questioned relatively thoroughly.

Conclusions
and related outcomes (consequences and implications) are logical and
reflect student’s informed evaluation and ability to place evidence and
perspectives discussed in priority order.

Evaluate issue/problem to be considered in authentic context.

Issue/problem
to be considered is stated clearly and context is described
comprehensively, delivering relevant information necessary for full
understanding of all sides/perspectives of the issue/problem.

Information
is taken from source(s) with enough interpretation/evaluation to
develop a comprehensive analysis comparing and contrasting viewpoints of
experts and own/others’ assumptions.

Conclusions are logically
tied to a range of information, including opposing viewpoints; related
outcomes (consequences and implications) are identified clearly.

Specify issue/problem to be considered in authentic context.

Issue/problem
to be considered is stated clearly and context is described
comprehensively, delivering relevant information necessary for deducing
possible solutions to issue/problem.

Information is taken from source(s) with thorough interpretation/
evaluation
to develop a comprehensive synthesis of experts’ viewpoints and
own/others’ assumptions, in order to infer next steps.

Conclusions
are logically tied to a range of information, including a synthesis of
viewpoints and assumptions, in order to produce clear outcomes
(consequences and implications).

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlines research/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are merely listed.

Student
is able to identify pertinent topics/discussions to be included in
final graduate culminating experience, but clear alignment issues are
present.

Summarizes research/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are described.

Student
is able to articulate pertinent topics/discussions to be included in
final graduate culminating experience, but clear alignment is missing at
times.

Provides research/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are provided.

Student
is able to ascertain pertinent topics/discussions to be included in
final graduate culminating experience, but alignment could be clearer.

Examines research/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are explored.

Student
is able to document pertinent topics to be included in final graduate
culminating experience, and all elements of project/product are aligned.

Critiques research/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are evaluated.

Student is able to support pertinent topics to be included in final graduate culminating experience, and alignment is clear.

Synthesizes research/practice problem and scholarly literature in order to construct novel insights or generate new knowledge.

Theories and paradigms related to research problem or area of practice are integrated.

Student
is able to incorporate pertinent topics to be included in final
graduate culminating experience, and alignment is clearly depicted
throughout.