Grading Rubric for Group Presentation

BSCN3604 - Seminar: 10b Immigrant & Refugee Health

A-, A, A+ B-, B, B+ C-, C, C+ D-, D, D+ F

Unsatisfactory
Excellent to Exceptional Good to Very Good Satisfactory Unsatisfactory
(0%-49%)
(80%-100%) (70%-79%) (60-69%) (50%-59)
1.Introduction: Introduction: Introduction: Introduction: Introduction:

Excellent to Good to Very Good Satisfactory Unsatisfactory. Does not meet

Exceptional introduction. introduction. Incorrect/inadequate criteria.
introduction providing to introduction.
thought-provoking
information. 80

2.Identification of Identification of issue, Identification of issue, Identification of issue, Identification of issue,

issue, facts, facts, components: facts, components: facts, components: facts, components:
components:
Good to Very Good Satisfactory Unsatisfactory. Lacks No identification of
Excellent to identification of the identification of the identification of the the issue, or facts.
Exceptional issue, facts, and all issue, facts, and all issue, facts, and all Does not meet criteria
identification of the corresponding corresponding corresponding for corresponding
issue, facts, and all components. 75 components. components. components.
corresponding
components.

3.Knowledge Base: Knowledge Base: Knowledge Base: Knowledge Base: Knowledge Base:

Demonstrates excellent Demonstrates Good to Satisfactory Unsatisfactory. Not on topic and

to exceptional Very Good knowledge knowledge base Inadequate knowledge unsatisfactorily
knowledge base. Does base ranging from demonstrating the base. Only reads addressed information
not read slides/notes general to completely partially correct and slides/notes with about seminar
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and consistent eye defined concepts. partial description of limited to no eye components. Only
contact with audience. Infrequent reading of concepts. Frequent contact with audience. reads slides/notes
slides/notes and reading of slides/notes with no eye contact
consistent eye contact and limited eye with audience.
with audience. 75 contact with audience.

A-, A, A+ B-, B, B+ C-, C, C+ D-, D, D+ F

Unsatisfactory
Excellent to Exceptional Good to Very Good Satisfactory Unsatisfactory
(0%-49%)
(80%-100%) (70%-79%) (60-69%) (50%-59)
4.Advocacy: Advocacy: Advocacy: Advocacy: Advocacy:

Excellent application General application of Partial application of Evidence of Does not meet
of literature to create literature to create and literature to create and misinterpretation of criteria.
and argue an advocacy argue an advocacy argue an advocacy issue and lacking in an
perspective. perspective. 78 perspective. advocacy perspective.
5.Excellent to Good to Very Good Satisfactory Unsatisfactory Does not meet
Exceptional levels of: demonstration of: 74 demonstration of: demonstration of: criteria.
− creative thinking
− creative thinking − creative thinking − integration − creative thinking
− integration − integration − critical thinking − integration
− critical thinking − critical thinking − critical thinking

6.Analysis, reflections Analysis, reflections Analysis, reflections Analysis, reflections Analysis, reflections
and references: and references: and references: and references: and references:

Analyses/reflections Analyses/reflections Satisfactory Unsatisfactory Does not meet

are organized are good to very analyses/reflections, analyses/reflections criteria.
logically, content good, as it relates to organization and used to reflect
clearly presented local order, and presentation of content presented.
consistently. content.
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Consistently presentation of Partially supports References are

supports statements content. statements with unsatisfactory and do
with references and Partially supports references. not support
examples. statements with statements
references. 75 adequately.

7.Content and Content and purpose: Content and purpose: Content and purpose: Content and purpose:
purpose:
Content and purpose Content and purpose Content and purpose Does not meet criteria.
Content and purpose of assignment are of assignment are of assignment are
of assignment are generally adequately poorly articulated.
clearly articulated. articulated.76 articulated. Student
only repeats from
class notes.
8.APA format, spelling, APA format, spelling, APA format, spelling, APA format, spelling, APA format, spelling,
grammar: grammar: grammar: grammar: grammar:

APA format, spelling Minimal (less than 2) Moderate number of Significant (more than Does not meet
and grammar is fully APA format, spelling (between 2-5) APA 5) APA format, spelling criteria.
correct in and grammar errors in format, spelling and and grammar errors in
presentation presentation materials. grammar errors in presentation materials.
materials. presentation
materials. 69
A-, A, A+ B-, B, B+ C-, C, C+ D-, D, D+ F
Unsatisfactory
Excellent to Exceptional Good to Very Good Satisfactory Unsatisfactory
(0%-49%)
(80%-100%) (70%-79%) (60-69%) (50%-59)
9.Resource submission: Resource submission: Resource submission: Resource submission: Resource submission:

All material submitted Minimal material Moderate amount of Significant amount of No material was
by the due date. 100 missing from submitted material missing from material missing from submitted by the due
documents by due date. date.
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submitted documents submitted documents

by due date. by due date.

10.Leadership in Leadership in Leadership in Leadership in Leadership in

Discussion: Discussion: Discussion: Discussion: Discussion:

Excellent to Exceptional Good to Very Good. Satisfactory Unsatisfactory Does not meet
Application of Application of Application of Application of criteria.
presenters to promote presenters to promote presenters to promote presenters to promote
thoughtful discussion, thoughtful discussion, thoughtful discussion, thoughtful discussion,
thought- provoking thought- provoking thought- provoking thought- provoking
questions based on questions based on questions based on questions based on
literature. literature. literature. literature.

Discussion of the topic Discussion of the topic Discussion of the topic Discussion of the topic
is facilitated by all is facilitated by all is facilitated only by is facilitated by very few
members of the group: members of the group: some members of the members of the group:
no monopolizing of the no monopolizing of the group: some and monopolizing of
discussion. 80 discussion. monopolizing of the the discussion is
discussion. apparent.

Seminar/Poster Members: Amitoj Virdi, Russell Diezmos, Suzanne Fullo-Irmak, Gurleen

Pawar, Uruchi Dinneya

Seminar Grade: 78.2 = 11.73/15

NOTE: Group members will receive the same grade.

Comments (Seminar): Excellent introduction of the group and some preliminary aspects of what
to expect such as immigration policy. Refugees, migrants and immigrants are not the same groups.
To help students understand it would be helpful to define these groups. In most years refugees are
less than 10% of the number of immigrants. Most refugees involuntarily left their country of origin.
Immigrants come from several groups but are often in better health and better educated than most
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Canadians. Their medical concerns differ. The Canadian Counsel for Refugees defines “migrant” as
a person outside their country of origin “often, it is used for people currently on the move or people
with temporary status or no status at all in the country where they live.”
https://ccrweb.ca/sites/ccrweb.ca/files/static-files/glossary. The WHO also uses the term “migrant”
and in this context it seems that migrants are much more like refugees than immigrants. It is
important to make these distinctions. Much reading throughout the presentation and therefore it is
important to provide signposts such as a quick summary before moving to the next topic which
provides direction to the audience. Again, having videos is helpful to reinforce learning and was well
placed in your seminar.

Action Plan was considered and interesting. I would suggest that the elements be more developed
to explain potential implementation. For example, in the Clinical Care slide (#27) there is a reference
to Mental Health, disease screening etc. The Swinkels et al. article and the Pottie et al. article from
the readings both provide examples of setting health care priorities for refugee and migrant
populations. An action plan would have to build on evidence like this to establish Clinical Care
priorities. The Syrian family example did not focus on mental health issues and Swinkels’ study
identified 20 areas of concern of which 3 or 4 were mental health related. Nursing Role seems
limited from same slide. Nurses often have active roles in mental health treatment, leading groups
and providing counselling which you will learn more about next semester when you take mental
health.

Some issues

Several slides used verbatim text from sources. Slide 4 “Overview” for example uses chunks of text
from p. 46 of Roseborough article. Slide 10 used p. 3 of WHO text. Where this occurs, the verbatim
text should be shown as a quotation or paraphrase the information and put authors with dates in
brackets. Slide 8 random capitalization. WHO slide #11 did provide a broad overview of what this
organization does for the international community. The Power Imbalance slide #13 recommendation
is not from Swinkels’ article. Was this your response to Swinkels’ statement? Slide 16 expression is
awkward. Case scenarios were effective and support the theory being presented.

References (3 errors)

• Jirwe article has a date (2009) and is not n.d.

• No degrees in authors names.
• Shommu article is missing the page number.
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Grading Rubric for Conference-Style Poster

10b

Criteria Excellent Good Satisfactory Needs Improvement Poor

Visual The poster is The poster is well- The poster lacks The poster is poorly
Design visually appealing designed and easy The poster is visual appeal and designed and difficult to
and effectively to follow. √ adequately organization. read.
organized. designed and
readable.
Content The poster The poster The poster lacks
provides a clear contains relevant The poster includes clarity and contains The poster is incomplete and
and concise and accurate some relevant irrelevant lacks relevant information.
overview of the information. √ information. information.
topic.
Organization The poster follows The poster has a The poster is The poster lacks The poster is disorganized
a logical structure clear and coherent reasonably organization and and lacks clear sections.
with clear organization. organized. √ coherence.
sections.
Grammar The poster is free The poster has The poster contains The poster has
and Spelling from grammar and minimal grammar some grammar and significant grammar The poster is riddled with
spelling errors. √ and spelling spelling errors. and spelling errors. grammar and spelling errors.
errors.
Visual Aids The visual aids The visual aids The visual aids are The visual aids are The visual aids are confusing
enhance the support the somewhat helpful. not very helpful. and hinder understanding.
understanding of content
the content. effectively. √
Delivery The presenter The presenter The presenter is The presenter lacks
articulates ideas communicates somewhat engaging clarity and The presenter is unclear and
clearly and effectively. √ and clear. confidence. lacks engagement.
confidently.
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Overall The poster is The poster lacks impact,

Impact and impactful, The poster The poster is The poster lacks innovation, and creativity.
Creativity innovative, and demonstrates moderately impact and creativity.
creative. creativity and impactful and shows
impact. √ some creativity.

Poster Grade: 7/10

NOTE: Group members will receive the same grade.

Comments (Poster):

Good design and easy to follow and the text is easy to read. One important part of the poster
(Community Navigators) should be visible as it is important to your topic (shading was difficult to
read content). I am not sure what the map on the poster provided (some short narrative would help).
Key Aspects section does not refer to Canadian information such as immigrant and refugee policy.
Here would be a good time to add some of that information even just a small amount. Advocacy
Standpoint could suggest something more specific such as the RNAO with interested nurses create
a best practice guideline for refugees and migrants.