Seminar Reflection Guidelines and Grading Criteria (Rubric)

Seminar Reflection Guidelines and Grading Criteria (Rubric)

Instructions follow rubric read the required readings for reflection

Review the following guidelines and grading criteria in preparation for your seminar reflection assessment.

Assessment writing style: Introductions, body and conclusion as per your reflections from reading and video clip.

Assessment 3-

Due date: 04 Sep 2022 at 5pm

Review a research topic, write and submit a seminar reflection related to that topic.

Assessment Description

This assessment involves reviewing research-based articles related to topics discussed in class or recording video and then writing a 550-word seminar reflection. Though you are encouraged to discuss ideas, share concerns, and have critical conversations

List of Topic

1 Topic Use of memory aids to assist with prospective memory in adults with and without ADHD

Abstract: The majority of our memory lapses are those involving prospective memory, the ability to remember to do things on time. Prospective memory (PM) utilises attentional, memory, and executive functioning processes to make sure that these intentions are carried out. There is emerging evidence that individuals with attention deficit hyperactivity disorder (ADHD) that have difficulties with these cognitive processes, may also have difficulty completing PM tasks. To help individuals compensate for prospective memory lapses, a variety of memory aids are available. These include technological aids such as smartphones, nontechnological aids such as diaries, or interpersonal aids (i.e., asking someone to remind you). To date, there is very little known about how and how frequently memory aids are used. For example, while smartphones can act as a memory aid, they contain social media and entertainment functions that may distract users from prospective memory tasks. This presentation will therefore present findings of our recent study investigating memory aid usage in adults with and without ADHD, with a focus on the helpful and problematic aspects of using a smartphone as a memory aid. This presentation will also provide some useful tips on improving your memory.

Topic : Use of memory aids to assist with prospective memory in adults with and without ADHD

Readings

Fuermaier, A. B., Tucha, L., Koerts, J., Aschenbrenner, S., Westermann, C., Weisbrod, M., Lange, K.W., & Tucha, O. (2013). Complex prospective memory in adults with attention deficit hyperactivity disorder.PloS One,8(3), e58338. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0058338Jamieson, M., Cullen, B., McGee-Lennon, M., Brewster, S., & Evans, J. (2017). Technological memory aid use by people with acquired brain injury.Neuropsychological Rehabilitation,27(6), 919-936. https://doi.org/10.1080/09602011.2015.1103760Busch, P. A., & McCarthy, S. (2021). Antecedents and consequences of problematic smartphone use: A systematic literature review of an emerging research area.Computers in human behavior,114, 106414. https://doi.org/10.1016/j.chb.2020.106414Guidelines:

When you write your assessment, it should:

include a 550-word seminar reflection

use first person when possible as this is a personal reflection

include a reference page that includes any references you may have used for your critical reflection;

include research studies to support some of the points you make in your seminar reflection.

Other vital information:

APA 7th Edition style writing format must be followed.

The font of your seminar reflection should be Times New Roman, size 12. The document should be double-spaced with paragraphs indented, and justified (Justify Text).

Turniton Report is required to avoid plagiarism

Some Helpful Resources

Below you will find resources related to APA style that you may utilise as you write your seminar reflections.

https://sites.google.com/view/apawritingguide/home

Grading Criteria (Rubric)

Criteria High Distinction Distinction Weighting

Content Information clearly relates to the main topic. It includes several supporting details and/or examples.All content is directly related to the topic. Arguments were always supported by research and theory. The local context and personal experience are connected accurately and appropriately to the topic. Content and purpose of the writing are very clear. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.Content is directly related to the topic. Almost all arguments are supported by research and theory. There is some relevant reference to the local context and personal experience. Content and purpose of the writing are clear.

30%

Reflection In-depth and introspective reflection which demonstrates the qualities of reflective and ethical practitioners.

Reflection

demonstrates examination of the learning process, showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Reflection provides examples of evaluation or revision of real and fictitious interactions. Strong reflection which demonstrates the qualities of reflective and ethical practitioners.

Reflection demonstrates the application of learning to a broader context of personal and professional life. Reflection provides evidence of

students use of readings to examine, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences. 50%

Academic Referencing

Referencing is comprehensive, demonstrates academic integrity, and conforms exactly to APA 7thed. style conventions. No errors in style and formatting choices. Referencing is comprehensive and conforms to the conventions of APA 7thed. style with one or two minor errors or omissions in style and formatting choices which have no impact on the transparency and traceability of the source, or the demonstration of academic integrity. 5%

Academic Writing and Clarity

Language features and structures are used to convey meaning effectively, clearly, unambiguously, concisely, and in a tone appropriate to the audience and purpose with no spelling, grammatical, or punctuation errors.

The language is clear and expressive. The reader can create a mental picture of the topic being reflected on. Abstract concepts are explained accurately. Language features and structures are used to convey meaning effectively, clearly, unambiguously, and in a tone appropriate to the audience and purpose with one or two minor spelling, grammatical, or punctuation errors. Minor, infrequent lapses in clarity and accuracy. 15%

Possible Marks