Overall Assessment (25%)
Students will create a brain map demonstrating their understanding of the effects of stress on the brain. The assessment focuses on:
- Accuracy of Information: Clearly and accurately presenting the brain region’s role and the effects of stress.
- Real-Life Example: Providing relevant and clear examples connected to the brain region and stress effects.
- Clarity and Organization: Ensuring the brain map is neat, well-organized, and easy to follow.
The brain map should reflect detailed knowledge, thoughtful connections, and a well-structured presentation.
Below you can find the rubrics associated with the first parts of this micro-module relating to the effects of stress on the brain:
Brain Map (20%):
| Criteria | Needs Improvement (0-1) | Satisfactory (1-2) | Excellent (2-3) |
| Accuracy of Information (5%) | Information is inaccurate or shows a lack of understanding of the brain region’s role and the effects of stress. | Information is mostly accurate but lacks depth or has minor inaccuracies. | Information is highly accurate, detailed, and clearly reflects an understanding of the effects of chronic stress on the brain region. |
| Real-Life Example (4%) | No example provided, or the example is irrelevant or unclear. | Example is somewhat relevant but lacks clarity or connection to the brain region. | Example is relevant, clear, and well-connected to the brain region and stress effects. |
| Clarity and Organization (3.5%) | The brain map is disorganized, unclear, or difficult to follow. | The brain map is mostly clear and organized but may have some areas that are hard to follow. | The brain map is exceptionally clear, neat, and well-organized, making it easy to follow and understand. |
Peer Worksheet (5%):
| Criteria | Needs Improvement (0-1) | Satisfactory (1-2) | Excellent (2-3) |
| Completion | Worksheet is incomplete or shows minimal effort. | Worksheet is mostly completed but with limited effort or superficial responses. | Worksheet is fully completed with thoughtful and thorough responses to classmates’ brain maps. |
| Effort | Responses lack effort or show disengagement | Responses show some effort but may lack depth or engagement. | Responses show significant effort and demonstrate engagement with the brain maps. |