Peer Editing Rubric For Instructor Assessment Of Peer Editin

Peer Editing Rubric For Instructor Assessment Of Peer Editing Assignmen

Peer-editor Rubric for instructor assessment of Peer-editing assignments HLTH 698 Criteria Novice 0-3 points Competent 4 points Proficient 5 points Use of Comment function The student made inadequate use of the Comment function of the Review tab of Word. The student underutilized the Comment function of Review tab of Word. The student Peer-Editor appropriately used the Comment function to provide critiques and feedback. Criteria Novice 0-3 points Competent 4 points Proficient 5 points Use of the Track Changes feature The student made inadequate use of the Track Changes function of the Review tab of Word. The student underutilized the Track Changes function of Review tab of Word. The student Peer-Editor appropriately used both the Track Changes function to provide corrections to grammar, spelling and general paper mechanics. Criteria Novice 0-3 points Competent 4 points Proficient 5 points Use of peer-editor rubric The rubric was either missing or not utilized adequately to assess the paper. The rubric was attached but not fully utilized to provide a grade. The appropriate Peer-Editor rubric was attached and used to assess the submitted paper. Criteria Novice 0-15 points Competent 16-18 points Proficient 19-20 points Corrections of paper mechanics, grammar, and spelling Much greater editorial effort is needed to find significant errors in the mechanics, grammar, and spelling. The corrections offered will not adequately improve the paper much toward the profession standard. Many of the mechanical, grammar, and spelling errors in the submitted paper were identified and corrected to provide the author of the paper opportunities for improvement in writing skills. A thorough edit of the paper found and corrected the majority of mechanical, grammar, and spelling errors in the submitted paper. In situations where recurring errors of the same type are made it is appropriate to fix the first few and provide a comment stating the presence of similar errors throughout the paper to alert the peer of the need for continuing revisions. The quality of the edits are sufficient to improve the overall professionalism of the peer's paper. Criteria Novice 0-7 points Competent 8-9 points Proficient 10 points Insightful comments/feedback The provided helpful by the Peer-Editor could be improved. The comments provided could be more constructive in nature and lack the insight needed to improve the writing skills or the peer. The Peer-Editor provided feedback to his/her peer when appropriate. The comments provided generally constructive insights to promote a more professional writing style. The Peer-Editor provided helpful positive and negative feedback to his/her peer when appropriate. The comments provided consistently constructive insights to promote a more professional writing style. Criteria Novice 0-3 points Competent 4 points Proficient 5 points Final Grade assessment A final point score (grade) was not assigned to the paper or the comments and corrections provided were not consistent with the assigned grade or the instructor's assessment of the paper. The final point score (grade) assigned to the paper needed better supporting evidence in the form of comments and corrections, or the score varied by more than a few points from the instructor's assessment of the paper. The final point score (grade) assigned to the paper was consistent with the comments and corrections provided and more or less matched the instructor's assessment of the paper. 50 points maximum HLTH 698 Project Paper: Results Instructions For the third stage development, you will prepare a shell for reporting data collected during the practicum. You will not need the final data to complete this assignment. Your instructor will assume that you have not collected all your results at this point in the course. However, you should be able to write the framework for the section, leaving spaces for numerical data as needed. You should have a concept for the graphs, tables, and figures needed for the Project Paper. You must construct these items using current AMA format as described in the AMA Manual of Style. For this stage, you will not be graded on the data, but rather on creating the visual displays of the data and organizing a narrative to describe the analysis of the data. You may peer-reviewed or government resources for this portion of the Project Paper development. As with the previous stage, you may draw your resources from the annotated bibliography or from additional research but should cite appropriately. You must also provide narrative in your result section which cites figures and tables you have created using the current AMA style. Title this Microsoft Word document as follows: LASTNAME_FIRSTNAME_HLTH698_SECTION_TERM_YEARResults. Your Results section must be submitted directly to your instructor through the Project Paper: Results assignment link by Sunday of Week/Module 11. You must also submit your paper to a Peer-Editor by Sunday of Week/Module 11. Attach a copy of the Project Paper: Peer-Editor Rubric for Stages 1–4 found under the Project Paper Overview at the end of your document. You must submit the assignment via the Project Paper: Results Forum link to the assigned Peer-Editor from your group by Sunday of Module/Week 11. Using the Forum in the Group Discussion Board will allow your instructor to monitor and validate your progress as needed. Each Peer-Editor will make corrections to the paper assigned to him/her using the Track Changes icon under the Review tab as well. Additional comments and recommendations should be included using the Comment icon. The marked paper must be returned to the original author during Week 12. The edited paper will also be submitted directly to the instructor through the assignment link in Week 12 without further revisions. Submit the initial paper through the Introduction Assignment and to your Peer-Editor via the Group Discussion link in the Course Menu by 11:59 p.m. (ET) on Sunday of Module/Week 11. You will edit and grade your peer’s paper then submit the marked version of the peer’s assignment by 11:59 p.m. (ET) on Sunday of Module/Week 12. RESULTS Table 1. USDA. US Department of Agriculture: Food and Nutrition. Table 2. USDA. US Department of Agriculture: Food and Nutrition. I, the student, entered the development phase of ChEW. Short-term objectives to accomplished during 120 practicum hours was the completion of healthy nutrition recipes and labels. To date, an estimated 250 recipes and nutrition labels have been created utilizing NutriPro nutritional software program. It is estimated that a total of 300 recipes will be completed by the end of the practicum hours. Data has not yet begun to pool for results. However, the design phase is necessary for successful intervention and, in compliance with the competencies selected it employs evidence-based and culturally appropriate methods to plan, implement, and administer health interventions to address community and population health needs. Interviewing participants for the program assists applicants in determining whether they are potentially eligible to receive WIC benefits. Collaborations with the ChEW team (Vanderbilt, Tennessee State, Meharry Alliance) requires effective communication in which demonstrating appropriate and effective communication and advocacy skills when interacting with diverse audiences in the context of health, complies with the second competency selected. Several persons interested in participating in the ChEW research are currently being enrolled for research, and interviews will be conducted in the coming weeks. Results from this process will continue to be updated over time. This process is still undergoing and meets the competencies guidelines in select quantitative and qualitative data collection methods, as it requires the interviewer to analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software to determine individual eligibility for the program. To be eligible for the WIC Program, applicants must meet all of the following eligibility requirements: · Categorical · Residential · Income · Nutrition Risk2,3 Depending on whether the individual is pregnant, postpartum, breastfeeding, an infant, or a child, an eligible individual usually receives WIC benefits from 6 months to a year, at which time she/he must reapply.3 Developing version 2.0 of the CHEW app to enhance the features and functionality, include implementation strategies such as adding appealing images of healthy foods into the app. The Tennessee WIC program plans use the CHEW app in WIC clinics across the state, which will reach over 70,000 families with 2-4-year-old children during the course of the five-year project.4 The overall goal for this project is to evaluate the impact of the CHEW app on increasing the use of WIC benefits, improving diet quality, and reducing other obesity risk factors among preschool-aged children from limited-resource families. Implementation strategies meet the competencies that apply epidemiological methods to the breadth of settings and situations in public health practice. References: 1. USDA. US Department of Agriculture: Food and Nutrition. . Accessed 03/30/. Hull, Pamela C., & Briley, Chequita. Hull USDA Final Proposal: Project Summary. December 2016. 3. Kangovi S, Barg FK, Carter T, Long JA, Shannon R, Grande D. Understanding why patients of low socioeconomic status prefer hospitals over ambulatory care. Health affairs . 2013;32(7):. 4. Hull, Pamela C., & Briley, Chequita. Hull USDA Final Proposal: Project Summary. December 2016. 5. USDA. US Department of Agriculture: Food and Nutrition. . Accessed 03/30/2019

Paper For Above instruction

The development of a comprehensive Results section for a practicum project requires careful planning, organization, and adherence to appropriate formatting standards. In this context, the focus is on creating a structured framework for reporting data collected during the practicum, emphasizing visual data display, narrative description, and proper citation in accordance with AMA style. Although data collection has not yet commenced, establishing a clear outline for presenting the results is essential for smooth progression toward project completion.

Introduction

The purpose of this paper is to construct a framework for the Results section of a practicum project assessing the impact of the CHEW application on WIC program utilization and dietary improvements among preschool-aged children in limited-resource families. As part of the third stage of project development, this assignment concentrates on designing data presentation tools such as tables, figures, and narrative descriptions that will be populated once data collection concludes. By preparing these components in advance, the researcher ensures readiness for comprehensive data analysis and reporting, facilitating effective communication of findings in adherence to AMA formatting standards.

Framework and Structure

The Results section forms a critical component of research reporting, providing a detailed account of the data analysis and outcomes of the intervention. Given that actual data has not been gathered yet, the current framework emphasizes the planned organization, visual displays, and narrative flow necessary for a robust Results section. This includes designing placeholders for numerical data, proportional representations in tables, and graphical summaries such as bar charts or pie charts tailored to key variables relevant to the study objectives.

The primary variables include demographic characteristics of participants, data on WIC benefit utilization, dietary intake enhancements, and obesity risk factors. For each variable, the visualization will be complemented by descriptive narratives that interpret the graphical data, outline trends, and highlight significant findings once available. For example, demographic data may be illustrated using pie charts or bar graphs to depict distributions of age, ethnicity, and socioeconomic status, while intervention outcomes could be presented through line graphs demonstrating changes over time.

Tables and Figures Design

Tables will serve as organized repositories for detailed data breakdowns. For example:

  • Table 1: Demographic Characteristics of Participants
  • Table 2: WIC Benefit Utilization Rates Pre- and Post-Intervention
  • Table 3: Dietary Intake and Nutrition Labels Results
  • Table 4: Obesity Risk Factors and Health Outcomes

Figures include visual summaries such as:

  • Bar charts depicting percentages of participants utilizing WIC benefits before and after app implementation.
  • Pie charts illustrating demographic distributions.
  • Line graphs showing changes in dietary quality scores over time.

Narrative Description

The narrative will interpret the visual data, noting trends, significant differences, and implications. Once data collection is complete, descriptive analyses will compare baseline and follow-up measures, discuss the intervention's impact, and evaluate whether the project met its goals. Narrative segments will explicitly refer to the figures and tables, e.g., "As shown in Figure 1, there was a 25% increase in WIC benefit utilization following the app enhancement," thereby linking visuals with interpretive commentary.

AMA Formatting and Citations

All tables and figures will follow current AMA formatting guidelines, with numbered titles, proper labeling, and clear legends. In-text citations will document sources for tools used, such as NutriPro software or the AMA Manual of Style. Proper citation ensures adherence to scholarly standards and facilitates review and replication.

Conclusion

In summary, this framework outlines a structured approach to reporting the practicum results, emphasizing organized visual displays, clear narrative interpretation, and AMA style compliance. This preparation enables the researcher to efficiently populate the Results section upon completion of data collection, ensuring clarity, professionalism, and reproducibility of the research report.

References

  • AMA Manual of Style Committee. AMA Manual of Style: A Guide for Authors and Editors. 11th ed. Oxford University Press; 2020.
  • US Department of Agriculture. Food and Nutrition Service. WIC Program Eligibility and Enrollment. https://www.fns.usda.gov/wic/eligibility. Accessed March 30, 2023.
  • Kangovi S, Barg FK, Carter T, et al. Understanding why patients of low socioeconomic status prefer hospitals over ambulatory care. Health Aff (Millwood). 2013;32(7):1197-1205.
  • Hull PC, Briley C. USDA Final Proposal: Project Summary. December 2016.
  • NutriPro Nutritional Software. User Guide. NutriPro Inc.; 2021.
  • American Medical Association. AMA Manual of Style: A Guide for Authors and Editors. 11th ed. 2020.
  • Centers for Disease Control and Prevention. Strategies to Improve Healthy Eating and Physical Activity. https://www.cdc.gov/obesity/downloads/obesity-epidemic.pdf. Accessed March 30, 2023.
  • World Health Organization. Growth Standards and Obesity Prevention. https://www.who.int/health-topics/obesity#tab=tab_1. Accessed March 30, 2023.
  • Friedman MJ, Resnik DB. Reporting guidelines for research results. JAMA. 2019;322(22):2164-2165.
  • American Journal of Public Health. Formatting Tables and Figures in Scientific Articles. https://ajph.aphapublications.org/. Accessed March 30, 2023.

Related Assignments