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NRS 429V Week 1 Assignment VARK Analysis Paper

NRS 429V Week 1 – Assignment VARK Analysis Paper

Assignment VARK Analysis Paper: Complete “The VARK Questionnaire: How Do I Learn Best?”
http://www.stellarleadership.com/docs/Approach%20to%20Learning/assessment/VARK%20Questionnare.pdf

1. Click “OK” to receive your questionnaire scores.

2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

4. Compare your preferred learning strategies to the identified strategies for your preferred learning style.

5. Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:

1. Provide a summary of your learning style.

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2. List your preferred learning strategies.

3. Compare your preferred learning strategies to the identified strategies for your preferred learning style.

4. Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).

Cite a minimum of three references in the paper.

Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Assignment Details

For this Assignment, you are going to write an article for a journal explaining how you developed your theory through the four stages (theorizing, syntax, theory testing, and evaluation). Your paper must be 3 to 5 pages, not including the title and reference pages.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Rubric Criteria

Total 100 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Argument Logic and Construction

Argument Logic and Construction

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

3.75 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

3.95 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

4.45 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Thesis Development and Purpose

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim.

3.75 points

Thesis is insufficiently developed or vague. Purpose is not clear.

3.95 points

Thesis is apparent and appropriate to purpose.

4.45 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Personal Learning Styles According to VARK Questionnaire

Personal Learning Styles According to VARK Questionnaire

0 points

Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.

15 points

Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.

15.8 points

Personal learning style according to the VARK questionnaire is identified and basic summary is provided.

17.8 points

Personal learning style according to the VARK questionnaire is identified and described.

20 points

Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.

Preferred Learning Strategies

Preferred Learning Strategies

0 points

Personal learning strategy content is missing.

15 points

Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.

15.8 points

Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.

17.8 points

Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.

20 points

Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.

Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

0 points

Sources are not documented.

2.25 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

2.37 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2.67 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

3.75 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

3.95 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

4.45 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

5 points

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

1.5 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1.58 points

Template is used, and formatting is correct, although some minor errors may be present.

1.78 points

Template is fully used; There are virtually no errors in formatting style.

2 points

All format elements are correct.

Learning Styles

Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)

0 points

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.

15 points

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.

15.8 points

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.

17.8 points

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.

20 points

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.

Learning Styles and Health Promotion

Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)

0 points

Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.

15 points

Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.

15.8 points

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.

17.8 points

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.

20 points

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.

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