Construct a chart (or a visual of your choosing, Word table, Excel chart, etc.) of age-related developmental milestones. Theorists who MUST be included at each appropriate age level are Piaget, Kohlberg, Bandura, Vygotsky, Erikson, Mahler, and Jung. Other theorist of your choosing should also be included (minimum of three). Your visual should include:
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Get Help Now!- Describe the essential developmental features of each age category.
- Discuss concerns or issues pertinent to each age category. NOTE: Place more emphasis on the age group with which you work or aspire to work.
Use four to six scholarly resources with an APA-formatted reference page.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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.
This benchmark assignment assesses the following programmatic competencies: 1.1: Describe key historical perspectives and theories in psychology and 1.2: Differentiate among current perspectives and theories in psychology.
Benchmark – Developmental Milestones Chart
| 1 Unsatisfactory 0.00% |
2 Less than Satisfactory 74.00% |
3 Satisfactory 79.00% |
4 Good 87.00% |
5 Excellent 100.00% |
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|---|---|---|---|---|---|---|
| 100.0 %Content | ||||||
| 20.0 % Theorist include: Piaget, Erikson, Kohlberg, Bandura, Vygotsky, Mahler, Jung and three others. (Comp. 1.1) | Theorists are missing. | Not all theorists are included or they are not associated with the appropriate age level. | All theorist are listed at appropriate age level. | All theorist are listed at appropriate age level with some connection to research. | All theorist are listed at appropriate age level with relevant connections to current research. | |
| 20.0 % Describe the essential developmental features of each age category. (Comp. 1.2) | Description of essential developmental features of each age category is missing. | Description of essential developmental features of each age category is vague, inconsistent, or inaccurate. | Description of essential developmental features of each age category is present. | Description of essential developmental features of each age category is present, clear, and makes some connection to research. | Description of essential developmental features of each age category is clear, concise, and makes relevant connections to current research. | |
| 20.0 % Discuss concerns or issues pertinent to each age category. | Discussion of concerns or issues pertinent to each age category is missing. | Discussion of concerns or issues pertinent to each age category is vague, inconsistent or inaccurate. | Discussion of concerns or issues pertinent to each age category is present. | Discussion of concerns or issues pertinent to each age category is present, clear, and makes some connection to research. | Discussion of concerns or issues pertinent to each age category is clear, concise, and make relevant connections to current research. | |
| 10.0 % Research | No outside sources were used to support the assignment. | Few outside sources were used to support the assignment. Limited research is apparent. | Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness. | Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. | Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. | |
| 5.0 %Presentation | The piece is not neat or organized, and it does not include all required elements. | The work is not neat and includes minor flaws or omissions of required elements. | The overall appearance is general, and major elements are missing. | The overall appearance is generally neat, with a few minor flaws or missing elements. | The work is well presented and includes all required elements. The overall appearance is neat and professional. | |
| 5.0 % Originality | The work is an extensive collection and rehash of the ideas, products, images, or inventions of other people. There is no evidence of new thought or inventiveness. | The work is a minimal collection or rehash of the ideas, products, images, or inventions of other people. There is no evidence of new thought. | The product shows evidence of originality. While based on the ideas, products, images, or inventions of other people, the work does offer some new insights. | The product shows evidence of originality and inventiveness. While based somewhat on the ideas, products, images, or inventions of other people, the work extends beyond that collection to offer new insights. | The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. | |
| 10.0 % Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | The writer is clearly in command of standard, written, academic English. | |
| 10.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |
| 100 % Total Weightage | ||||||
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