Distinguished - Clearly discusses how information is carried from the sensory signals and is transmitted to other areas of the brain for further processing. The discussion is supported with at least two examples, terms, and/or concepts from professional experience and/or academic sources.

Proficient - Discusses how information is carried from the sensory signals and is transmitted to other areas of the brain for further processing. The discussion is supported with at least two examples, terms, and/or concepts from professional experience and/or academic sources, but is slightly unclear.

Basic - Partially discusses how information is carried from the sensory signals and is transmitted to other areas of the brain for further processing. The discussion is somewhat supported with examples, terms, and/or concepts from professional experience and/or academic sources and/or is unclear.

Below Expectations - Attempts to discuss how information is carried from the sensory signals and is transmitted to other areas of the brain for further processing; however, the discussion is not supported with at least two examples, terms, and/or concepts from professional experience and/or academic sources and is entirely unclear.

Non-Performance - The discussion of how information is carried from the sensory signals and is transmitted to other areas of the brain for further processing is either nonexistent or lack the components described in the assignment instructions.

Distinguished - Comprehensively analyzes the brain’s attentional filter and executive process. Provides specific details of each step involved in processing and attention, as well as relevant environmental impacts. The analysis is clearly supported by references to appropriate research and theory.

Proficient - Analyzes the brain’s attentional filter and executive process. Provides details of each step involved in processing and attention, as well as relevant environmental impacts. The analysis is supported by references to appropriate research and theory, but slightly underdeveloped.

Basic - Partially analyzes the brain’s attentional filter and executive process. Provides limited details of each step involved in processing and attention, as well as environmental impacts. The analysis is somewhat supported by references to appropriate research and theory. The analysis is underdeveloped.

Below Expectations - Attempts to analyze the brain’s attentional filter and executive process; however, details regarding of each step involved in processing and attention, as well as environmental impacts are not provided or not supported by references to appropriate research and theory. The analysis is significantly underdeveloped.

Non-Performance - The analysis of the brain’s attentional filter and executive process is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains the areas of the brain responsible for attention and executive functioning and addresses the relationship between executive functioning, attention and the learning process. Provides specific details regarding relevant brain structures and functioning that relate to learning are included and supported by references to appropriate research and theory.

Proficient - Explains the areas of the brain responsible for attention and executive functioning and addresses the relationship between executive functioning, attention and the learning process. Provides details regarding relevant brain structures and functioning that relate to learning. The details are supported by references to appropriate research and theory.

Basic - Minimally explains the areas of the brain responsible for attention and executive functioning and addresses the relationship between executive functioning, attention and the learning process. Provides limited details regarding brain structures and functioning that relate to learning, these details are somewhat supported by references to research and theory.

Below Expectations - Attempts to explains the areas of the brain responsible for attention and executive functioning and address the relationship between executive functioning, attention and the learning process; however, few details regarding relevant brain structures and functioning that relate to learning are provided, or the details are not supported by references to appropriate research and theory.

Non-Performance - The explanation of the relationship between the brain’s attentional filter and executive functioning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains the various ways to stimulate the RAS and strengthen the executive functioning networks. Provides specific details regarding ways to stimulate the RAS and strengthen the executive functioning networks. The explanation is clearly supported by references to appropriate research and theory.

Proficient - Explains the various ways to stimulate the RAS and strengthen the executive functioning networks. Provides details regarding ways to stimulate the RAS and strengthen the executive functioning networks. The explanation is supported by references to appropriate research and theory.

Basic - Partially explains the various ways to stimulate the RAS and strengthen the executive functioning networks. Provides limited detail regarding ways to stimulate the RAS and strengthen the executive functioning networks. The explanation is not supported by references to appropriate research and theory.

Below Expectations - Attempts to explain the various ways to stimulate the RAS and strengthen the executive functioning networks; however, provides no details regarding ways to stimulate the RAS and strengthen the executive functioning networks and or the explanation is not supported by references to appropriate research and theory.

Non-Performance - The explanation of the various ways to stimulate the RAS and strengthen the executive functioning networks is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Distinguishes probable implications of the text for contexts, perspectives, or issues outside the assigned task or beyond the author's explicit message.

Proficient - Uses the text and/or specific knowledge of the author’s context to draw more intricate inferences about the author’s message and approach.

Basic - Considers how textual features (e.g., sentence and paragraph structure or tone) contribute to the author’s message. Draws fundamental inferences about context and rationale of text.

Below Expectations - Inadequately captures vocabulary but makes an effort to paraphrase or summarize the information the text communicates.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.