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Research the qualifications for taking each certification examination

Visit the AHIMA website ( and research the qualifications for taking each certification examination ( and the continuing education requirements for maintaining each credential.  What similarities and differences do you see?

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approach in presentingexamples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well- supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.statements. Assignment demonstrates thestudent’s above averageuse of relating concepts by using a variety of factors. Overall, student provides adequate conclusions,with 2 or fewer errors.assignment. However, student presents a limitedperspective on keyconcepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.apply information in a problem-solving fashion.Student presentsconfusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
ORGANIZATION OF IDEAS/FORMATStudent thoroughlyunderstands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes anappropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.Student explains the majority of points andconcepts in theassignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains less than 5 resources.Learner applies some points and conceptsincorrectly. Student usesa variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have acontinuous pattern of logical sequencing. Student uses less than 3sources or references.Assignment reveals formatting errors and alack of organization.Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area.Student needs to review and revise theassignment.10 /10
WRITING CONVENTIONS(GRAMMAR & MECHANICS)Student demonstrates an excellent command ofgrammar, as well as presents research in a clearand concise writing style.Presents a thorough,Student provides an effective display of goodwriting and grammar. Assignment reflectsstudent’s ability to selectappropriate word usageAssignment reflects basic writing and grammar, butmore than 5 errors. Key terms and concepts aresomewhat vague and notcompletely explained byTopics, concepts, and ideas are not coherentlydiscussed or expressed in assignments.Student’s writing style isweak and needs20 /20
FOCUS/THESISStudent exhibits a definedand clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well- documented and exceptional supportingfacts, figures, and/or statements.Establishes a good comprehension of topicand in the building of thethesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.Student exhibits a basic understanding of theintended assignment, butthe thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the readermay have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this haslimited the quality of the assignment.Exhibits a limited understanding of theassignment. Reader isunable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.20/20
CONTENT/SUBJECT KNOWLEDGEStudent demonstratesproficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.Student exhibits above average usage of subject matter in assignment.Student provides aboveaverage ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.The assignment reveals that the student has a general, fundamentalunderstanding of thecourse material. Whereas, there are areas of some concerning in the linkages provided between factsand supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.Student tries to explain some concepts, but overlooks critical details.Assignment appearsvague or incomplete in various segments. Student presents concepts in isolation,and does not perceive to have a logical sequencing of ideas.20/20
CRITICAL THINKING SKILLSStudent demonstrates a higher-level of criticalthinking necessary for 300-400 level work. Learner provides a strategicStudent exhibits a good command of criticalthinking skills in the presentation of materialand supportingStudent takes a common, conventional approach inguiding the reader through various linkages andconnections presented inStudent demonstrates beginning understandingof key concepts, but overlooks critical details.Learner is unable to20/20
extensive understanding ofword usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to preparea high-quality academic assignment.and present an above average presentation of agiven topic or issue.Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements.student. Student uses a basic vocabulary inassignment. Student’swriting ability is average, but demonstrates a basic understanding of the subject matter.improvement, along with numerous proofreadingerrors. Assignmentlacks clarity, consistency, and correctness. Student needs to review and revise assignment.
USE OF COMPUTER TECHNOLOGY/APPLICATIONSStudent provides a high- caliber, formattedassignment. Learner exhibits excellent use ofcomputer technology in thedevelopment of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.Assignment presents an above-average use offormatting skills, with less than 3 errors. Studentshas a good command ofcomputer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.Student demonstrates a basic knowledge ofcomputer applications. Appearance of finalassignment demonstratesthe student’s limited ability to format and present data. Resources used in assignment are limited. Student may need toobtain further help in the use of computer applications and Internetresearch.Student needs todevelop better formatting skills. The student may need to take additionaltraining or obtain helpfrom the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needsto expand research scope. The number of formatting errors is not acceptable.10 /10

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