Demonstrates selection of credible, relevant data

137 views 10:52 am 0 Comments October 16, 2023
Research
20%		 Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the
mainstream
literature/tutorial/textbook.		 Evidence of
controlled and
systematic research.
Demonstrates
selection of credible,
relevant data from
quality
literature/tutorial
notes/textbooks.		 Evidence of good
research skills.
Information is
gathered from a
good range of
electronic and non
electronic sources.		 Research conducted
demonstrates an
attempt to collect
credible and/or
relevant data.
Information is
gathered from a
limited range of
electronic and non
electronic sources.		 Limited research
skills
demonstrated.
Poorly
selected data.
Referencing
10%		 Consistent and accurate
referencing used
throughout, showing ability
to reference a range of
source types. Ideas and
words of others
acknowledged.		 Mostly accurate
referencing
demonstrates an
ability to reference a
variety of source
types. Ideas and
words of others are
acknowledged		 Referencing is at
times
inconsistent or
demonstrates
ability to reference
only some source
types accurately
Words, but not
always the ideas of
others are
acknowledged.		 Overuse of
another’s words or
ideas which may
also
inconsistently or
inaccurately
referenced.		 Failure to
acknowledge the
words and ideas of
others. Plagiarised:
reads like a
“data dump” from
other sources.
Format, structure,
Expression
10%		 Clear and fluent expression
indicates the essay has
been successfully edited
and proofread before
submission. Correct form
for text type:
(headings, indentations
etc.); spelling, punctuation
error		 Mastery of sentence
patterns
demonstrated; may
have
occasional
grammatical
errors on the
sentence level		 Sentence patterns
most often
successfully used;
several
grammatical errors
at the sentence
level. Occasional
errors in, form,
punctuation,		 Clear and fluent
expression
indicates the essay
has been
successfully edited
and
proofread before
submission.		 Run on sentences,
attempts
at simple sentences
often
not successful;
many errors
in sentence
structures
detract from

 

free. suggesting that
some closer
proofreading was
needed. Form,
punctuation, and
spelling mostly error
free.		 and spelling;
sometimes
distracting. Some
additional editing
and proofreading is
warranted.		 Correct form for
text type:
(headings,
indentations etc.);
spelling,
punctuation error
free.		 communication
purpose. Form,
punctuation and
spelling, errors
throughout.
Introduction
10%		 Excellent ability to
introduce the main topic
succinctly and engage the
reader.		 Good introduction
with aspects
included to engage
the reader.		 Introduction needs
a sharper focus.		 Introduction covers
the main points but
is poorly articulated.		 Introduction is
difficult to
understand.
Application
10%		 Excellent application of
communication models.		 Good application of
communication
models.		 Application of
communication
models is
sometimes
confusing.		 Application of
communication
models is
superficial.		 Poor application of
theory.
Content
30%		 Clear, controlled and
focussed direction. Clearly
linked and logically ordered
points and highly relevant
and well-developed details.
Extensive critical analysis.
Sound use of examples to
explain argument.		 Focussed direction
and a good logical
order of points.
Good critical
analysis. A good
use of examples to
make argument.		 Focussed direction
and basic
logical order of
points.
Reasonable attempt
to critically analyse.
Reasonable
attempt to use
example to
explain argument.		 Direction is not very
focussed. Flow of
content is a
bit flawed. The
essay lacks
succinctness. Some
analysis
evident, mainly
descriptive.
An attempt made to
use
examples to explain
argument.		 No direction. Flow
of essay
is majorly flawed.
No critical
analysis evident.
Mainly
definitional. No
example
used or minimal
used to
develop argument.

 

Conclusion
10%		 Excellent ability to
interpret, evaluate and
formulate logical sound
conclusions.		 Good demonstration
of the
capacity to critically
analyse
information and
formulate
own conclusions.		 Able to draw
warranted
conclusions and
generalisations.		 Limited ability to
draw
conclusions.		 No critical analysis,
poor conclusions
and no original
thought.

 

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