OBJECTIVE | 0% | 20% | 50% | 70% | 100% | Weight | Mark Awarded | |
Introduction: clearly defines the topic and purpose | No introduction provided | Poor formation of introduction. Poor academic language or use of casual language | Topic discussed or aims stated. Good language used | Topic discussed or aims stated. Good language used | Topic & purpose clearly defined. Aims outlined. Clear academic language used | 2 | |
The introduction identifies the framework and structure (these can be informed by guidelines for the assignment or relevant theories for the topic being considered | No framework for framing the planNo structure outlined | Framework and structure outlined in the introduction but;1. do not relate with the main discussion and arguments or 2. are not used for framing the main discussion/body | Framework and structure outlined in the introduction and are related with the main discussion but do not frame the structure of the discussion or vice versa | Framework and structure outlined in the introduction; are related with the main discussion and used for framing the structure of the discussion | Uses creativity in framing and structuring of the essay i.e. use of a work based scenarios as examples and conceptual frameworks | 7 | | |
The student demonstrates a clear understanding of the topic area, context and issues being analyzed | No evidence of knowledge of the topic and context | Minimal evidence of knowledge of the topic area and context of issues being analyzed | Considerable evidence of knowledge of the topic and context of issues being analyzed | Significant evidence of knowledge of the topic and context of issues being analyzed | Demonstrates an outstanding level of knowledge for the topic area and context of issues being analyzed | 10 | | |
Appropriate and clear use of relevant concepts and theoriesrelevant theory and concepts are explained clearly and applied critically in analysis of an experience in a specific context | No theoretical concepts used | Theoretical concepts mentioned but not explained or used | Theoretical concepts clearly explained but not used appropriately | Theoretical concepts and conceptual frameworks explained and used appropriately | Theoretical concepts and conceptual frameworks explained and used appropriatelyExceptional application of theories in the analysis with clear examples | 20 | | |
Argument development: Idea development is logical and orderly, presenting a cohesive argument | The argument is not clear and not presented in a logical order | Has provided limited argument development with significant sections which are incoherent | The argument is clear/coherent but not in logical order | Has addressed the purpose of the assignment coherently and with some attempt to demonstrate imagination | Has addressed the purpose of the assignment comprehensively and imaginatively in an academic manner | 20 | | |
There is evidence of critical thinking, indicating an ability in analysis and interpretation | Critical Thought | Either no evidence of literature being consulted or irrelevant to the assignment set | Literature is presented uncritically, in a purely descriptive way and indicates limitations of understanding | Clear evidence and application of readings relevant to the subject; uses indicative texts identified | Able to critically appraise the literature and theory gained from variety of sources, developing own ideas in the process | Has developed and justified using own ideas based on a wide range of sources which have been thoroughly analyzed, applied and discussed | 15 | | |
Academic Writing | Meaning unclear and/or grammar and/or spelling contain frequent errors | Meaning apparent, but language not always fluent (i.e. casual). Grammar and/or spelling contain errors | Language mainly fluent Grammar and spelling mainly accurate | Language fluent. Grammar and spelling accurate | High academic writing style appropriate to document. Grammar and spelling accurate. | 10 | | |
Conclusion: A rational conclusion is offered and supported. | Unsubstantiated/invalid conclusions based on anecdote and generalization only, or no conclusions at all | Limited evidence of findings and conclusions supported by theory/literature | Evidence of findings and conclusions grounded in theory/literature | Good development shown in summary of arguments based in theory/literature | Analytical and clear conclusions well-grounded in theory and literature showing development of new concept | 5 | | |
In text referencing – all text and diagrams are correctly referenced using appropriate referencing style. | Problems with more than 4 citation requirements | Problems with 3-4 citation requirement. | Problems with 2 citation requirement. | Problems with 1 citation requirement. | All citation requirements met | 2 | | |
Reference List – current references (no more than 5 yrs old unless justified). Referenced using an appropriate referencing style. | Problems with more than 4 referencing requirements | Problems with 3-4 referencing requirement | Problems with 2 referencing requirement. | Problems with 1 referencing requirement | All referencing requirements met | 2 | | |
The presentation of the paper is of an appropriate academic standard | Problems with more than 4 formatting requirements | Problems with 3-4 formatting requirement | Problems with 2 formatting requirement. | Problems with 1 formatting requirement | All formatting requirements met | 2 | | |
Total | |