Research Assignment

13/02/2018 Researching Organisation and Management (Semester 1 2018 ...

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Assignment 2

Levels of Achievement

Criteria Fail (<50) Pass (50-59) Credit (60-69) Disctinction (70-79) High Disctinction (80+)

Authenticity Little or no evidence of position adopted. Addresses a single view of the argument, failing to clarify position relative to one’s own. Fails to justify own view. Author’s voice is not present.

Position is adopted will little consideration. Addresses single view of the argument, failing to clarify the position relative to one’s own. Simple justification of own view. Some evidence of author’s style and voice.

Presents own position, which includes some original thinking though inconsistently. Justifies own position without addressing other views or does so superficially. Position is clear but with omissions. Unique author’s style and voice present but not consistent.

Position demonstrates ownership, which includes original thinking. Justifies own position and considers other views. Position is clear. Unique author’s style and voice clearly evident.

Position demonstrates ownership. Appropriately identifies own position, drawing support from sources beyond those provided. Justifies own view while integrating contrary interpretations. Shows sophisticated thought. Unique author’s style and voice fully developed.

Intellectual Engagement

Little or no evidence of drafting and redrafting of assignment. No evidence of discussion with lecturer.

Evidence of one complete re- drafting of assignment in response to discussion with lecturer.

Evidence of repeated re- drafting of assignment in response to discussions with lecturer.

Assignment has been repeatedly re-drafted in response to peer review and discussions with lecturer.

Assignment has been subject to repeated and thorough peer review and demonstrates evidence of discussion with lecturer.

Originality Follows assignment guide but there is little or no attempt to pose relevant questions/ present something new.

Follows assignment guide. Poses relevant questions/ presents new ideas from provided literature

Follows assignment guide. Poses relevant questions/ presents new ideas from reading beyond the provided literature.

Goes beyond assignment guide. Demonstrates synthesis of ideas from relevant literature to produce new questions/ ideas.

Goes beyond assignment guide. Demonstrates synthesis of ideas from relevant literature to produce new questions/ideas that are presented in a new way.

Critical Awareness of Perspectives (CT)

Follows assignment guide but there is little or no attempt made to identify or challenge underlying assumptions in published research.

Follows assignment guide. Evidence of ability to identify underlying assumptions in published research.

Follows assignment guide. Demonstrates ability to identify and challenge assumptions in published research.

Goes beyond assignment guide. Identifies and challenges some ideological, theoretical and methodological assumptions in published research.

Goes beyond, and improves, approach outlined in assignment guide. Identifies and challenges ideological, theoretical and methodological assumptions in published research.

Referencing Little or no attempt made to reference assignment correctly.

Assignment is correctly referenced with significant errors and omissions.

Assignment is correctly referenced with repeated minor errors and/or omissions.

Assignment is fully and correctly referenced with few minor errors.

Assignment is fully and correctly referenced with isolated minor errors.

Evidence- based Analysis (CT)

The analysis is superficial and based on irrelevant information, concepts and methods. The information analysed is gathered from very limited source(s) or only those provided.

A coherent analysis is based on partial use of relevant information, concepts and methods. The information analysed is gathered from some relevant source(s) beyond those provided.

A coherent analysis is based on relevant information, concepts and methods. The information analysed is gathered from several source(s) beyond those provided .

A coherent analysis is based on thorough use of the most relevant information, concepts and methods The information analysed is gathered from many diverse, relevant source(s) beyond those provided.

A comprehensive analysis is based on a deep understanding of relevant information, concepts and methods. The information analysed is from many diverse, high quality source(s) beyond those provided.

Conclusions (CT)

The conclusions are vague and not logically supported by the evidence and/or process of analysis.

The conclusions are clear and relevant. Few conclusions are generally supported by the evidence and/or the process of analysis. Important assumptions are stated.

The conclusions are sound, clear and relevant. Some conclusions are generally supported by the evidence and the process of analysis. Assumptions are stated and described adequately.

The conclusions are relevant, significant and organised. Most conclusions are logically supported by the evidence and/or the process of analysis. Assumptions are stated and comprehensively described.

The conclusions are robust, comprehensive, relevant, significant and organised. All conclusions are logically supported by the evidence and/or the process of analysis. Assumptions are stated, comprehensively described and justification for their use is provided.

Control of Syntax and Mechanics (WC)

Limited range of vocabulary with repeated, significant grammatical, spelling and punctuation errors. Sentences and ideas are limited and often illogically written. Many and repeated wrong use of words. Below standard required for the task.

Control of vocabulary demonstrated. Some grammatical, spelling or punctuation errors. Coherent but not always logical with noticeable isolated errors in expression and word usage. Limited use of key concepts and terms. Minimally adequate for the task.

Consistent control of vocabulary with use of connecting devices. Minor grammatical, spelling or punctuation errors. Writing is generally logical and coherent. Key concepts and terms are used appropriately.

Consistent control of vocabulary with sophisticated use of connecting devices. Few minor grammatical, spelling or punctuation errors. Logically written and coherent. Ideas and concepts expressed clearly and succinctly.

Excellent control of vocabulary with sophisticated use of connecting devices. Isolated slips in grammar, spelling and punctuation. Logically written and coherent. Ideas and concepts expressed clearly and succinctly.

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