| FINC20018 Marketing Rubric and Sheet |
| Assessment type: Written Assessment |
| Unit code and name |
| Student ID and name |
| Key Criteria | Exceeds Expectations | Exceeds Expectations | Meets Expectations | Meets Expectations | Below Expectations | Student grades |
| | (High Distinction) 85-100% | (Distinction) 75 - 84% | (Credit) 65 – 74% | (Pass) 50 – 64% | (Fail) below 50% | Comment |
| Executive Summary | Excellent executive summary; providing a summary of the key problem, key issues with regards to the problem and the recommendations and future practical steps | Good executive summary; providing a summary of the key problem, key issues with regards to the problem and the recommendations and future practical steps | Fair executive summary, providing a summary of the key problem, key issues with regards to the problem and the recommendations and future practical steps | Poor executive summary; providing a summary of the key problem, key issues with regards to the problem and the recommendations and future practical steps | Very poor or non-existent executive summary. |
| Student achievement | 10 | 8 | 6 | 5 | 3 |
| Introduction and/or purpose | Excellent introduction; providing a very clear purpose which ensures all areas relevant to the topic are clearly outlined. | Good introduction; providing a mostly clear purpose which ensures most areas relevant to the topic are clearly outlined. | Fair introduction, addresses some points, lacks some detail; ensures some areas relevant to the topic are outlined. | Poor introduction; addresses limited points, lacks detail; of which few areas are outlined. | Very poor or non-existent introduction. |
| Student achievement | 5 | 4 | 3 | 2 | 1 |
| Organisation or structure | The ideas are arranged in an extremely logical, structured and coherent manner. | The ideas are arranged in a fairly logical, structured and coherent manner. | The ideas are arranged in a logical, some-what structured and coherent manner. | The ideas appear less logical, structured and presents in fairly incoherent manner. | There is little, if any, coherent structure to the document. |
| Student achievement | 5 | 4 | 3 | 2 | 1 |
| Content Knowledge (or literature/argument) | Demonstrates a balanced and very high level of detailed knowledge of core concepts by providing a very high level of analysis. | Demonstrates a balanced and high level of knowledge of core concepts by providing a high level of analysis. | Demonstrates a good level of knowledge of some of the core concepts by providing some level of analysis. | Demonstrates limited knowledge of core concepts by providing a limited level of analysis. | Demonstrates little, if any, knowledge of the core concepts with extremely limited, if any, analysis. |
| Student achievement | 40 | 26 | 17 | 8 | 4 |
| Presentation and quality of writing | Quality of writing at a very high standard. Paragraphs are coherently connected to each other. Correct grammar, spelling and punctuation. | Quality of writing is of a high standard. Paragraphs are mostly well structured. Few grammar, spelling and punctuation mistakes. | Quality of writing is of a good standard. Few grammar, spelling and punctuation mistakes. | Some problems with sentence structure and presentation Frequent grammar, punctuation and spelling mistakes. Use of inappropriate language. | Quality of writing is at a very poor standard so barely understandable. Many spelling mistakes. Little or no evidence of proof reading. |
| Student achievement | 5 | 4 | 3 | 2 | 1 |
| Recommendations | The assessment presents detailed relevant recommendations supported by sound literature and case study evidence of the ideas presented; drawing clear and well thought-out recommendations. | The assessment presents a fairly detailed relevant recommendations supported by sound literature and case study evidence of the ideas presented; drawing fairly clear and well thought-out recommendations. | The assessment presents a somewhat detailed relevant recommendations supported by sound literature and case study evidence of the ideas presented; providing some evidence of recommendations. | The assessment provides limited detail with no relevant recommendations supported by sound literature and case study evidence of the ideas presented; drawing limited recommendations. | The assessment fails to provide any clear evidence of relevant recommendations; drawing no clear recommendations. |
| Student achievement | 10 | 8 | 6 | 5 | 3 |
| Conclusion/ summarisation | The assessment presents a detailed and focused summary of the ideas presented; drawing clear and well thought-out conclusions. | The assessment presents a fairly detailed and focused summary of the ideas presented; drawing fairly clear and well thought-out conclusions. | The assessment presents a somewhat detailed and focused summary of the ideas presented; providing some evidence of conclusions. | The assessment provides limited detail with no clear summary of the ideas presented; drawing limited conclusions. | The assessment fails to provide any clear evidence of the ideas presented; drawing no clear conclusions. |
| Student achievement | 5 | 4 | 3 | 2 | 1 |
| Research (referencing) | Utilises current, appropriate and credible sources.Students reference the source of formula, information, arguments, diagrams and/or examples appropriately. HINT: Insert formula reference as a footnote | Utilises current, appropriate and credible sources.Students reference the source of formula, information, arguments, diagrams and/or examples appropriately. HINT: Insert formula reference as a footnote | Utilises current, appropriate and credible sources.Students reference the source of formula, information, arguments, diagrams and/or examples appropriately. HINT: Insert formula reference as a footnote | Utilises current, appropriate and credible sources.Students reference the source of formula, information, arguments, diagrams and/or examples appropriately. HINT: Insert formula reference as a footnote | Utilises current, appropriate and credible sources.Students reference the source of formula, information, arguments, diagrams and/or examples appropriately. HINT: Insert formula reference as a footnote |
| Referencing | 20 | 16 | 12 | 10 | 6 |
| Late assessment penalty | | | | | | 0 |
| Other penalty | | | | | | 0 |
| Best aspects of the assessment [grader comments] |
| Areas where improvement is needed [grader comments] |
| Student achievement | | | | | | 0 |
| Final grade [30% adjusted] | | | | | | 0 |
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FINC20018T12019MarkingsheetAssessment2.xls
