| MNG81001 | Assessment 4 |
| Individual report section | HD | Distinction | Credit | Pass | Fail |
| Format, Introduction, & Conclusion | Report format is used approapriately. Elements of the Introductory and Concluding paragraphs are clear, relevant and informative. There may be some minor inconsistencies.
| Report format is used appropriately. Elements of the Introductory and Concluding paragraphs are clear, relevant and informative. There may be some minor inconsistencies. | Report format is used. Most elements of the Introductory and Concluding paragraphs are clear, relevant and informative. | Report format is used. Some elements of the introductory and/or Concluding paragraphs may be clear, relevant and informative. | Report format may not be used. Elements of the introductory and/or Concluding paragraphs may be missing and/or irrelevant, and/or unclear. |
| 20.00% | 4.2 - 3.57 | 3.56 - 3.15 | 3.14 - 2.73 | 2.72 - 2.1 | 2 - 0 |
| Purpose & Audience | The purpose of the assessment is fully addressed, and main ideas are fully appropriate for the audience. | The purpose of the assessment is sufficiently addressed, and main ideas are appropriate for the audience. | The purpose of the assessment is addressed, and most main ideas are appropriate for the audience.
| The purpose of the assessment is adequately addressed, and some main ideas are appropriate for the audience | The purpose of the assessment is not adequately addressed, and main ideas are inappropriate for the audience. |
| 15% | 3.15 - 2.67 | 2.66 - 2.37 | 2.36 - 2.05 | 2.04 - 1.57 | 1.56 - 0 |
| Credibility | Main ideas are clearly and sufficiently supported using 8 - 10 appropriate sources including a minimum of four peer reviewed ournals. Credibility is greatly enhanced by logic and sufficient and appropriate Paraphrasing, Quoting, Synthesizing, & Referencing. | Main ideas are clearly and sufficiently supported using 8 - 10 appropriate and reliable sources including a minimum of four peer reviewed journals. However, there are minor inconsistencies. Credibility is enhanced by logic and sufficient and appropriate Paraphrasing, Quoting, Synthesizing, & Referencing. | Most main ideas are supported using 8 - 10 appropriate and reliable sources including a minimum of four peer reviewed journals. However, some may be unclear and/or insufficient. Credibility is often enhanced by logic and appropriate Paraphrasing, Quoting, Synthesizing, & Referencing. | Some main ideas are supported using 8 - 10 appropriate and reliable sources including a minimum of four peer reviewed journals, but main ideas often lack clarity and/or support, or may lack relevance for the audience. Credibility may be lacking as a result of faulty logic and/or missing and/or inadequate Paraphrasing, Quoting, Synthesizing, and Referencing. | Main ideas are not supported using 8 - 10 appropriate and reliable sources. Less than four peer reviewed journals used.Main ideas lack relevance for the audience. Credibility may be lacking as a result of faulty logic and/or missing and/or inadequate Paraphrasing, Quoting, Synthesizing, and Referencing. |
| 20.00% | 4.2 - 3.57 | 3.56 - 3.15 | 3.14 - 2.73 | 2.72 - 2.1 | 2 - 0 |
| Referencing | SCU Harvard in-text and end-of-text referencing is fully accurate and consistent throughout. Quotes are used accurately and appropriately throughout. | SCU Harvard in-text and end-of-text referencing is accurate and consistent. Quotes are used accurately and appropriately, although minor errors may occur. | SCU Harvard in-text and end-of-text referencing is mostly accurate and consistent. Quotes may be used too often and/or may be used inappropriately. There may be some evidence of plagiarism. | SCU Harvard in-text and end-of-text referencing is often faulty, and/or missing, and/or poorly marked in paragraphs. Quotes may be used too often and/or may be used inappropriately. There may be evidence of plagiarism and/or poor paraphrasing. | No or very little SCU Harvard in-text and end-of-text referencing used. If used it is mostly inaccurate and/or inadequate. There may be significant evidence of plagiarism. |
| 15% | 3.15 - 2.67 | 2.66 - 2.37 | 2.36 - 2.05 | 2.04 - 1.57 | 1.56 - 0 |
| Readability | Each paragraph has one clear main idea and is logically organised. Cohesion between sentences is fully acceptable. Internal headings are clear and informative and enhance the readability for the audience. | Each paragraph has one clear main idea and are logically organised Cohesion between sentences is well-managed. However, minor inconsistencies occur. Internal headings are clear and informative and enhance the readability for the audience, although there may be minor inconsistencies. | Paragraphing is adequate. However, the main idea, and/or organisation and/or cohesion is sometimes faulty and/or unclear. Internal headings are adequate, but could be clearer, and/or more informative, and/or more frequent to enhance readability for the audience. | Paragraphing may be missing or inappropriate. Organisation and/or cohesion are often faulty and/or unclear. Internal headings are often inadequate, and/or unclear, and/or uninformative for the audience.
| Paragraphing, organisation, and cohesion are inadequate and cause strain for the audience. Internal headings are missing or do very little to enhance readability for the audience. |
| 15% | 3.15 - 2.67 | 2.66 - 2.37 | 2.36 - 2.05 | 2.04 - 1.57 | 1.56 - 0 |
| Langauge | A wide range of vocabulary is used accurately and is used appropriately (for audience); spelling is accurate throughout. A wide range of grammatical structures used accurately and appropriately. Punctuation is accurate throughout. | A range of vocabulary is used accurately and is used appropriately (for audience); minor spelling errors. A range of grammatical structures are appropriately used; some minor errors, (incl. punctuation errors).
| Vocabulary is generally adequate and accurate, and is used appropriately (for audience), some spelling errors. | Vocabulary is adequate but is sometimes used inaccurately and/or inappropriately (for audience), and spelling errors may occur. Grammatical structures lack accuracy, and errors (incl. punctuation errors) impede communication. | Vocabulary is often inadequate, inappropriate (for audience) and inaccurate; words often incorrect or incorrectly used; substantial spelling errors. Grammatical structures lack accuracy, and errors (incl. punctuation errors) strain communication. |
| 15% | 3.15 - 2.67 | 2.66 - 2.37 | 2.36 - 2.05 | 2.04 - 1.57 | 1.56 - 0 |
| | | | | | | 0 |
| | | | | | Individual report section /21 |
| Group report comilation and editing | All required elements of the report (as identified in the assignment) are present and completed to a high standard. The report is presented in a professional-looking document, using informative headings and figures/tables where appropriate. | All required elements of the report (as identified in the assignment) are present and completed to a high standard. The report is presented in a professional-looking document, using informative headings and figures/tables where appropriate. | All required elements of the report (as identified in the assignment) are present and completed to a satisfactory standard. Attention to the presentation is given, but may not be well-executed. | Key elements of the report are not provided and/or presented with minor errors evident. Overall presentation of the document is not to a professional standard. | Key elements of the report are not provided and/or presented with major errors evident. Overall presentation of the document is not to a professional standard. |
| | 7 - 5.95 | 5.94 - 5.25 | 5.24 - 4.55 | 4.54 - 3.5 | 3.4 - 0 |
| | | | | | Group report /7 |
| Individual presentation: Delivery | Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes.
Speaks with fluctuation in
volume and inflection to
maintain audience interest
and emphasise key points.
| Consistent use of direct eye contact with audience, but still returns to notes.
Speaks with satisfactory variation of volume and inflection.
| Displays minimal eye contact with audience, while reading mostly from the notes.
Speaks in uneven volume with little or no inflection.
| Displays minimal eye contact as entire report is read from notes.
Speaks in low volume and/ or monotonous tone, which causes audience to disengage.
| Holds no eye contact with audience, as entire report is read from notes.
Speaks in low volume and/ or monotonous tone, which causes audience to disengage.
|
| Individual presentation: Content | Demonstrates full knowledge of topic.
Provides clear purpose and subject; pertinent examples, facts, and/or statistics; supports conclusions/ideas with evidence.
| Is at ease with topic without elaboration.
Has somewhat clear
purpose and subject; some
examples, facts, and/or
statistics that support the
subject; includes some data
or evidence that supports
conclusions.
| Is at ease with topic.
Attempts to define purpose
and subject; provides
some examples, facts, and/
or statistics, which
adequately support the
subject.
| Is uncomfortable with topic.
Attempts to define purpose
and subject; provides
weak examples, facts, and/
or statistics, which do not
adequately support the
subject; includes very thin
data or evidence.
| Does not have grasp of information and cannot answer questions about subject.
Does not clearly define subject and purpose; provides weak or no support of subject; gives insufficient support for ideas or conclusions.
|
| Total present | 7 - 5.95 | 5.94 - 5.25 | 5.24 - 4.55 | 4.54 - 3.5 | 3.4 - 0 |
| | | | | | Individual presentation /7 | 0 |
| | | | | | Total Score | 0 |
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MNG81001RUBRICAssessment42.xlsx
