|
|
|
Relevance
|
Knowledge
|
Argument/Analysis
|
Structure
|
Presentation
|
Written English
|
Research/Referencing
|
|
Class I
(Exceptional
Quality)
|
80%+
|
As for Class 1(70-79%) but exceptional work that makes a contribution to the development of knowledge and understanding in the subject area
|
|
70-79%
|
Directly relevant to title. Addresses most or all of the implications and assumptions of the title. LO3: Develop and justify a plan for a business opportunity
|
Demonstrates a comprehensive knowledge of theory and practice for this level. Demonstrates ability in the manipulation and transfer of subject material to demonstrate a solid understanding of the issues.
|
Makes creative use of appropriate arguments and/or theoretical models. Contains some distinctive or independent thinking.
A comprehensive discussion of the material resulting in clear, logical conclusions.
|
Coherently articulated and logically structured.
An appropriate format is used.
|
The presentational style & layout is correct for the type of assignment.
Effective inclusion of figures, tables, plates (FTP).
|
A very well written
answer with standard spelling and grammar.
Style is clear, resourceful and academic.
|
All sources accurately cited in the text. A comprehensive reference list in Harvard Style is provided.
|
|
Class II/i
(Very Good Quality)
|
60-69%
|
Directly relevant to title.
Addresses some of the implications of the issues addressed by the title.
|
Demonstrates a sound knowledge of theory and practice for this level. Manipulates and transfers some material to demonstrate a clear grasp of the themes, questions and issues.
|
Uses appropriate arguments or theoretical models.
Clear and valid discussion of the material. Clear, logical conclusions.
|
For the most part coherently articulated and logically constructed.
An appropriate format is used.
|
The presentational style & layout is correct for the type of assignment.
Effective inclusion of FTP.
|
Well written with
standard spelling and grammar. Style is clear and academic.
|
All sources accurately cited in the text and an appropriate reference list in Harvard Style is provided.
|
|
Class II/ii
(Good Quality)
|
50-59%
|
Generally, addresses the title and its implications, but sometimes addresses irrelevant issues.
|
Demonstrates an adequate knowledge of theory and practice for this level, with evidence of an appreciation of its significance.
|
Provides a partly coherent argument but lacking clear focus and consistency in places. Some issues lack clarity, or theoretical models expressed in simplistic terms.
Conclusions are fairly clear and logical.
|
Adequate attempt at articulation and logical structure.
An acceptable format is used.
|
The presentational style & layout is correct for the type of assignment.
Inclusion of FTP but lacks selectivity.
|
Competently written with minor lapses in spelling and grammar. Style is readable and mainly academic.
|
Most sources accurately cited in the text and an appropriate reference list in Harvard Style is provided.
|
|
Class III
(Satisfactory Quality)
|
40-49%
|
Some degree of irrelevance to the title. Superficial consideration of the issues.
|
Demonstrates limited knowledge of theory and practice for this level, with intermittent evidence of an appreciation of its significance.
|
A basic argument is evident but lacks clarity and coherence.
Issues are only vaguely stated.
Conclusions are not always clear or logical.
|
Some attempt at articulation and logical structure.
An acceptable format is used.
|
The presentational style & layout is largely correct for the type of assignment.
Inappropriate use of FTP or not used where clearly needed to aid understanding.
|
Generally competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader.
Style limits communication and tends not to be academic.
|
Some relevant sources cited. Some weaknesses in referencing technique.
|
|
Borderline
Fail
|
35-39%
|
Some significant degree of irrelevance to the title is common. Only the most obvious issues are addressed at a superficial level and in unchallenging terms.
|
Demonstrates weaknesses in knowledge of theory and practice for this level, with little evidence of an appreciation of its significance.
|
Limited argument, which lacks clarity in places. Conclusions are neither clear nor logical.
|
Poorly structured. Lack of articulation.
Format deficient.
|
For the type of assignment, the presentational style &/or layout is lacking.
FTP ignored in text or not used where clearly needed.
|
Deficiencies in spelling and grammar makes reading difficult.
Simplistic or repetitious style impairs clarity.
|
Limited sources and weak referencing.
|
|
Fail
|
<34%
|
Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.
|
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.
|
Severely limited arguments. Lacks clarity.
Conclusions are sparse. Develop and justify a plan for a business opportunity
|
Unstructured.
Lack of articulation. Format deficient
|
For the type of assignment, the presentational style &/or layout is lacking.
FTP as above.
|
Poorly written with numerous deficiencies in grammar, spelling, expression and style.
|
An absence of academic sources and poor referencing technique.
|
