AST1000/Course guide/Regional economics/Rubric

Criterion Group	HD	A	B	C	F	Mark
PART ONE: E-learning activity entries
Content
Quality and accuracy of content	Has clear, well-integrated and accurate content relevant to the E-learning activity instructions. Written in a sophisticated manner with ideas clearly stated.	Has clear and accurate content relevant to the E-learning activity instructions. Ideas are clearly stated.	Has some accurate content relevant to the E-learning activity instructions. Some ideas are not clearly stated.	Content contained is mostly accurate. However, many ideas are not clearly stated, detracting from the overall content.	Does not appear to contain any content relevant the E-learning activity instructions or information is misrepresented or inaccurate.	/15
Content
Academic evidence in support of the content	Integrates appropriate and relevant content in a sophisticated manner. The academic evidence in support of the content chosen is entirely in alignment with the E-learning activity guidelines.	Integrates appropriate and relevant academic evidence to support content chosen effectively. Evidence is mostly in alignment with the E-learning activity guidelines.	Integrates appropriate and relevant academic evidence to support content chosen. Evidence is generally in alignment with the E-learning activity guidelines.	Uses some appropriate academic evidence. The support chosen is broadly in alignment with the E-learning activity guidelines, but there was some misinterpretation of evidence and contradictory statements.	Does not use appropriate evidence. The support chosen is generally taken out of context or misrepresented.	/10
Academic skills
Writing style	Clear, precise and elegant, uses language that is simple and effective.	Clear and precise, though occasionally the presentation of ideas may be overly complicated or overworked.	Satisfactory, though use of language unclear at times and/or relies on rhetorical devices.	Broadly satisfactory, but poor execution at times affects the flow of what is presented.	Poorly written. The use of bullet points and overreliance on direct quotations weakens the E-learning activity findings.	/10
Use of required referencing system	Fully compliant with current Harvard system. Few (if any) errors.	Compliant with Harvard system, with some errors.	Broadly compliant with Harvard system. Inconsistent use of page numbers and/or referencing of online documents.	Non-Harvard system used and/or many errors are present.	No consistent referencing standard applied.	/5
Written communication skills
Overall structure	Demonstrates a clear and elegant progression between the substantive points made. The supportive points are grouped logically, and there are ‘signposts’ that explain the links inside and between the substantive points being made.	Displays a clear relationship between the substantive points to be made and has internal consistency, though ‘signposts’ within or between these points are not always clear.	Generally has a clear relationship between the substantive points, though makes some structural errors in ordering the information, and/or may lack clear links between the sections.	Has a general structure and some relationship between substantive points, though this is not particularly logical, nor well presented.	Contains no discernible structure, and lacks a delineated approach to the material presented.	/5
Clear, grammatically correct, written expression	Very few (if any) grammatical errors. The meaning of each sentence is always clear and easily understood.	Few grammatical errors. Mostly the meaning of what is written is clear.	Some grammatical errors. Generally the meaning of what is written is clear.	Many grammatical errors. At times the meaning of what is written is affected by these errors.	Numerous grammatical errors are present, and this affects the ability to understand the meaning of what is said.	/5
General Comments: PART ONE: _______ /50
PART TWO: Reflective Journal Entry
Reflection	The reflective journal entry displays a very high level of reflection on the content and pedagogy of the course. Written in a sophisticated manner with ideas clearly stated.	The reflective journal displays a high level of personal reflection on the content and pedagogy of the course. It is well-presented and the content is presented in a creative manner.	The reflective journal displays sound level of personal reflection on the content and pedagogy of the course. Content and layout are nicely presented.	Demonstrates some personal reflection, not all sections of the reflective journal entry are presented well.	Poorly written. The use of bullet points and overreliance on direct quotations weakens the personal reflections.	/30
Writing style	Clear, precise and elegant, uses language that is simple and effective.	Clear and precise, though occasionally the presentation of ideas may be overly complicated or overworked.	Satisfactory, though use of language unclear at times and/or relies on rhetorical devices.	Broadly satisfactory, but poor execution at times affects the flow of what is presented.	Poorly written. The use of bullet points and overreliance on direct quotations weakens the E-learning activity findings.	/10
Overall structure	Demonstrates a clear and elegant progression between the substantive points made. The supportive points are grouped logically, and there are ‘signposts’ that explain the links inside and between the substantive points being made.	Displays a clear relationship between the substantive points to be made and has internal consistency, though ‘signposts’ within or between these points are not always clear.	Generally has a clear relationship between the substantive points, though makes some structural errors in ordering the information, and/or may lack clear links between the sections.	Has a general structure and some relationship between substantive points, though this is not particularly logical, nor well presented.	Contains no discernible structure, and lacks a delineated approach to the material presented.	/5
Clear, grammatically correct, written expression	Very few (if any) grammatical errors. The meaning of each sentence is always clear and easily understood.	Few grammatical errors. Mostly the meaning of what is written is clear.	Some grammatical errors. Generally the meaning of what is written is clear.	Many grammatical errors. At times the meaning of what is written is affected by these errors.	Numerous grammatical errors are present, and this affects the ability to understand the meaning of what is said.	/5
General Comments: PART TWO: _______ /50
ASSIGNMENT TOTAL:_______/100