Difference between revisions of "AST1000/Course guide/Rubric"

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==Marking rubric==
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{| class="prettytable"
 
{| class="prettytable"
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|-
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| colspan="7" | '''Brief Specific'''
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| colspan="7" | '''Topic Specific'''
  
 
|-
 
|-
−
| Answered the brief
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| Answered the question
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| Is entirely relevant to the brief to create a tourism brochure, and demonstrates a sophisticated understanding of the elements relevant to tourism in their chosen location.
+
| Is entirely focused on the core discussion points relevant to their country, and demonstrates a sophisticated understanding of the relevant issues.
−
| Has prepared a tourism brochure that meets almost all of the elements relevant to the brief to create a tourism brochure. Has many elements relevant to tourism in their chosen location.
+
| Establishes a solid case that addresses almost all of the specific concerns of the assignment task.
−
| The brochure addresses most of the elements relevant to the brief to create a tourism brochure for their chosen location. Contains some of the elements relevant to tourism in their chosen location.
+
| Develops a sound case that addresses most of the concerns of the assignment task and stays mostly on topic.
−
| The tourism brochure has some elements relevant to the brief, though it wanders off-topic and/or addresses areas that are of little or no concern to the assignment task at hand.
+
| Demonstrates a case that is related to the topic, though it wanders off-topic and/or addresses areas that are of little or no concern to the assignment task at hand.
−
| Does not address the core elements of the assigned task, and uses examples that are poorly, or not at all, related.
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| Does not address the core concerns of the assigned task, and uses examples that are poorly, or not at all, related.
 
| /5
 
| /5
  
 
|-
 
|-
−
| colspan="7" | '''Content'''
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| colspan="7" | '''Argument'''
  
 
|-
 
|-
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| Quality and accuracy of content
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| Clear statement of argument
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| Has clear, well-integrated and accurate content relevant to their location throughout the entire brochure. Written in a sophisticated manner.
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| Has a clear and well-integrated sense of argument that flows through the entire paper. This includes argument being directly referred to in the main body.
−
| Has clear and accurate content relevant to their location throughout the brochure. Ideas are clearly stated.
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| Has a clear statement of argument in the introduction and conclusion, and will indirectly mention it within the main body of the paper.
−
| Has some accurate content relevant to their location throughout the brochure. Some ideas are not clearly stated.
+
| Has some type of statement of argument in the introduction and conclusion, but reference to the argument in the main body is vague.
−
| Content contained in the brochure is mostly accurate. However, many ideas are not clearly stated, detracting from the overall content.
+
| Indicates that there might be some position taken in the essay but this is not made explicit and does not come through in the main body.
−
| Does not appear to contain any content relevant the location, or information is misrepresented or inaccurate.
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| Does not appear to contain any clear argument, either in the introduction/conclusion or the main body.
−
| /10
+
| /5
  
 
|-
 
|-
−
| Academic evidence in support of the content
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| Academic evidence and reason in support of the argument
−
| Integrates appropriate and relevant content in a sophisticated manner. The academic evidence in support of the content chosen is entirely in alignment with the brief of the assignment.  
+
| Integrates appropriate evidence and argument in a sophisticated manner. The support chosen is entirely in alignment with the core argument of the essay and successfully engages with alternative viewpoints.  
−
| Integrates appropriate and relevant academic evidence to support content chosen effectively. Evidence is mostly in alignment with the brief of the assignment.
+
| Integrates appropriate evidence and argument. The support chosen is in alignment with the core argument of the essay and successfully engages with alternative viewpoints.
−
| Integrates appropriate and relevant academic evidence to support content chosen. Evidence is generally in alignment with the brief of the assignment.
+
| Integrates evidence and supportive arguments. The support chosen is generally in alignment with the core argument of the essay and acknowledges alternative viewpoints.
−
| Uses some appropriate academic evidence in the brochure. The support chosen is broadly in alignment with the brief of the assignment, but there was some misinterpretation of evidence and contradictory statements.
+
| Uses some appropriate evidence and argument in the paper. The support chosen is broadly in alignment with the core argument of the essay, though there may be some misinterpretation of evidence and contradictory statements. Alternative viewpoints are not particularly well addressed.
−
| Does not use appropriate evidence in the brochure. The support chosen is generally taken out of context or misrepresented.  
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| Does not use appropriate evidence or argument. The support chosen is generally taken out of context or misrepresented, and opposing viewpoints are not adequately dealt with.  
 
| /15
 
| /15
  
 
|-
 
|-
−
| Use of examples
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| Use of examples and quotations
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| Cleverly uses appropriate examples. The examples are interesting, engaging, and well-chosen to best support the content.  
+
| Cleverly uses appropriate examples and quotes. The examples used are interesting, engaging, and well-chosen to best support the argument.  
−
| Uses appropriate examples. The examples used are interesting, engaging, and well-chosen to support the content.  
+
| Uses appropriate examples and quotes. The examples used are interesting, engaging, and well-chosen to support the argument.  
−
| Uses appropriate examples, though they may not be used to best effect. The examples used are engaging and reasonably well-chosen to support the content.
+
| Uses appropriate examples and quotes, though they may not be used to best effect. The examples used are engaging and reasonably well-chosen to support the argument.
−
| The examples used are chosen to support the content, though they may not always do so effectively.
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| Uses quotes, though they may not all be relevant or used to best effect. The examples used are chosen to support the argument, though they may not always do so effectively.
−
| Either does not use examples, or they are chosen poorly and they do not assist the content of the brochure.
+
| Either does not use examples and/or quotes, or they are chosen poorly and they do not assist the argument being made (if one exists in the paper).
−
| /15
+
| /10
  
 
|-
 
|-
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|-
 
|-
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| Writing style
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| Academic writing style
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| Clear, precise and elegant, uses language that is simple and effective.
+
| Clear, precise and elegant. Demonstrates a command over the essay format through the use of language that is simple and effective.
 
| Clear and precise, though occasionally the presentation of ideas may be overly complicated or overworked.
 
| 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.
 
| Satisfactory, though use of language unclear at times and/or relies on rhetorical devices.
−
| Broadly satisfactory, but the format and style of the brochure is poorly executed. At times, this poor execution affects the flow of what is presented.
+
| Broadly satisfactory, but the format and style of the essay are poorly executed. This poor execution at times affects the flow of what is presented.
−
| Bears little resemblance to the expected brochure format.  
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| Bears little resemblance to the expected essay format, such as the use of bullet points and overreliance on direct quotations.  
 
| /5
 
| /5
  
 
|-
 
|-
 
| Appropriate referencing
 
| Appropriate referencing
−
| Demonstrates a sophisticated use of referencing material and factual information, including synthesis from a number of sources.
+
| Demonstrates a sophisticated use of referencing material, arguments and factual information, including synthesis from a number of sources.
−
| References all of the appropriate ideas and facts within the brochure, and provides some synthesis from a number of sources.
+
| References all of the appropriate ideas and facts within the essay, and provides some synthesis from a number of sources.
 
| Most ideas or facts are attributed, although there may be some gaps in referencing and/or reliance on direct quotation to convey conceptual information.
 
| Most ideas or facts are attributed, although there may be some gaps in referencing and/or reliance on direct quotation to convey conceptual information.
 
| Some ideas or facts are attributed, and there are gaps in referencing and/or over reliance on direct quotation to convey conceptual information.
 
| Some ideas or facts are attributed, and there are gaps in referencing and/or over reliance on direct quotation to convey conceptual information.
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|-
 
|-
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| Depth of research
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| Depth of research  
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| 10 or more independent sources.
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−
| 9 or more independent sources.
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| 8 or more independent sources.
 
| 8 or more independent sources.
 
| 7 or more independent sources.
 
| 7 or more independent sources.
−
| 6 or fewer independent sources.
+
| 6 or more independent sources.
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| 5 or more independent sources.
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| 4 or fewer independent sources.
 
| /10
 
| /10
−
 
  
 
|-
 
|-
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|-
 
|-
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| Overall structure
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| Overall structure and conclusion
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| Demonstrates a clear and elegant progression between the sections of the brochure. The points in each section are always grouped logically. Very clear links between sections contained in the brochure.
+
| 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 sections of the brochure. Points are usually grouped logically and links between the sections are usually made clearly.
+
| 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 sections of the brochure, though makes some structural errors in ordering the information, and/or may lack clear links between the sections.
+
| 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 the sections of the brochure, though this is not particularly logical, nor well presented.
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| 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.  
 
| Contains no discernible structure, and lacks a delineated approach to the material presented.  
 +
| /10
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 +
|-
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| Clear, concise, well-constructed introduction
 +
| Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay and displays a well thought out approach, indicating specific examples to be used.
 +
| Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay.
 +
| Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay, but lacks clarity and/or brevity.
 +
| Is missing one of the elements of an introduction and is lacking clarity and/or brevity.
 +
| Is missing two or more of the elements of an introduction.
 +
| /10
 +
 +
|-
 +
| Clear, concise, well-constructed conclusion
 +
| Combines all three elements of a conclusion coherently. Provides a simple statement restating the argument, drawing together the elements of the supportive arguments made in the essay.
 +
| Combines all three elements, and provides a restatement of the argument, drawing together the elements of the supportive arguments made in the essay.
 +
| Possesses all three elements of a conclusion but lacks clarity and/or brevity.
 +
| Is missing one of the elements of a conclusion and is lacking clarity and/or brevity.
 +
| Is missing two or more of the elements of a conclusion.
 
| /10
 
| /10
  
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|  
 
|  
 
|  
 
|  
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| Exceeds 1500 words (text) or is less than 1350 words (text)
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| Exceeds 1250 words (text) or is less than 1125 words (text)
 
| /5
 
| /5
−
 
−
|-
 
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| colspan="7" | '''Creativity'''
 
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−
|-
 
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| Creativity in design and layout of brochure
 
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| The brochure displays a very high level of creativity in design and layout. It is very well-presented and the content is presented in a very creative manner.
 
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| The brochure displays a high level of creativity in design and layout. It is well-presented and the content is presented in a creative manner.
 
−
| The brochure displays sound level of creativity in design and layout. Content and layout are nicely presented.
 
−
| Demonstrates some creativity, not all sections are well presented.
 
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| Contains no discernible creativity, and the brochure is poorly presented.
 
−
| /10
 
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|-
 
|-

Revision as of 06:01, 12 May 2016

Marking rubric

Criterion Group
HD
A
B
C
F
 Mark
Topic Specific
Answered the question Is entirely focused on the core discussion points relevant to their country, and demonstrates a sophisticated understanding of the relevant issues. Establishes a solid case that addresses almost all of the specific concerns of the assignment task. Develops a sound case that addresses most of the concerns of the assignment task and stays mostly on topic. Demonstrates a case that is related to the topic, though it wanders off-topic and/or addresses areas that are of little or no concern to the assignment task at hand. Does not address the core concerns of the assigned task, and uses examples that are poorly, or not at all, related. /5
Argument
Clear statement of argument Has a clear and well-integrated sense of argument that flows through the entire paper. This includes argument being directly referred to in the main body. Has a clear statement of argument in the introduction and conclusion, and will indirectly mention it within the main body of the paper. Has some type of statement of argument in the introduction and conclusion, but reference to the argument in the main body is vague. Indicates that there might be some position taken in the essay but this is not made explicit and does not come through in the main body. Does not appear to contain any clear argument, either in the introduction/conclusion or the main body. /5
Academic evidence and reason in support of the argument Integrates appropriate evidence and argument in a sophisticated manner. The support chosen is entirely in alignment with the core argument of the essay and successfully engages with alternative viewpoints. Integrates appropriate evidence and argument. The support chosen is in alignment with the core argument of the essay and successfully engages with alternative viewpoints. Integrates evidence and supportive arguments. The support chosen is generally in alignment with the core argument of the essay and acknowledges alternative viewpoints. Uses some appropriate evidence and argument in the paper. The support chosen is broadly in alignment with the core argument of the essay, though there may be some misinterpretation of evidence and contradictory statements. Alternative viewpoints are not particularly well addressed. Does not use appropriate evidence or argument. The support chosen is generally taken out of context or misrepresented, and opposing viewpoints are not adequately dealt with. /15
Use of examples and quotations Cleverly uses appropriate examples and quotes. The examples used are interesting, engaging, and well-chosen to best support the argument. Uses appropriate examples and quotes. The examples used are interesting, engaging, and well-chosen to support the argument. Uses appropriate examples and quotes, though they may not be used to best effect. The examples used are engaging and reasonably well-chosen to support the argument. Uses quotes, though they may not all be relevant or used to best effect. The examples used are chosen to support the argument, though they may not always do so effectively. Either does not use examples and/or quotes, or they are chosen poorly and they do not assist the argument being made (if one exists in the paper). /10
Academic skills
Academic writing style Clear, precise and elegant. Demonstrates a command over the essay format through the use of 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 the format and style of the essay are poorly executed. This poor execution at times affects the flow of what is presented. Bears little resemblance to the expected essay format, such as the use of bullet points and overreliance on direct quotations. /5
Appropriate referencing Demonstrates a sophisticated use of referencing material, arguments and factual information, including synthesis from a number of sources. References all of the appropriate ideas and facts within the essay, and provides some synthesis from a number of sources. Most ideas or facts are attributed, although there may be some gaps in referencing and/or reliance on direct quotation to convey conceptual information. Some ideas or facts are attributed, and there are gaps in referencing and/or over reliance on direct quotation to convey conceptual information. Few (if any) referenced ideas, facts or opinions. /2.5
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. /2.5
Depth of research 8 or more independent sources. 7 or more independent sources. 6 or more independent sources. 5 or more independent sources. 4 or fewer independent sources. /10
Written communication skills
Overall structure and conclusion 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. /10
Clear, concise, well-constructed introduction Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay and displays a well thought out approach, indicating specific examples to be used. Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay. Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay, but lacks clarity and/or brevity. Is missing one of the elements of an introduction and is lacking clarity and/or brevity. Is missing two or more of the elements of an introduction. /10
Clear, concise, well-constructed conclusion Combines all three elements of a conclusion coherently. Provides a simple statement restating the argument, drawing together the elements of the supportive arguments made in the essay. Combines all three elements, and provides a restatement of the argument, drawing together the elements of the supportive arguments made in the essay. Possesses all three elements of a conclusion but lacks clarity and/or brevity. Is missing one of the elements of a conclusion and is lacking clarity and/or brevity. Is missing two or more of the elements of a conclusion. /10
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. /10
Required Length Exceeds 1250 words (text) or is less than 1125 words (text) /5
General Comments:





/100
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