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    Essay-Report Assessment Criteria Sheet

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    Popescu Doru
    This document provides assessment criteria for essays and reports. It outlines four levels of achievement for key criteria: sophisticated/exemplary, competent/sound, marginal, and clear fail. The criteria include depth of knowledge, quality of thinking, use of examples, analysis and evaluation, and quality of communication. For each criterion, descriptors define the characteristics of work that would be considered excellent versus satisfactory, limited, or lacking.

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    Essay-Report Assessment Criteria Sheet

    Uploaded by

    Popescu Doru
    217 views3 pages
    This document provides assessment criteria for essays and reports. It outlines four levels of achievement for key criteria: sophisticated/exemplary, competent/sound, marginal, and clear fail. The criteria include depth of knowledge, quality of thinking, use of examples, analysis and evaluation, and quality of communication. For each criterion, descriptors define the characteristics of work that would be considered excellent versus satisfactory, limited, or lacking.

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    Essay-report Assessment Criteria Sheet

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    This document provides assessment criteria for essays and reports. It outlines four levels of achievement for key criteria: sophisticated/exemplary, competent/sound, marginal, and clear fail. The criteria include depth of knowledge, quality of thinking, use of examples, analysis and evaluation, and quality of communication. For each criterion, descriptors define the characteristics of work that would be considered excellent versus satisfactory, limited, or lacking.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    217 views3 pages

    Essay-Report Assessment Criteria Sheet

    Uploaded by

    Popescu Doru
    This document provides assessment criteria for essays and reports. It outlines four levels of achievement for key criteria: sophisticated/exemplary, competent/sound, marginal, and clear fail. The criteria include depth of knowledge, quality of thinking, use of examples, analysis and evaluation, and quality of communication. For each criterion, descriptors define the characteristics of work that would be considered excellent versus satisfactory, limited, or lacking.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Essay/report assessment criteria sheet

    Criteria Sophisticated/exemplary Competent/sound Marginal Clear fail


    1. Depth and breadth of knowledge demonstrated:
    Mark allocation: Mark range: Mark range Mark range Mark range
    All relevant ideas, Main relevant ideas, Some important ideas, Fails to grasp or
    concepts, theories covered concepts, theories concepts, or theories address the core
    with clear explanation, covered, (but with relevant to the topic concepts, ideas
    and with clear recognition some minor have been overlooked, and/or theories
    of the provisional nature omissions); and with or insufficiently pertinent to the
    of knowledge and/or some awareness of described to indicate a assignment (e.g.
    multiple perspectives the provisional clear understanding. by not answering
    possible. nature of knowledge the question).
    and/or perspectives
    possible.

    Clear evidence of a wide A variety of listed Only a limited (or Little or no


    range of relevant, current sources used with minimum) number of evidence of
    and credible sources used discrimination to listed sources used to reading/research
    to answer/explore the support the answer. support the answer. relevant to the
    question/task. Some sources lacking topic.
    in currency, credibility
    Goes beyond listed and/or relevance.
    resources to carry out
    independent research.
    2. Quality of thinking in evidence
    Mark allocation: Mark range: Mark range: Mark range: Mark range:
    2.1 Integration of Ideas, theory and information Ideas, theory and Conclusions not always Little attempt to
    relevant ideas to sources well integrated to information sources supported by evidence- integrate ideas and
    support the answer provide sound argument for sufficiently integrated to based argument (e.g. information sources in
    the conclusion(s) reached. support the general reliant upon anecdotes or any meaningful way to
    thrust of the generalizations). support the argument.
    conclusion(s) made.
    2.2 Application of Applies all relevant theory with Applies most of the Fails to apply, or accurately Theory in the main
    theory to solve precision and rigor to resolve relevant theory in a apply, some important ignored, or
    problems/issues the problem/issue. proficient manner in theoretical aspects related inappropriately
    order to resolve the to the problem/issue. applied, in addressing
    problem/issue. the problem or issue.
    2.3 Use of Uses a range of well selected Examples/experience Uses minimal examples or Uses no or few
    examples/personal examples/personal experience used generally support personal experiences to examples or personal
    experience and reflections to effectively the points being made. support the points being experience to
    support the points being made. made, and/or those used, effectively support the
    not always supportive of points made.
    the argument.
    2.4 Depth of analysis Identifies all relevant Identifies the major Fails to identify a Fails to identify
    and/or evaluation factors/matters pertinent factors/matters number of significant most of the
    (e.g. of self, or own to the problem, case, or pertinent to the factors/matters relevant
    organization) issue and recognizes the problem/case/issue pertinent to the factors/matters
    significance of any inter- and the significance problem/case/issue and/or the
    relationships. of any inter- and/or their inter- significant inter-
    relationships. relationships. relationships that
    exist.

    Critically evaluates Most of the key Significant aspects of Little attempt to


    information/evidence (e.g. information/evidenc information/evidence evaluate the
    in terms of reliability, e scrutinized in some either not scrutinized information/evide
    validity, significance, depth. or scrutinized in only a nce in any critical
    relevance, contradictions, superficial way. way.
    linkage to theory).

    Critically and perceptively Evaluates self/self Some significant Little attempt to


    evaluates self/self experiences or aspects of self/self relate
    experiences or organizational experiences or organizational
    organizational practices practice/culture with organizational practices/culture
    and/or culture in light of reference to practice, culture not to theory; purely
    theory. appropriate theory, referenced against descriptive.
    but to varying depth. appropriate theory,
    and tending towards
    description.

    3. Quality of communication
    Mark allocation: Mark range: Mark range: Mark range: Mark range:
    3.1 Logical structure Judiciously uses headings, Generally structured Poorly and/or No attempt made
    and organization sub-headings and other and organized to aid ineffectively to structure the
    organizational methods the reader structured to aid the answer in any
    (such as tables, charts, reader meaningful way
    diagrams) to facilitate
    understanding on the part
    of the reader.

    Ideas flow clearly and Ideas in the main Flow of ideas not Line(s) of logic not
    coherently, with flow logically in always clear or logical. clear at all
    appropriate use of suitable paragraph
    paragraphs to make structure.
    points.

    3.2 Clarity & Expression clear, fluent Expression in the Expression and/or Expression is
    succinctness of precise, focused on the main clear and meaning frequently unclear, rambling,
    writing (including question, within word fluent, within word unclear or ambiguous, and/or
    syntax, adherence to limit, and in the limit, and in the repetitive, not always inappropriate for
    word limit and appropriate genre; appropriate genre; to the point, and/or the genre;
    appropriateness for meaning crystal clear. meaning clear. inappropriate for meaning is
    purpose) purpose. unclear.

    Grammar, spelling & Grammar, spelling & Interspersed with Frequent


    punctuation is virtually punctuation is numerous grammatical and
    free of errors. mostly free of errors. grammatical, spelling other errors
    and/or punctuation seriously distract
    errors. the reader.

    2
    Criteria Sophisticated/exemplary Competent/sound Marginal Clear fail
    4. Conformance to MLM Dept. formatting guidelines and referencing standards
    Mark Mark range: Mark range: Mark range: Mark range:
    allocation:
    4.1 Referencing Faultless application of MLM Dept. Inconsistently applies Incorrect referencing
    MLM Dept. referencing referencing style the MLM Dept. style used.
    style. applied with few referencing style.
    errors.

    All source material Sources generally Significant number of Most sources not
    correctly acknowledged, acknowledged sources not acknowledged, or
    with appropriate, through acknowledged or acknowledged
    balanced use of paraphrasing, otherwise not inappropriately.
    paraphrasing, summarising and acknowledged
    summarizing and quoting. quoting (although appropriately, raising
    not always in questions of
    appropriate plagiarism.
    balance).

    4.2 Formatting Closely adheres to all Generally adheres to the Significantly deviates from Guidelines/requirements
    formatting requirements. specified formatting formatting requirements. largely ignored.
    requirements.

    MLM Toolbox links

    Criterion element Toolbox section


    1.1 Preparing for an assignment>Understanding the assignment task
    1.2 Getting started>Other study skills
    Preparing for an assignment>Locating resources
    Preparing for an assignment>Organising and analyzing your resources
    3.1 Preparing for an assignment>Writing effective assignments
    Preparing for an assignment>Preparing an academic essay
    Preparing for an assignment>Sample assignment; Steves automotive
    3.2 Preparing for an assignment>Writing effective assignments
    Preparing for an assignment>Using MS Word (2003) (to lay out and check your assignment)
    4.1 Preparing for an assignment>Referencing and plagiarism
    4.2 Preparing for an assignment>Preparing an academic essay
    Preparing for an assignment>Sample assignment; Steves automotive
    Preparing for an assignment>Using MS Word (2003) (to lay out and check your assignment)

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