Marking Rubric for Assessment

Marking Rubric for Assessment 2 & Assessment 3 ( Part B)

ULOs

Criteria

(Total 100%)

High Distinction

Distinction

Credit

Pass

Fail

a

Content with evidence (20%)

Content is relevant, indicated original thinking.

Content concisely written with excellent demonstration (e.g. examples) of terminology.

Clear demonstration of wider reading and inclusion of additional extensive reliable evidence beyond the minimum; correct referencing.

Content indicates original thinking weaved into the essay with claims well supported with appropriate and consistent referencing.

Content is mostly relevant and concisely written with demonstration of terminology.

Some evidence of wider reading and inclusion of additional reliable evidence beyond the minimum; correct

referencing.

Adequate relevant content with original thinking; relatively concisely written; adequate use of terminology.

Minimum number of reliable evidence used; good attempt at correct referencing.

Little relevant content; limited concise writing; limited use of terminology.

Shows some coherence but ideas are vague with little evidence of original thinking.

b,c,d

Analysis

Analyses and support are

Analyses and support

Analyses and support

A few of the support

Many of the support

Sequencing (20%)

provided in a logical order that

are provided in a

are provided in a

details or analyses are

details or analyses are

makes it easy and interesting to

logical order that

fairly logical order

not in an expected or

not in an expected or

follow the author’s train of

makes it easy and

that makes it

logical order,

logical order,

thought. There is a clear logical

interesting to follow

reasonably easy to

distracting the reader

distracting the reader

flow of ideas between your

business idea(s) → important market considerations →

the author’s train of

thought. There is a minimum logical flow

follow the author’s

train of thought.

and making the essay

seem a little confusing.

and making the essay

seem very confusing.

corresponding business

operations and management

of ideas between your

business idea(s) →

important market

considerations →

corresponding business

operations and

management.

Research (20%)

Provided a highly coherent argument and a sophisticated explanation of the value of research approach.

Utilised a range of literature which is expertly integrated into your discussion.

Provided a coherent and well argued explanation of the value of research approach and the value of the method you used.

Arguments are well supported by a good range of the relevant literature.

Provided a reasonable argument for the value of a research approach and for the method you used.

Draws on an adequate range of literature which is well integrated to support key points.

Work would have been strengthened by providing a more coherent argument for the value of research approach and for the method.

Work would also benefit by using more course literature to support key points.

Did not provide either a clear argument for the use of research approach or argument for the method used. Work does not provide sufficient evidence of integrating the literature to support key points.

Language (20%)

Uses a wide range of vocabulary and grammatical structures with full flexibility and accuracy.

Rare minor errors occur only as

‘slips’.

Uses a wide range of vocabulary and grammatical structures to convey precise meanings.

The majority of sentences are error- free.

Uses a sufficient range of vocabulary and complex sentence forms to allow some precision.

May produce occasional errors in word choice, spelling, word formation, grammar and punctuation.

Uses an adequate range of vocabulary and a mix of simple and complex sentence forms for the task.

Makes some errors in spelling, word formation, grammar and punctuation but they do not impede communication.

Uses a limited range of vocabulary and grammatical structures which are minimally adequate for the task.

May make noticeable errors in spelling, word formation, grammar and punctuation that may cause some difficulty for the reader.