AT4 FIELDWORK RESEARCH REPORT MARKING RUBRIC (40% of unit mark)
CRITERIA TASK FAIL
(<50%)
PASS
(50-59%)
CREDIT
(60-69%)
DISTINCTION
(70-79%)
HIGH DISTINCTION
(80-100%)
Students
ead/follow
assignment
instructions and
framework
Identify key
concepts/approaches
and determine
appropriate data and
knowledge to complete
task in a sophisticated
manner.
Key concepts from the task
not addressed
Response to task i
elevant
Very limited identification
of key concepts Response
to task with some
elevance
Some key concepts from the
tasks identified but in a
limited capacity Response to
task satisfactory
Majority of key concepts/
issues are identified
Appropriate response to
task with insightful
interpretation
All the key concepts and issues
are identified
Sophisticated response to the
task
Demonstrates insight and
sophistication in applying
knowledge gained
Students generate
appropriate
fieldwork data and
source relevant
secondary data.
Generate and gather
appropriate data
through geographical
fieldwork methods and
other secondary data
sources to connect city-
ased topics to
sustainability to show
extent of research.
No/little evidence of
fieldwork research
No evidence of secondary
data sources
I
elevant theories and
concepts are used
Limited evidence of
fieldwork research
Limited number of
secondary data sources
Information sources are
mostly old/out of date or
not related to topic
Theories and concepts are
not relevant
Some evidence of fieldwork
esearch
Satisfactory number of
secondary data sources
Information sources are
sometimes old/out of date or
not related to topic
Some theories and
concepts are relevant
Evidence of wide fieldwork
esearch
Large number of secondary
data sources
Sources are mostly
contemporary and clearly
elated to topic
Relevant theories and
concepts obtained from
sources
Evidence of extensive
fieldwork research
A
oad range of secondary
data sources
Contemporary sources
used throughout
Highly relevant theories and
concepts obtained from
sources
Students identify
and critically
evaluate
appropriate
information/data
Evaluate information
ased on academic
eliability and
credibility, cu
ency,
and arguments
presented, showing
comprehension of
material.
No/few academic sources
used to support concepts,
issues, or theories
Sources used are not
credible
Academic sources used to
ack up concepts, issues,
or theories have low
credibility.
Poorly presented or
misinterpretation of
information
Limited use of sources to back
up concepts, issues, or
theories
Some credible sources
Some evidence to present
and interpret information
co
ectly
Appropriate use of sources
to back up concepts, issues,
or theories
Sources are credible
Information appropriately
presented and interpreted
Excellent use of sources to
ack up concepts’ issues, or
theories
Sources are highly credible
Highly effective presentation
and interpretation of
information
Students organise
and present
information
logically
Structure and argument
logically organised
according to the
appropriate writing
style, using arguments
that are supported by
elevant evidence
Report does not conform to
equired structure
Report lacks clear
introduction, body, and/or
concluding paragraphs
Arguments are (mostly)
illogical.
Arguments lack evidence
No concluding statement
Report does not clearly
conform to required
structure
Report not clearly
organised with
introduction, body, and/or
concluding paragraphs
Arguments display some
logic but are largely
unsubstantiated.
Conclusion is present, but
unclear
Report conforms to required
structure
Report mostly organised with
introduction, body, and/or
concluding paragraphs
Arguments are mostly
accurate and logical.
Arguments do not always flow
logically between paragraphs.
Arguments are sometimes
supported with little or
unreliable evidence.
Conclusion present, but either
overly long, too short, or
confusing.
Report conforms to
equired structure
Report clearly organised
with appropriate paragraphs
Arguments are accurate and
logical.
Mostly clear links between
paragraphs/sections.
Arguments are adequately
supported by evidence.
A succinct conclusion
present.
Report conforms to required
structure
Excellent organisation of ideas
into clear, flowing structure.
Arguments presented are
logical and convincing.
Clear links between
paragraphs/sections.
Arguments are strongly
supported by evidence.
A highly developed and
succinct conclusion present
Students
synthesise,
analyse, and apply
new knowledge
Knowledge generated is
synthesised, analysed,
and applied in a
cohesive manner which
aids the reader’s
understanding, showing
quality of research
insights.
Analysis of information and
data generated not
arely
presented.
Evaluation of evidence
not
arely presented
Excessive use of quotations
or raw data.
Plagiarism evident
Some attempt at analysis
of information and data
generated.
Some attempt at
evaluation of evidence
Random or excessive use
of quotations or raw data.
Paraphrasing skills require
development to avoid
plagiarism.
Some attempt at analysis of
information and data
generated
Some attempt at evaluation
Lacks a clear writers’
voice/interpretation
Reasonable ability to
paraphrase ideas
Reasonable attempt at
analysis of evidence,
information and data
generated.
Reasonable attempt at
evaluation of evidence.
Writers’
voice/interpretation is
mostly present.
Good ability to paraphrase
ideas
Insightful analysis of evidence,
information and data
generated.
Evaluation of evidence clearly
expressed.
Writers’ voice/interpretation is
very clear throughout.
Excellent ability to paraphrase
ideas
Students
communicate
knowledge with
ethical, social and
cultural awareness
Appropriate use of
discipline specific
academic language
accurate spelling,
grammar, punctuation;
professional
presentation; and
co
ect
acknowledgement of
sources referenced
using Harvard
eferencing
Lay language used
Academic tone not
demonstrated
Substantial e
ors in
spelling, punctuation, or
grammar.
Inco
ect
acknowledgement of
sources
Reference does not
conform to Harvard
eferencing.
Mostly lay language used.
Attempted use of
academic tone
Several e
ors in spelling,
punctuation and/or
grammar.
Partial acknowledgement
of sources
Minimal Harvard
eferencing.
Mainly discipline-specific
language used.
Academic tone demonstrated,
ut inconsistent
Few e
ors in spelling,
punctuation and/or grammar.
All sources are acknowledged
Mostly co
ect Harvard
eferencing.
Discipline-specific language
used.
Academic tone mostly
co
ectly demonstrated
No e
ors in spelling,
punctuation and/or
grammar.
All sources are
acknowledged
Co
ect Harvard referencing
throughout.
A range of discipline specific
language used throughout
Academic tone co
ectly and
consistently used.
No e
ors in spelling,
punctuation and/or grammar.
All sources are acknowledged
Co
ect Harvard referencing
throughout.
STUDENT NAME: GRADE: PERCENTAGE:
FEEDBACK COMMENTARY:
ATS3229 SELF-GUIDE FIELD VISIT RESEARCH REPORT INSTRUCTIONS
WORD COUNT: 2500-words (including intext citations) in either a word document or PDF. (Maps, sketches,
tables, photos, figures, graphs (and their respective captions) and the final reference list will not be counted in
the word count and are highly encouraged).
DUE DATE: Friday 27th May XXXXXXXXXX:55pm)
Acknowledgements: We respectfully acknowledge the Traditional Custodians of the land we walk on,
the Bunurong Boon Wu
ung and Wurundjeri Woi Wu
ung peoples of the Eastern Kulin Nation and pay
espect to their Elders past, present and emerging.
BACKGROUND
Part of the learning outcomes in ATS3229 is to engage you in geographical thought and how we can come to
understand ‘the u
an’ or ‘the city’. The aim of this assessment is to encourage you to use the selected
geographic research skills and concepts we have explored in the unit to examine a relevant sustainability issue
within an u
an context (a key learning outcome for this unit). This assessment is designed to help you look
at a space and start to understand what process are at work. Fundamentally, and in line with Hall and Ba
ett
(2012), an important part of this task is to “encourage you to
ave the weather and to get out and study the
city, to perhaps look at the taken for granted u
an environment that you pass through every day with fresh
eyes” (p.5). By drawing on these walking tours and getting you to look for intersections with sustainability,
this assessment draws your attention to the multiplicities and complexities of u
an life and form.
Before you embark upon this task, reflect on your understanding of the city – how do you ‘know’ the city (i.e.
through experiences? What experiences?) and what key features in your mind make a city sustainable? This
particular assessment piece asks students to get out and physically head to the city to undertake a self-guided
walk in order to collect data for your assessment task (more detail below). The city is “home” to many
individuals, families, organisations, businesses, politics and more. We have spent quite a bit of time in the unit
unpacking the different ‘layers’ of the u
an fa
ic so be sure to reflect on this as you move through the space.
Also, you can draw on the various techniques we have suggested as methods for your data collection.
TASK DESCRIPTION
Before selecting your self-guided walk from those listed below, we encourage you to identify a particular
sustainability theme you would like to examine in more detail within the City of Melbourne. This will guide
not only your fieldwork data collection, but also provide you with a focus when searching for academic and
grey literature. However, you might also choose to approach this task from an ‘exploratory’ research position
(which you will need to explain in your report), which will
ing with this, certain interpretations.
You will need to select from ONE of the pre-selected self-guided City of Melbourne walking tours.
• Following your selected guide map. Stop at the pre-defined locations suggested on the Map (and others
you deem interesting/unusual/worth reporting)