TACC 615 Rubric: Assessment CriteriaandPerformance Standards for Essay |
Assessment criteria |
Mark/15 | Performance Standard |
Low–Not achieved | Lowbutsome evidence of attainment | Achievedasrequiredbutsomeinaccuracies and errors | Achievedasrequired with very few inaccuracies or errors | Exceptional attainmentwithadditional outcomesandinformation |
Introduction |
/2 | 0-1 | 2 | 3 | 4 | 5 |
No clear synopsis and introduction provided | Brief synopsis and introductionbutincomplete and inaccurate | Synopsis and introduction providedbutcould be more concise and clear | Clear synopsis and introduction providedtoowordy | Clear, concise andwell expressedsynopsis and introduction provided |
Topic relevance |
/2 | 0-1 | 2 | 3 | 4 | 5 |
Topictotallyirrelevant and inappropriate | Topic lacks clear relevance, could be more direct and to the point | Topic relevance appropriate but sometimesstraysfrom the major theme | Topic appropriate and relevant | Topic appropriate and relevantwithparticularly relevant insights |
Depth of Research |
/2 | 0-1 | 2 | 3 | 4 | 5 |
No evident research into the topic | Someresearch evidentbutfew citations | Research is evidentbutlimited. Citations appropriate tocontext | Research is evident and goes beyond recommended list with citations appropriate tocontext | Research is extensive with particularly insightful citations |
Critical thinking, analysis&synthesis |
/3 | 0-1 | 2 | 3 | 4 | 5 |
Very littleorno evidenceofunderstanding of the topic | Someunderstanding of the topic evident but with little evidenceofcritical thinking and analysis | Understanding of the topic evident–some critical thinking, analysis and synthesis of available literature | Good understanding of the topicwithevidenceofcriticalthinkingwith deep analysis and synthesis of information | Very high understanding of the topicwithinsightful evaluative comments and conclusions |
Conclusion |
/2 | 0-1 | 2 | 3 | 4 | 5 |
No clear conclusion provided | Brief conclusion providedbutnot particularly clear or relevant | Well summarized butconclusionis not particularly concise | Well summarized clear and relevant and concise conclusion | Exceptional conclusion–clear, concise and insightful |
Writing style &grammar |
/2 | 0-1 | 2 | 3 | 4 | 5 |
Very poor grammatical expression and spelling errors | Low levelsofwriting ability evident, simple expression with many spelling and grammatical errors | Average levels of writing ability with some spelling and grammatical errors | Highlevel of writing ability–clearconcise expression with few grammatical or spelling inaccuracies | Very high level of writing ability with no grammatical or spelling errors. |
Referencing |
/2 | 0-1 | 2 | 3 | 4 | 5 |
None or few references and citations | Somereferencesbut lacking in accuracy or proper useof areferencing style | Appropriate references with some inaccuracies in the use ofareferencing style | Asprevious but with additional independent input by the writer | References accurate andgowell beyond those provided bylecturer
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