BUS301 Assessment Number 3: Presentation and Summary (Individual)
Submission due: Week 12; Weightage: 30%
The assignment is an Individual assignment.
If it is believed that a student has copied material from another student or any other source without appropriate referencing, the necessary action will be taken under the Institute’s Student Academic Integrity and Honesty Misconduct Policy.
.
Late penalties will be applied for assignments submitted after midnight on the due date without an approved extension. More details on late penalties are provided in the Unit outline.
Task: Presentation and Summary
Each student is required to prepare a 1000-words summary proposing the ways in which digital businesses might be conducted in the future. This could be written on the same company chosen for Assessment 2 (Gap analysis). Also, based on the summary, each student is required to make a 5-minute presentation with voice recording.
Summary (in MS word)- 20 marks
Presentation (in MS PPT) - 10 marks
Total marks – 30. Refer to the marking ru
ics (next page) for more details.
ULO
Criteria
High distinction
85 – 100%
Distinction
75 – 84%
Credit
65 – 74%
Pass
50 – 64%
Fail
0-49%
a, b, c
Content (20%)
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Presentation suggested a comprehensive understanding of the conceptual content.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual e
ors.
Content is minimal OR there are several factual e
ors.
Source (10%)
Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but few documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
Communication (20%)
Communicated clearly, structured coherently and convincingly to achieve case aim.
A professional audience would comprehend the total message.
Achieve the case aim, with Sophisticated design, providing clear structure.
Communicates clearly, structure presentation coherently to achieve aim, but could have been more consistent throughout.
Communicate clearly with some evidence of design and emergent structure to achieve aim.
Did not communicate clearly or structure presentation coherently to achieve aim.
Engaging the Audience in the Q&A session through professional delivery (10%)
Spoke in a way that includes the audience Audible speech. Voice used effectively (porting understanding)
They were able to answer all questions with elaboration of the theme. Deals with difficult or poorly framed questions from the audience.
Maintaining eye contact for the greater part of the Q&A session.
They were able to answer all questions with elaboration of the theme.
Delivery engaged audience (e.g. made some eye contact).
Voice used effectively. (emphasized key points.)
Answered all audience questions clearly.
Intermittent eye contact with audience.
Speech just audible without attempt to modulate voice to situation.
Attempted to answer simpler audience questions.
Delivery did not engage audience (e.g. insufficient eye contact.
Could not answer audience questions clearly.
Using Tools and Technology (20%)
Used tools creatively and with artistry. (e.g. visual aids are clear), accurate and provided maximum possible impact, such that the audience is likely to remember this presentation for some weeks.
Used tolls effectively. Visual aids are clear, accurate. They added value to the presentation and audience experience of the presentation.
Use tools effectively (e.g. visual aids are clear, uncluttered and accurate).
Some evidence of thoughtful design in selection of tools.
Did not used tools effectively (e.g. visual aids are cluttered, unclear and inaccurate)
Tools were not relevant, or not used appropriately.
Language (20%)
Uses a wide range of vocabulary and grammatical structures with full flexibility and accuracy
Produces rare minor e
ors only as ‘slips’
Pronunciation is effortless to understand
Uses a wide range of vocabulary and grammatical structures flexibly to convey precise meanings
Mostly produces e
or-free sentences
Pronunciation is easy to understand throughout
Uses a sufficient range of vocabulary and complex sentence forms to allow some flexibility
Frequently produces e
or-free sentences, though some grammatical mistakes persist
Pronunciation can be understood with some effort
Uses an adequate range of vocabulary for the task and a mix of simple and complex sentence forms
Makes some e
ors with complex sentence forms, but they do not impede communication
Can generally be understood throughout, though mispronunciation reduces clarity at times
Uses a limited range of vocabulary and grammatical structures which are minimally adequate for the task
May make noticeable e
ors which cause some comprehension problems
Frequently mispronounces words or sounds which causes difficulty for the audience
BUS301 Assessment 3 - Ru
ic for Presentation
BUS301 Assessment 3 - Ru
ic for Summary
ULO
Criteria
High distinction
85 – 100%
Distinction
75 – 84%
Credit
65 – 74%
Pass
50 – 64%
Fail
0-49%
a, b, c
Content with evidence (25%)
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; co
ect 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; co
ect referencing.
Adequate relevant content with original thinking; relatively concisely written; adequate use of terminology.
Minimum number of reliable evidence used; good attempt at co
ect referencing.
Little relevant content; limited concise writing; limited use of terminology.
Shows some coherence but ideas are vague with little evidence of original thinking.
Analysis Sequencing (25%)
Analyses and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
Analyses and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
Analyses and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.
A few of the support details or analyses are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or analyses are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
Research (25%)
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 (25%)
Uses a wide range of vocabulary and grammatical structures with full flexibility and accuracy.
Rare minor e
ors occur only as ‘slips’.
Uses a wide range of vocabulary and grammatical structures to convey precise meanings.
The majority of sentences are e
or-free.
Uses a sufficient range of vocabulary and complex sentence forms to allow some precision.
May produce occasional e
ors 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 e
ors 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 e
ors in spelling, word formation, grammar and punctuation that may cause some difficulty for the reader.
BUS301 Assessment Number 2: Essay (Individual)
Submission due: Week 10; Weightage: 40%
The assignment is an Individual assignment.
If it is believed that a student has copied material from another student or any other source without appropriate referencing, the necessary action will be taken under the Institute’s Student Academic Integrity and Honesty Misconduct Policy.
Late penalties will be applied for assignments submitted after midnight on the due date without an approved extension. More details on late penalties are provided in the Unit outline.
Task: Essay
Students will be required to present a written gap analysis for any chosen Information Technology (IT) company. In a gap analysis, the gap is described simply as “the space between where we are, and where we want to be.” To write this assessment, you must consider the present situation of your chosen IT Company. Important cu
ent factors such as attributes, performance, and employee competencies play into the overall productiveness of a business.
Refer to the marking ru
ic for detail. All assignments with the standard assignment cover sheet must be submitted through MyCIHE in MS Word format. Email/hard copy submission will not be accepted.
Total marks – 40.
Word Limit: 2000
Refer to the marking ru
ics (next page) for more details.
BUS301 Assessment 2 - Ru
ic for Essay
ULO
Criteria
High distinction
85 – 100%
Distinction
75 – 84%
Credit
65 – 74%
Pass
50 – 64%
Fail
0-49%
a, b, c
Content with evidence (25%)
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; co
ect 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; co
ect referencing.
Adequate relevant content with original thinking; relatively concisely written; adequate use of terminology.
Minimum number of reliable evidence used; good attempt at co
ect referencing.
Little relevant content; limited concise writing; limited use of terminology.
Shows some coherence but ideas are vague with little evidence of original thinking.
Analysis Sequencing (25%)
Analyses and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
Analyses and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
Analyses and support are provided in a fairly logical order that makes it reasonably easy