Learning Descriptors

Fail Below 60%

Marginal Fail 60-69%

Fair 70-79 %

Good 80-89%

Exceptional 90-100%

Purpose & Understanding

KNOWLEDGE & UNDERSTANDING 15%

Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.

Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.

Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.

Reflect partial achievement of learning outcomes.

A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.

Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.

Content

KNOWLEDGE & UNDERSTANDING

15%

Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.

Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.

Limited content that does not really support the purpose of the report. Very poor coverage.

Displays only rudimentary knowledge of the content area. Reader gains few if any insights

Presents some information that adequately supports the central purpose, arguments, goals, or research questions of the project. Although parts missing, it demonstrates a level of partially proficient knowledge of the content area. Reader gains some insights.

Presents clear and appropriate information that adequately supports the central purpose, arguments, goals or research questions of the project.

Demonstrates satisfactory knowledge of the content area. Reader gains proficient insights.

Presents balanced, significant and valid information that clearly and convincingly supports the central purpose, arguments, research questions or goals of the project. Demonstrates in- depth and specialised knowledge of the content area. The reader gains important insights

Organization COMMUNICATION 5%

Information/content is not logically organized or presented.

Topics/paragraphs are frequently disjointed and fail to make sense together.

Reader cannot identify a line of reasoning and loses interest.

Information/content is not, at times, logically organized or presented. Topics/paragraphs are frequently disjointed which makes the content hard to follow. The reader finds it hard to understand the flow of the report.

Information/content is presented in a reasonable sequence.

Topic/paragraph transition is unclear in places with linkages for the most part. Reader can generally understand and follow the line of reasoning, although work needed to be proficiently organized.

Information/content is presented in a clear and understandable sequence. Topic/paragraph transition is good with clear linkages between sections and arguments. Reader can understand and follow the line of reasoning.

Information/content is presented in a logical, interesting and effective sequence. Topics and arguments flow smoothly and coherently from one to another and are clearly linked.

Reader can easily follow the line of reasoning and enjoyed reading the report.

Style & Tone COMMUNICATION 10%

Writing is poor, unclear and unengaging, and the reader finds it difficult to read and maintain interest. Tone is not professional or suitable for an academic research

Writing is unengaging and reader finds it difficult to maintain interest. Tone is not consistently professional or suitable for an academic research project. Work

Writing is usually engaging and keeps the reader’s attention. Tone is generally appropriate for an academic research project, although a clearer and more

Writing style and tone is generally good and sustains interest throughout. Tone is professional and appropriate for an academic research project.

Writing is compelling and sustains interest throughout. Tone is consistently professional and appropriate for an academic research project.

project. A reorganization and rewrite is needed.

needed on academic writing style.

professional style and tone is needed.

Use of References COMMUNICATION 10%

Little or no evidence of reference sources in the report. Content not supported and based on unsubstantiated views.

Most references are from sources that are not peer- reviewed or professional, and have uncertain reliability. Few if any appropriate citations are provided. Reader doubts the validity of much of the material.

Professionally legitimate references are generally used. Fair citations are presented in most cases. Some of the information/content/evidence comes from sources that are reliable, but more academic sources needed to be convincing.

Professionally and academically legitimate references are used. Clear and accurate citations are presented in most cases. The majority of the information/content/evidenc e comes from sources that are reliable.

Presents compelling evidence from professionally and academically legitimate sources. Attribution is clear and accurate. References are 75% from primarily peer- reviewed professional journals or other approved sources.

Formatting and visuals

COMMUNICATION

5%

Research project exhibits no formatting, or frequent and significant errors in Harvard formatting.

There are too many errors in the Harvard formatting to be acceptable as a partially proficient piece.

Harvard formatting is employed in the research project with minor errors. A review and rework of format and style of referencing in text and in the bibliography is needed.

Harvard formatting is used accurately and consistently throughout the research project, although some issues are apparent as the reader is unable to find sources.

Harvard formatting is used accurately and consistently throughout the research project. Accurate hyperlinks are included where required, making it easy for readers to review sources.

Written Communication Skills

COMMUNICATION

5%

The written project exhibits multiple errors in grammar, sentence structure and/or spelling. Inadequate writing skills (e.g., weaknesses in language facility and mechanics) hinder readability and contribute to an ineffective research project.

The written project exhibits errors in grammar, punctuation and spelling. The written project comes across as untidy and not properly checked for mistakes. Errors present in written communication make readability frustrating.

Written research project displays good word choice, language conventions and mechanics with a few minor errors in spelling, grammar, sentence structure and/or punctuation. Errors do not represent a major distraction or obscure meaning.

Readability of the project is good due to the clarity of language used. Grammar, spelling and punctuation is without error.

Spelling and grammar thoroughly checked.

Readability of the project is enhanced by facility in language use/word choice. Excellent mechanics and syntactic variety. Uses language conventions effectively (e.g., spelling, punctuation, sentence structure, paragraphing, grammar, etc.).

Analytical / Critical Thinking Skills

CRITICAL THINKING

25%

Research problem, concept or idea is not clearly articulated, or its component elements are not identified or described. Research information is poorly organized, categorized and/or not examined; research information is often inaccurate or incomplete.

Presents little if any analysis

or interpretation;

Research problem, concept or idea is not clearly articulated at times and confusing. Research information is badly organized, categorized, and/or only superficially examined; research information is often incomplete. Presents limited analysis or interpretation;

inaccurately and/or

Adequately identifies and describes (or sketches out) the research problem, concept or idea and its components. Gathers and examines information relating to the research problem, concept or idea; presents and appraises research information with some minor inconsistencies,

irrelevancies or omissions.

Formulates a clear description of the research problem, concept or idea, and specifies major elements to be examined. Selects information appropriate to addressing the research problem, concept or idea; accurately and appropriately analyses and interprets relevant research

information. Effectively

Effectively formulates a clear description of the research problem, concept or idea, and specifies major elements to be examined. Selects and prioritizes information appropriate to addressing the research problem, concept, or idea; accurately and appropriately analyzes and interprets relevant

research information.