Evaluation and Marking Criteria
Performance will be evaluated on the fluidity of the topic and content, presentation and organisation, research and referencing as well as students creativity. See the marking Rubric.
|#||Basic Understanding||Good Understanding||Very Good||Excellent||Score|
|Research and References Value 20%||Researchers identify, with considerable help, ideas/questions or fail to identify relevant questions/research. Little to no referencing, with several mistakes.||Researchers identify, with some help reasonable ideas/questions. Referencing is limited and/or with several mistakes.||Researchers independently and identify reasonable ideas/questions. Work is referenced with few mistakes, or missing references.||Researchers independently and identify reasonable, insightful, creative ideas/questions. Work is fully and correctly referenced.||/20|
|Presentation and Organisation Value 15%||Organisationalstructure does not establish connection between ideas. The overall structure is incomplete or confusing.||Organisationa structure establishes some relationship between some of the ideas. The structure is minimally complete.||Organisationa structure establishes relationships between ideas, although minor lapses may be present.||Organisationa structure establishes strong relationship between ideas||/15|
|Creativity Value 15%||The student did not make or display any creativity.||One or two graphics or objects were used, but the ideas were typical rather than creative||One or two of the graphics or objects used to reflect student creativity in their creation.||Several of the graphics or objects used to reflect an exceptional degree of student creativity in their creation.||/15|
|Topic and Content Value 50%||May fail to establish focus on topic/subject. An attempt has been made to add support information, but it was unrelated or confusing.||May lose or may exhibit major lapses in focus on topic/subject. Support information has major weaknesses in relatedness to and/or support of the topic/subject||May exhibit minor lapses in focus on topic/subject. Support information has minor weaknesses in relatedness to and/or support of the topic/subject||Maintains focus on topic/subject throughout response. Support information is related to and supportive of the topic/subject.||/50|
Total Score: /100