| Effective communication |
For a Report:
- Clarity (clear, simple, grammatical language, terms explained)
- Logical structure.
- Appropriate language, length, style and format for the intended audience.
- Appropriate use of media (visuals, graphs, video/DVD, etc).
For an oral Presentation:
- Explanation of project - Project aim, methods and findings were clearly explained; findings are based on the evidence available; methodology is appropriate and adequate for the task.
- Presentation - Oral presentation was clear, well structured and easily understood; Timing was controlled so that most aspects were covered; Audio visual aids or handouts were clear, well structured and easy to read.
- Understanding - Project team appeared to have a good understanding of the topic; able to answer audience questions.
- Stimulating learning - Presentation was interesting; significant issues and unanswered questions were highlighted; the audience should be able to learn a lot from this presentation and be stimulated to find out more about the topic.
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| Self directed learning and critical evaluation |
- Sources (range, citation standards, quality, relevance, search strategy, people consulted)
- Scope (addresses all requirements of the assignment or project)
- Critical thinking (evidence of awareness of bias in sources, others’ viewpoints, own views, logical argument)
Negotiated projects will be marked on the following additional criteria:
- Quality of the learning plan, including the assessment criteria.
- Time management, including reporting, drafts, deadlines.
- Search strategy.
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| Development as a reflective practitioner (applicable to assignments) |
- Provides a credible self-assessment of the quality of the assignment report in terms of its strengths and weaknesses in meeting the assessment criteria for the focus and generic capabilities.
- Identifies strengths and weaknesses of the research process used and articulates credible plans to improve research skills.
- Reflects on the assignment topic, the research process and draws implications for wider learning and future practice.
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| Teamwork (applicable to projects) |
- Provides evidence of team meetings by appending to the project report documents such as: agendas; minutes; summaries of discussions; or lists of decisions made.
- Provides evidence of the evaluation of the group process using tools provided, focusing on at least one of the following: group roles and responsibilities; communication between group members; resolution of conflicts; behaviour in group meetings (task, support, non-productive).
- Identifies teamwork issues (e.g. discussion of the contributions of team members as required) that facilitated or impeded the group process and outlines plans to address these in future group work.
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