Research investigation mark scheme
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The document provides a mark scheme for evaluating research investigations. It outlines 4 levels of achievement with associated mark ranges. Level 1 (0-17 marks) indicates limited evidence of research that has been presented in an unclear way. Level 2 (18-26 marks) reflects basic research that has been applied simply. Level 3 (27-35 marks) represents sound relevant research from a range of sources that has been applied and presented with supporting points. Level 4 (36-45 marks) is for excellent research from a wide range of sources that has been analyzed and applied sophisticatedly.
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![Writing the Research Investigation
You will submit multiple drafts of your Research Investigation as you go along
– however it is important to know exactly what the examiner is looking for.
Here is the mark scheme to use as a guide for knowing how good your essay is
and what areas need improvement.
Level/marks A04: Demonstrate the ability to undertake, apply and present appropriate
research
Level 1: 0-17 Limited evidence of research. Minimal application of this research which has
been presented in an unclear and unfocused way.
Quality of written communication will be limited, frequently unclear.
Frequent errors in the use of language. Little or no evidence of ability to
structure ideas.
Level 2: 18–26 At the lower end of this level, there will be evidence of basic research.
This will have been applied in a simple way. Basic ability to present research
[18-22] demonstrated.
Quality of written communication will be basic but sufficiently clear to allow
communication. Frequent errors in the use of language.
Limited ability to structure ideas.
At the upper end of this level, there will be evidence of research from a
reasonable number of sources. There will be some attempt to apply this
[23-26] research and present it with some coherence.
Quality of written communication will be mainly clear. Some errors in the use
of language. Some ability to structure ideas.
Level 3: 27-35 At the lower end of this level, candidates will undertake sound and relevant
research from a range of appropriate sources. This research will be applied in a
[27-31] sound way and presented with supporting points.
Quality of written communication will be sound and clear.
Reasonable level of accuracy. Sound ability to structure ideas.
At the upper end of this level, the research will be good, covering a good range
of sources and will be applied in a detailed way. It will be presented
[32-35] appropriately with good references.
Quality of written communication will be good. Good level of accuracy. Good
ability to structure ideas.
Level 4: 36-45 Research will be excellent, covering a wide range of sources. These will be
analysed and applied in a sophisticated way and presented a logical and
coherent manner, supported by a range of sophisticated points.
Quality of written communication will be sophisticated. A high degree of
accuracy. Sophisticated ability to structure ideas effectively.](https://image.slidesharecdn.com/researchinvestigationmarkscheme-120619041320-phpapp02/85/Research-investigation-mark-scheme-1-320.jpg)
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Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docx
Page 1 of 2
C M C 1 0 1 E s s a y r u b r i c
3 0 % o f f i n a l g r a d e
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49%
Weighting 25-30 21-24 18-20 15-17 <15 grade
Research Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the mainstream
literature/tutorial/textbook.
Evidence of controlled and
systematic research.
Demonstrates selection of
credible, relevant data from
quality literature/tutorial
notes/textbooks.
Evidence of good research
skills. Information is
gathered from a good range
of electronic and non-
electronic sources.
Research conducted
demonstrates an attempt to
collect credible and/or
relevant data. Information
is gathered from a limited
range of electronic and non-
electronic sources.
Limited research skills
demonstrated. Poorly
selected data.
/20
Weighting 10 8-9 6-7 5 <5 grade
Referencing Consistent and accurate
referencing used throughout,
showing ability to reference a
range of source types. Ideas
and words of others
acknowledged.
Mostly accurate referencing
demonstrates an ability to
reference a variety of source
types. Ideas and words of
others are acknowledged
Referencing is at times
inconsistent or demonstrates
ability to reference only
some source types accurately
Words, but not always the
ideas of others are
acknowledged.
Overuse of another’s words
or ideas which may also
inconsistently or inaccurately
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Failure to acknowledge the
words and ideas of others.
Plagiarised: reads like a
“data dump” from other
sources.
/10
Weighting 18-20 16-17 13-15 10-12 <10 grade
Format, structure,
expression
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Mastery of sentence patterns
demonstrated; may have
occasional grammatical
errors on the sentence level
suggesting that some closer
proofreading was needed
Form, punctuation, and
spelling mostly error free.
Sentence patterns most often
successfully used; several
grammatical errors at the
sentence level. Occasional
errors in, form, punctuation,
and spelling; sometimes
distracting. Some additional
editing and proofreading is
warranted.
Clear and fluent expression
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spelling, punctuation error-
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Run on sentences, attempts
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Form, punctuation and
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Content Clear, controlled and
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Discussion Coding Qualitative DataCOLLAPSETop of FormIkhuor
Discussion: Coding Qualitative Data
COLLAPSE
Top of Form
Ikhuoria Evans
Liberty University
Discussion: Coding Qualitative Data
Professor Richards Melvin
27/06/2021
Coding in Qualitative Research
A code in qualitative inquiry is often a word or a short phrase that symbolically assigns a salient summative essence capturing or evocative attribute for a portion of language-based or visual data The data can consist of interview transcripts, participant observation, field notes, journals, documents, literature, artefacts, photographs, video, websites, e-mail correspondence and so on” ( Jonny Saldana, 2013). Therefore, coding in qualitative research is an analytical process in which data collected in their qualitative form, such as interview transcripts, are characterized to enable analysis (Liberty University, 2021, Jonny Saldana, 2013). Qualitative researcher code to discern themes, patterns, and processes, make comparisons; and build theoretical explanations (Glesne, C. 2016). Coding is a technique employed by the qualitative researcher when analyzing, interpreting and making sense of the data (ResearchArticles.com, 2019). A thorough comprehension of the coding methods and procedures can benefit qualitative researchers who are willing to undertake coding techniques for qualitative data analysis. However, in applying coding strategies, some potential dangers are inherent in the practice that a researcher should avoid when coding interviews (Liberty University, 2021)
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Assignment
Assignment 1
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Rubric
The following chart indicates the areas of achievement that will be the focus of this assignment.
Essay
Categories
Level 1
(50 - 59%)
Level 2
(60 - 69%)
Level 3
(70 - 79%)
Level 4
(80 - 100%)
Knowledge/ Understanding
-essay’s information supports thesis, arguments and evidence
WR1.03
-the essay demonstrates a limited understanding of the topic. The thesis is vague or uncertain. The body of the essay does not offer a body of supporting material and the conclusion does not really summarize the ideas
-the essay demonstrates some understanding of the topic and does contain a thesis, but the thesis is unclear. Some use of supporting evidence from the primary texts is present, but more thought needs to go into using specific quotations from the primary and secondary sources
-the essay demonstrates a considerable understanding of the topic under consideration with a good thesis. The body contains a considerable amount of supporting evidence from the primary sources as well as material from the secondary sources. The conclusion does an adequate job of summarizing the important ideas from the essay
-the essay demonstrates a thorough understanding of the topic given the student’s academic level. The thesis is clearly stated and narrow enough to be adequately explored given the length of the paper. The body contains substantial supporting evidence from both primary and secondary sources and the conclusion leads the reader to a new understanding of the topic
Thinking
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WR1.02
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-the essay demonstrates that the student has given considerable thought to the literature under discussion and the specific thesis. The student has moved beyond basic considerations of plot and character to explore the themes relevant to the literature. The student synthesizes the ideas of critics while at the same time applying the principles of an accepted school of criticism
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AMH 2020 Essay Rubric Possible points 100 .docx
AMH 2020 Essay Rubric
Possible points: 100
Score the
Standard (1-4)
Standard Comments/Criteria
Thesis: clearly states
the
interpretation/argument.
Create a well-developed thesis that can be supported by the
evidence.
Context: clearly
considers context of
time and place
Demonstrates understanding of an event, person, or idea within
historical context; matter at hand is considered and connected to
the broader picture.
Clear: understandable,
concrete
Understandable, meaning can be grasped. Present information
clearly and accurately through the effective selection,
organization, and analysis of content.
Precise: specific, exact
to the necessary level of
detail
Evidence is used to support the main idea or argument. Identify
the most significant and relevant facts, definitions, and concrete
details for the purpose at hand. Use examples, specifics, or
detailed accounts.
Relevant: clearly
connected to the matter
at hand
The parts of the paper relate to one another. Every line relates to
the whole. Writing clarifies the relationships between claims and
reasons, between reasons and evidence, and between claims and
counterclaims
Source Analysis
Need to know who wrote the source, or what organization is
behind the source. Identify author, time, place, and purpose to
determine credibility and context. Recognize how time, place,
and perspective influence standards of evidence, objectives, and
methods of thinking and communicating.
Breadth: consider
multiple perspectives
In the research phase, a variety of sources and viewpoints are
collected and considered. Synthesize information from a range of
sources into a coherent understanding of an event, person, place,
and/or concept. Resolve conflicting information by considering
the value, truth, validity of available sources, when possible.
Fair: not merely self-
serving or one-sided
Various perspectives are considered. The paper is not trying to
prove a point that is unfairly biased or that is not supported by
evidence.
Correct: free from
grammar, punctuation,
spelling, and usage
errors
Are grammar, punctuation, spelling, usage correct? Appropriate
for audience? Are guidelines followed?
Creative Thinking Is the work significant? Is it original?
9-10
Mastery Work is exemplary, skilled, marked by excellence in clarity, precision, and
relevance
7-8 Competent Work is effective, relevant, and clear, but lacks the exemplary depth,
precision, and insight of mastering
4-6 Developing Work is inconsistent, ineffective; shows a lack of consistence competence: is
often unclear, imprecise, inaccurate, and superficial
1-3
Emerging Work is insufficient; marked by lack of clarity, superficiality, and inaccuracy
...
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Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Main Elements
Includes all of the main elements and requirements and cites multiple examples to illustrate each element
(27-30)
Includes most of the main elements and requirements and cites many examples to illustrate each element
(24-26)
Includes some of the main elements and requirements
(21-23)
Does not include any of the main elements and requirements
(0-20)
30
Inquiry and Analysis
Provides in-depth analysis that demonstrates complete understanding of multiple concepts
(18-20)
Provides in-depth analysis that demonstrates complete understanding of some concepts
(16-17)
Provides in-depth analysis that demonstrates complete understanding of minimal concepts
(14-15)
Does not provide in-depth analysis
(0-13)
20
Integration and Application
All of the course concepts are correctly applied
(18-20)
Most of the course concepts are correctly applied
(16-17)
Some of the course concepts are correctly applied
(14-15)
Does not correctly apply any of the course concepts
(0-13)
20
Critical Thinking
Draws insightful conclusions that are thoroughly defended with evidence and examples
(18-20)
Draws informed conclusions that are justified with evidence
(16-17)
Draws logical conclusions, but does not defend with evidence
(14-15)
Does not draw logical conclusions
(0-13)
20
Writing
(Mechanics/ Citations)
No errors related to organization, grammar and style, and citations
(9-10)
Minor errors related to organization, grammar and style, and citations
(8)
Some errors related to organization, grammar and style, and citations
(7)
Major errors related to organization, grammar and style, and citations
(0-6)
10
Earned Total
Comments:
100%
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the research. Using a SERVQUAL survey instrument
based on the Dabholkar RSQS model this study was
conducted with customers from Nakumatt stores in
Nairobi Kenya. . Through a self reported questionnaire,
150 respondents were approached using a convenience
sampling method from the store locations.
Key findings include confirmation that customers have
higher expectations for service quality in retail
supermarkets than is anticipated. Gap 5, which is a gap
between customers’ Expected Service and customers’
Perceive This study does not differentiate applicability of
the RSQS in the different formats of the retail store.
Future research should examine the impact of the different
retail formats in using the scale for measuring retail
service quality. Also the customers were a little reluctant
in revealing the information because of the lengthiness of
the questionnaire.
This is one of the few studies which attempted to
investigate customers’ expectations of service quality in
retail supermarket in Kenya. d Service, was identified. Marketing department operations
The marketing department is responsible for growing revenue, market share, and contributing to company growth and profitability. It may consist of one person in a small business or include a marketing director, manager, and executives overseeing functions like advertising, publications, and events. The document outlines tasks for the marketing department including updating the company blog weekly and linking it to social media, daily social media updates on Facebook, Twitter, Instagram and weekly YouTube videos and Zoom advertisements. It also details managing print outs like catalogues, flyers, business cards and site stickers as well as uniforms, and developing billboards and websites on a monthly basis. The department is also tasked with email marketing campaigns, CRM, service procedures, brand promotion
Research Proposal :customer loyality
The document discusses the impact of economic recession on customer loyalty to retail outlets. It provides background on customer loyalty and discusses how the recent recession in Zimbabwe affected consumer preferences, incomes, and unemployment. The objective is to assess how customer loyalty to retail has changed during the recession by exploring customer satisfaction and loyalty patterns. Prior studies found recession decreased loyalty as company performance worsened. The document outlines the research methodology, which will use questionnaires and quantitative analysis to understand how demographic factors like age, gender, and education influence customer loyalty trends during economic downturns.
Research investigation b
This document analyzes representations of race in films starring Denzel Washington, using textual analysis of films like Man on Fire and Training Day. It discusses how early films confined black actors to stereotypical roles but that Washington helped expand opportunities through complex roles. While some roles still embodied stereotypes, Washington's work with directors like Spike Lee has portrayed more fully realized black characters. The document examines scenes from Washington's films to analyze how representations have both broadened from early limitations but still relate to historical stereotypes.
Research investigation c
This document analyzes the differences between traditional and alternate narrative systems in film, focusing on the film "Memento". Traditional narratives follow conventions like chronological storytelling and clear character types, while "Memento" subverts these with a non-linear structure and ambiguous characters. It discusses how "Memento" challenges audience expectations of narrative through its portrayal of time and plot. While complex, its restricted narration and editing still allow audiences to identify with the protagonist and understand the narrative.
Research on reliance trends
This document summarizes research conducted on Reliance Trends stores. It provides an introduction to Reliance Trends and outlines the objectives, scope, and methodology of the research. Key findings from surveys of 30 Reliance Trends customers are presented, including that most customers are between 20-30 years old and visit during special offers. The research concludes that while customers are satisfied with some aspects of Reliance Trends, the stores could improve customer conversion rates and meet high expectations around pricing.
Competition Track project ( Max Retail )
The retail industry profile discusses:
1) Retail is the sale of goods directly to consumers and is currently the largest industry in the world.
2) The Indian retail sector is highly fragmented with 97% run by small, unorganized retailers, though organized retail is growing.
3) The retail industry provides opportunities for new players as India's organized retail sector is still nascent but growing rapidly.
Organized retailing in India: challenges and opportunities
This document summarizes research on organized retailing in India. It discusses:
1) The evolution of retail in India from traditional formats like markets to more modern organized retailers like supermarkets and department stores with the economic liberalization of the 1990s.
2) The objectives of the research, which are to examine the growth, impact, challenges, and future of modern retailing in India.
3) A literature review on topics like the growth of the Indian retail market, changing consumer preferences, and frameworks for understanding consumer decision-making styles.
Reliance trends internship project
This document provides information about a summer internship project conducted at Reliance Trends to study customer satisfaction and promotional activities. It includes an introduction, declaration, acknowledgements, executive summary and table of contents. The intern conducted primary and secondary research to assess customer satisfaction levels and ways to meet customer expectations. A questionnaire was used to collect data from 50 respondents in Bangalore, which was then analyzed using bar diagrams. The findings and recommendations from the research aim to help Reliance Trends improve customer satisfaction and drive more customers through effective promotional strategies.
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Similar to Research investigation mark scheme
SociologyExchange.co.uk Shared Resource
This document outlines the assessment criteria for knowledge and understanding, interpretation and application, and evaluation and analysis in sociology. It provides detailed descriptions of the levels of achievement for each criteria from levels 1 to 5. For knowledge and understanding, higher levels demonstrate in-depth sociological knowledge and theory, while lower levels show limited or partial understanding. For interpretation and application, higher levels accurately apply sociological evidence to questions and theories, while lower levels show vague or general application. For evaluation and analysis, higher levels provide sustained critical analysis drawing on multiple theories, while lower levels include minimal or irrelevant evaluation.
A sample of assessment criteria
The document outlines assessment criteria for a paper 2 written production exam at both the higher and subsidiary levels. It describes 3 criteria: A) Task/Message, B) Presentation, and C) Language. Each criterion is broken down into descriptive bands ranging from 0-10 that examiners can use to assess a candidate's performance on that criterion for the exam. The bands describe the level of execution, structure, ideas, argumentation, and language usage that correspond to scores within the 0-10 range.
MS1 AS Media Studies Summer 2011 mark scheme
This document provides a marking scheme for a GCE Media Studies exam from Summer 2011. It includes four levels to assess students' answers with criteria for each level. The marking scheme provides generic levels to assess how students analyze media products and processes. It also includes a question-specific scheme that lists possible points students may discuss in their answers. The scheme analyzes sample questions on representing audiences and age in magazines.
Mark scheme
This document provides a grading grid for assessing student work on three criteria:
1) Explanation, analysis, and argument - It outlines four levels of achievement from basic to excellent in discussing concepts and relating creative outcomes to media theory.
2) Use of examples - It describes expectations for the range and relevance of examples from the student's own production used to illustrate theoretical ideas.
3) Use of terminology - It establishes standards for using conceptual language from minimal to excellent usage of relevant terms.
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docx
Page 1 of 2
C M C 1 0 1 E s s a y r u b r i c
3 0 % o f f i n a l g r a d e
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49%
Weighting 25-30 21-24 18-20 15-17 <15 grade
Research Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the mainstream
literature/tutorial/textbook.
Evidence of controlled and
systematic research.
Demonstrates selection of
credible, relevant data from
quality literature/tutorial
notes/textbooks.
Evidence of good research
skills. Information is
gathered from a good range
of electronic and non-
electronic sources.
Research conducted
demonstrates an attempt to
collect credible and/or
relevant data. Information
is gathered from a limited
range of electronic and non-
electronic sources.
Limited research skills
demonstrated. Poorly
selected data.
/20
Weighting 10 8-9 6-7 5 <5 grade
Referencing Consistent and accurate
referencing used throughout,
showing ability to reference a
range of source types. Ideas
and words of others
acknowledged.
Mostly accurate referencing
demonstrates an ability to
reference a variety of source
types. Ideas and words of
others are acknowledged
Referencing is at times
inconsistent or demonstrates
ability to reference only
some source types accurately
Words, but not always the
ideas of others are
acknowledged.
Overuse of another’s words
or ideas which may also
inconsistently or inaccurately
referenced.
Failure to acknowledge the
words and ideas of others.
Plagiarised: reads like a
“data dump” from other
sources.
/10
Weighting 18-20 16-17 13-15 10-12 <10 grade
Format, structure,
expression
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Mastery of sentence patterns
demonstrated; may have
occasional grammatical
errors on the sentence level
suggesting that some closer
proofreading was needed
Form, punctuation, and
spelling mostly error free.
Sentence patterns most often
successfully used; several
grammatical errors at the
sentence level. Occasional
errors in, form, punctuation,
and spelling; sometimes
distracting. Some additional
editing and proofreading is
warranted.
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Run on sentences, attempts
at simple sentences often
not successful; many errors
in sentence structures
detract from
communication purpose.
Form, punctuation and
spelling, errors throughout.
/20
Weighting 25-30 21-24 18-20 15-17 <15 grade
Page 2 of 2
Content Clear, controlled and
focussed dire.
Discussion Coding Qualitative DataCOLLAPSETop of FormIkhuor
Discussion: Coding Qualitative Data
COLLAPSE
Top of Form
Ikhuoria Evans
Liberty University
Discussion: Coding Qualitative Data
Professor Richards Melvin
27/06/2021
Coding in Qualitative Research
A code in qualitative inquiry is often a word or a short phrase that symbolically assigns a salient summative essence capturing or evocative attribute for a portion of language-based or visual data The data can consist of interview transcripts, participant observation, field notes, journals, documents, literature, artefacts, photographs, video, websites, e-mail correspondence and so on” ( Jonny Saldana, 2013). Therefore, coding in qualitative research is an analytical process in which data collected in their qualitative form, such as interview transcripts, are characterized to enable analysis (Liberty University, 2021, Jonny Saldana, 2013). Qualitative researcher code to discern themes, patterns, and processes, make comparisons; and build theoretical explanations (Glesne, C. 2016). Coding is a technique employed by the qualitative researcher when analyzing, interpreting and making sense of the data (ResearchArticles.com, 2019). A thorough comprehension of the coding methods and procedures can benefit qualitative researchers who are willing to undertake coding techniques for qualitative data analysis. However, in applying coding strategies, some potential dangers are inherent in the practice that a researcher should avoid when coding interviews (Liberty University, 2021)
Key Benefits of Coding
One of the benefits of coding is that it helps the researcher summarizes extensive and complex data in fewer words, numbers or phrases. Coding will allow the researcher to condense the volume of data without losing the value or meaning of the data or compromising the research quality by ensuring all the main concepts, ideas, and subjects are captured (ResearchArticles.com, 2019, Liberty University, 2021). When properly applied, coding can also gain enhanced knowledge of the phenomenon under study, developing constructs, categorization, and developing the concluding concept, assumption or theory (ResearchArticles.com, 2019). Other specific ways coding benefits, researchers include helping to refine data collected by grouping, regrouping and segregating data to associate meaning and explanation (Liberty University, 2021). Coding can make it easier for the researcher to recover or trend for information from a large amount of data collected in the research. Coding also helps qualitative researchers ascertain and categorize vital ideas, and patterns and groupings in the study. According to Glesne C, 2016, coding is a continuing process of sorting, defining, redefining, and sorting those scraps of collected data such as observation notes, interview transcripts, memos, documents, and notes from relevant source literature that apply to your research purpose.
Strategies of Coding
The Strategy of coding embraced by a researcher should be driven by the meth ...
Assignment Assignment 1Complete the following assignment and.docx
Assignment
Assignment 1
Complete the following assignment and submit your work to the dropbox.
Submit the final draft of your ISP essay. You must ensure that your essay is consistent with the MLA format as outlined in previous units and activities. Remember to include your Works Cited page as well as your title page with your essay.
Rubric
The following chart indicates the areas of achievement that will be the focus of this assignment.
Essay
Categories
Level 1
(50 - 59%)
Level 2
(60 - 69%)
Level 3
(70 - 79%)
Level 4
(80 - 100%)
Knowledge/ Understanding
-essay’s information supports thesis, arguments and evidence
WR1.03
-the essay demonstrates a limited understanding of the topic. The thesis is vague or uncertain. The body of the essay does not offer a body of supporting material and the conclusion does not really summarize the ideas
-the essay demonstrates some understanding of the topic and does contain a thesis, but the thesis is unclear. Some use of supporting evidence from the primary texts is present, but more thought needs to go into using specific quotations from the primary and secondary sources
-the essay demonstrates a considerable understanding of the topic under consideration with a good thesis. The body contains a considerable amount of supporting evidence from the primary sources as well as material from the secondary sources. The conclusion does an adequate job of summarizing the important ideas from the essay
-the essay demonstrates a thorough understanding of the topic given the student’s academic level. The thesis is clearly stated and narrow enough to be adequately explored given the length of the paper. The body contains substantial supporting evidence from both primary and secondary sources and the conclusion leads the reader to a new understanding of the topic
Thinking
-generates an insightful thesis to support arguments and conclusions
WR1.02
-the essay demonstrates a limited amount of thought about the topic and the implications of the thesis. The thesis does not really go beyond proving facts that are generally accepted about the literature under discussion. The essay contains too much plot summary material without really proving a position
-the essay demonstrates that the student has given some thought to the topic and moves beyond plot summary. The student spends too much time proving ideas that are already beyond dispute without really exploring any of the wider issues related to the topic. Some attempt has been made to approach the material critically using any of the accepted schools of criticism
-the essay demonstrates that the student has given considerable thought to the literature under discussion and the specific thesis. The student has moved beyond basic considerations of plot and character to explore the themes relevant to the literature. The student synthesizes the ideas of critics while at the same time applying the principles of an accepted school of criticism
-given the student’s academic level, th ...
AMH 2020 Essay Rubric Possible points 100 .docx
AMH 2020 Essay Rubric
Possible points: 100
Score the
Standard (1-4)
Standard Comments/Criteria
Thesis: clearly states
the
interpretation/argument.
Create a well-developed thesis that can be supported by the
evidence.
Context: clearly
considers context of
time and place
Demonstrates understanding of an event, person, or idea within
historical context; matter at hand is considered and connected to
the broader picture.
Clear: understandable,
concrete
Understandable, meaning can be grasped. Present information
clearly and accurately through the effective selection,
organization, and analysis of content.
Precise: specific, exact
to the necessary level of
detail
Evidence is used to support the main idea or argument. Identify
the most significant and relevant facts, definitions, and concrete
details for the purpose at hand. Use examples, specifics, or
detailed accounts.
Relevant: clearly
connected to the matter
at hand
The parts of the paper relate to one another. Every line relates to
the whole. Writing clarifies the relationships between claims and
reasons, between reasons and evidence, and between claims and
counterclaims
Source Analysis
Need to know who wrote the source, or what organization is
behind the source. Identify author, time, place, and purpose to
determine credibility and context. Recognize how time, place,
and perspective influence standards of evidence, objectives, and
methods of thinking and communicating.
Breadth: consider
multiple perspectives
In the research phase, a variety of sources and viewpoints are
collected and considered. Synthesize information from a range of
sources into a coherent understanding of an event, person, place,
and/or concept. Resolve conflicting information by considering
the value, truth, validity of available sources, when possible.
Fair: not merely self-
serving or one-sided
Various perspectives are considered. The paper is not trying to
prove a point that is unfairly biased or that is not supported by
evidence.
Correct: free from
grammar, punctuation,
spelling, and usage
errors
Are grammar, punctuation, spelling, usage correct? Appropriate
for audience? Are guidelines followed?
Creative Thinking Is the work significant? Is it original?
9-10
Mastery Work is exemplary, skilled, marked by excellence in clarity, precision, and
relevance
7-8 Competent Work is effective, relevant, and clear, but lacks the exemplary depth,
precision, and insight of mastering
4-6 Developing Work is inconsistent, ineffective; shows a lack of consistence competence: is
often unclear, imprecise, inaccurate, and superficial
1-3
Emerging Work is insufficient; marked by lack of clarity, superficiality, and inaccuracy
...
SociologyExchange.co.uk Shared Resource
This document provides a mark scheme for a sociology exam assessing students' understanding of crime and deviance as well as stratification and differentiation. It outlines the criteria used to evaluate students' responses to exam questions in three categories: knowledge and understanding, quality of written communication, and interpretation, application, analysis, and evaluation. Responses are scored on a scale of 1 to 21 marks depending on how well students demonstrate sociological knowledge, develop arguments, and communicate responses.
Written assignment sl instructions and sample
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
Unit 3 success criteria
This document provides guidance on the assessment criteria for a GCSE English Literature Unit 3 exam on Shakespeare and literary heritage. It includes 4 assessment objectives focusing on critically analyzing texts, examining language/structure, comparing texts, and considering historical context. Students are asked to match assessment requirements to the objectives and determine the most challenging. The document also breaks down assessment bands from 1-5 on level of understanding demonstrated and provides examples for band 4 analysis and comparing father-daughter relationships in literary works.
Requirements of Submission Short paper assignments must follow .docx
Requirements of Submission: Short paper assignments must follow these formatting guidelines: double spacing, 12-point Times New Roman font, 1-inch margins, and APA citations. Page length is 2–3 pages, 600 words minimum.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Main Elements
Includes all of the main elements and requirements and cites multiple examples to illustrate each element
(27-30)
Includes most of the main elements and requirements and cites many examples to illustrate each element
(24-26)
Includes some of the main elements and requirements
(21-23)
Does not include any of the main elements and requirements
(0-20)
30
Inquiry and Analysis
Provides in-depth analysis that demonstrates complete understanding of multiple concepts
(18-20)
Provides in-depth analysis that demonstrates complete understanding of some concepts
(16-17)
Provides in-depth analysis that demonstrates complete understanding of minimal concepts
(14-15)
Does not provide in-depth analysis
(0-13)
20
Integration and Application
All of the course concepts are correctly applied
(18-20)
Most of the course concepts are correctly applied
(16-17)
Some of the course concepts are correctly applied
(14-15)
Does not correctly apply any of the course concepts
(0-13)
20
Critical Thinking
Draws insightful conclusions that are thoroughly defended with evidence and examples
(18-20)
Draws informed conclusions that are justified with evidence
(16-17)
Draws logical conclusions, but does not defend with evidence
(14-15)
Does not draw logical conclusions
(0-13)
20
Writing
(Mechanics/ Citations)
No errors related to organization, grammar and style, and citations
(9-10)
Minor errors related to organization, grammar and style, and citations
(8)
Some errors related to organization, grammar and style, and citations
(7)
Major errors related to organization, grammar and style, and citations
(0-6)
10
Earned Total
Comments:
100%
Assessment 1 (digital age)
Use specific technologies to demonstrate understanding of the characteristics of teaching in the digital age and implications for a teacher.
Provides opportunities, over a period of five weeks, to understand characteristics of the digital age and explore skills required of teachers, including the skills of:
· critical thinking,
· collaboration,
· creativity and
· problem-solving
Part 1
Mind map: Create a mind map using a mind mapping tool of your choice. Your mind map must focus on the characteristics of the digital age.
The mind map demonstrates keen conceptual understanding and the thoughtful categorisation of ideas.
Example that our teacher gave us it has to be something like this but do not copy this.
Part 2
Write 450 words that builds on your mind map and addresses the question: What skills will I need as a teacher in order to teach effectively in the digital age? You will need to use first per ...
Sebastian Gonzalez viva grid 2022 .docx
The document provides feedback on a student submission for a neurobiology module. The feedback comments that the student's handouts included good figures and diagrams and an appropriate bibliography, but their knowledge was limited and understanding could be improved. Areas for improvement include being able to fully explain the figures and diagrams chosen. A grading rubric is also included, outlining the characteristics and expectations for different grade levels from exceptional first class work to incompetent fails.
Preparing a rubric
This document provides guidance on creating a simple rubric to assess student work, including:
1. Interpreting an existing rubric as an example.
2. Building the rubric as a matrix with strands (skills) and bands (levels of competency).
3. Writing level descriptors that describe what students can do at each level in a positive manner.
4. Defining grade boundaries to calculate scores and assign letter grades.
Crisis Reflection RubricThe following rubric will be used .docx
Crisis Reflection Rubric
The following rubric will be used to evaluate your writing sample. When preparing your document, please
follow the Five C’s of Effective Writing. Make your writing: Clear, Concise, Correct, Courteous, and
Comprehensive.
Excellent Good Acceptable Unacceptable Score
Content
(20 points
possible)
The essay illustrates
exemplary understanding
of the course material by
thoroughly and correctly:
(1) addressing the relevant
content; (2) identifying
and explaining all of the
key concepts/ideas; (3)
using correct terminology;
(4) explaining the
reasoning behind key
points/claims; and (5)
(where necessary or
useful) substantiating
points with several
accurate and original
examples.
(20 points)
The essay illustrates
solid understanding of
the course material by
correctly: (1) addressing
most of the relevant
content; (2) identifying
and explaining most of
the key concepts/ideas;
(3) using correct
terminology; (4)
explaining the reasoning
behind most of the key
points/claims; and (5)
(where necessary or
useful) substantiating
some points with
accurate examples.
(15 points)
The essay illustrates
rudimentary understanding
of the course material by:
(1) mentioning, but not
fully explaining, the
relevant content; (2)
identifying some of the key
concepts/ideas (though
failing to fully or accurately
explain many of them); (3)
using terminology, though
sometimes inaccurately or
inappropriately; and (4)
incorporating some key
claims/points, but failing to
explain the reasoning
behind them (or doing so
inaccurately).
(10 points)
The essay illustrates poor
understanding of the
course material by (1)
failing to address or
incorrectly addressing the
relevant content; (2)
failing to identify or
inaccurately
explaining/defining key
concepts/ideas; (3)
ignoring or incorrectly
explaining key
points/claims and the
reasoning behind them;
and (4) incorrectly or
inappropriately using
terminology.
(5 points)
Reasoning
(20 points
possible)
The essay reflects expert
reasoning by:
(1) synthesizing material;
(2) making connections
between relevant
ideas/claims/points; (3)
presenting an insightful
and thorough evaluation
of the relevant issue or
problem; (4) identifying
and discussing important
nuances in the relevant
material; and (5)
identifying and discussing
key assumptions and/or
implications.
(20 points)
The essay reflects fairly
strong reasoning by:
(1) synthesizing material,
(2) making appropriate
connections between
some of the key
ideas/claims/points; (3)
accurately evaluating the
issue/problem; and (4)
identifying ad discussing
key assumptions and/or
implications.
(15 points)
The essay reflects basic
reasoning by:
(1) synthesizing some of
the material, though
remains vague and
undeveloped; (2) making a
few connections between
ideas/claims/points, but
ignoring or inaccurately
connecting others; (3)
evaluating the
issue/problem at a ver.
Topic 7 Scoring, Grading and Assessment Criteria
The document discusses different approaches to scoring student writing, including objective and holistic scoring. It provides examples of how objective scoring assigns a numerical score to student essays based on errors. Holistic scoring involves assigning a single overall score based on general quality rather than separate scores for individual elements. The document also includes sample rubrics for holistic scoring of language exams and student assignments.
Running Head NEW DEVELOPMENTS IN ACADEMICS AND ETHICS .docx
Running Head: NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 1
NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 4
New Developments in Academics and Ethics
Christopher Walters
Argosy University
New Developments in Academics and Ethics
What new
developments has the world’s literature continuous evolution brought? For instance, it is evident that new systems of education come with new developments in language and generally new ways of doing things. First, there is improvement of study materials such as the development of plagiarism checker. Plagiarism checker has boosted standards of education by ensuring that students deliver original work and free from grammatical errors. Secondly, there is creation of clear writing instructions
and consistent conduct important in the education field. In addition, a ‘profession’s ethics’ are continuously unfolding conclusions of a more or less conscious discussion. It explains how members of a given profession should work together to achieve the common and preferred goal. According to (Davis, 2002), it is the product of a social contract which various parties share a common profession.
Proper Research Techniques
Proper research involves adhering to the set ethical norms set by scholars. This is because norms promote and develop the research aims, knowledge, truth and evidence. In research, there can be a wide range of ethical issues. These issues range from plagiarism to confidentiality. One of the most discussed factors is plagiarism. It is a complex ethical problem that has affected the performance of students learning institutions. The availability of plagiarism detection software has made it possible to monitor student assignments, exams and research papers (Hayen & Laverty, 2015). It discourages the culture where students are tempted to copy other author’s work.
The creation of plagiarism checkers also improved student’s learning and research skills by promoting creativity. For example, students are required to submit original work, which reflects their creativity. Ethical research conduct is also required since it provides guidelines set forth by the IRB on how research papers should be handled. It guide learners in writing based on their own composed formats. However, ethical conduct in research is a choice, and students should choose to research by ensuring they abide by ethical conducts stipulated.
Although students are encouraged to think broadly, using the correct citation and giving credit to sources is the right thing to do. Additionally, the ethical way of researching and writing about a certain topic while using multiple sources gives credit to any information borrowed from any of those sources. In line with (Davis, 2002), for every writing format chosen by a learner, he or she needs to observe all the guidelines as provided. Some of the popular writing formats include the American Psychological Association (APA), ...
BUSI 750Strategic HRD Research Proposal Grading RubricStudent.docx
BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
Assessment Objectives Descriptors and Boundries.pdf
This document provides information about the assessment objectives and grade boundaries for an A-Level Photography personal investigation. It outlines the four assessment objectives: develop, explore, record, and present. For each objective, it describes what examiners are looking for students to demonstrate at different grade levels from exemplary to minimal. It also includes sample grade descriptors and mark scheme criteria for the personal investigation, noting the requirements to achieve grades from A* to U. The key aspects examiners consider include the depth of ideas, selection and use of resources, critical reflection, and realization of intentions.
Language exam higher
This document provides information about the English Language exam for Higher level students. It has two sections - Unit 1 for reading and Unit 2 for writing.
Unit 1 involves reading three unseen sources and answering 4 questions about them. The questions assess students' ability to extract information, understand meanings and interpret presentational features, and compare sources.
Unit 2 involves two writing tasks - a 25 minute descriptive/explanatory question worth 16 marks, and a 35 minute persuasive question worth 24 marks. Students are marked on content, organization, and accuracy. They must plan their responses carefully considering audience, structure, and adapting their voice for each question. Proper time allocation and applying assessment objectives are essential for success.
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Research investigation mark scheme
- 1. Writing the Research Investigation You will submit multiple drafts of your Research Investigation as you go along – however it is important to know exactly what the examiner is looking for. Here is the mark scheme to use as a guide for knowing how good your essay is and what areas need improvement. Level/marks A04: Demonstrate the ability to undertake, apply and present appropriate research Level 1: 0-17 Limited evidence of research. Minimal application of this research which has been presented in an unclear and unfocused way. Quality of written communication will be limited, frequently unclear. Frequent errors in the use of language. Little or no evidence of ability to structure ideas. Level 2: 18–26 At the lower end of this level, there will be evidence of basic research. This will have been applied in a simple way. Basic ability to present research [18-22] demonstrated. Quality of written communication will be basic but sufficiently clear to allow communication. Frequent errors in the use of language. Limited ability to structure ideas. At the upper end of this level, there will be evidence of research from a reasonable number of sources. There will be some attempt to apply this [23-26] research and present it with some coherence. Quality of written communication will be mainly clear. Some errors in the use of language. Some ability to structure ideas. Level 3: 27-35 At the lower end of this level, candidates will undertake sound and relevant research from a range of appropriate sources. This research will be applied in a [27-31] sound way and presented with supporting points. Quality of written communication will be sound and clear. Reasonable level of accuracy. Sound ability to structure ideas. At the upper end of this level, the research will be good, covering a good range of sources and will be applied in a detailed way. It will be presented [32-35] appropriately with good references. Quality of written communication will be good. Good level of accuracy. Good ability to structure ideas. Level 4: 36-45 Research will be excellent, covering a wide range of sources. These will be analysed and applied in a sophisticated way and presented a logical and coherent manner, supported by a range of sophisticated points. Quality of written communication will be sophisticated. A high degree of accuracy. Sophisticated ability to structure ideas effectively.