Content

KNOWLEDGE & UNDERSTANDING

40%

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

10%

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.

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/evidence 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.

Analytical / Critical Thinking Skills

CRITICAL THINKING

40%

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; inaccurately and/or inappropriately applies research methods, techniques, models, frameworks and/or theories to the analysis. Presents few solutions or conclusions; solutions or conclusions are often not well supported, are inaccurate and/or inconsistent, and are presented in a vague or rudimentary manner.

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 inappropriately applies research methods, techniques, models, frameworks and/or theories to the analysis. Presents some solutions or conclusions but they are often not well supported, or logical.

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. Generally applies appropriate research methods, techniques, models, frameworks and/or theories although with inaccuracies. Outlines solutions or conclusions that are somewhat logical and consistent with the analysis and evidence; identifies and/or lists solutions or conclusions although not always clearly.

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 applies appropriate research methods, techniques, models, frameworks and/or theories in developing and justifying multiple solutions or conclusions; solutions or conclusions are coherent, well supported and complete.

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.

Precisely and effectively applies appropriate research methods, employs advanced skills to conduct research. Uses techniques, models, frameworks and/or theories in developing and justifying multiple solutions or conclusions; solutions or conclusions are insightful, coherent, well supported, logically consistent and complete. Displays a mastery of complex and specialized areas.