AJM Donaldson and Keith Topping 9.1 Assessment criteria checklist - Oral presentations
Donaldson, A.J.M. and Topping, K.J.
From Promoting peer assisted learning amongst students in higher and further education. SEDA Paper 96, 1996. Reproduced with permission.
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Tick when checked |
| 1. Content |
| Opening |
| Clarity of Argument |
| Conclusion | |
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| Gain group's attention. |
| Opening used to establish rapport. |
| Introduction makes apparent how the topic is to be approached | |
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| 2. Evidence |
Arguments supported by interesting/relevant text examples.
Relevant literature referred to in presentation.
Critical and analytic approach.
Individual interpretation of the literature offered. |
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| 3. Presentation |
Awareness of body language demonstrated.
Presentation audible & presenter clearly seen by everyone.
Effective use made of pauses and silences.
Intonation varied.
Organisation of material clear.
Presentation interesting.
Verbally fluent.
Use is made of audio visual aids/handouts if appropriate.
Clear evidence of adequate preparation.
Keeps within time constraints. |
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| 4. Discussion Skills |
Allows adequate time for discussion.
Listens carefully to questions.
Responds clearly to questions.
Effective in engaging others in discussion.
Adequately manages individuals in group and group as a whole. |
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9.2 Assessment criteria checklist - Group projects
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Tick when checked |
| 1. Project Proposal |
Aims and objectives clearly stated.
Structure of report made explicit.
Clear description of responsibility of individual members.
Weighting of individual contributions specified.
Subject investigated in depth. |
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| 2. Content |
Consideration and full analysis of relevant literature.
Arguments fully and logically developed.
Valid interpretation offered.
Clear and logical statement of conclusion. |
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| 3. Conclusion |
Evidence of original thought.
Objectives met in full.
Findings illuminating and relevant. |
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| 4. Methodology |
Appropriate to task. |
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| 5. Structure |
Well structured with the different stages clearly indicated.
Accurate use of references. |
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| 6. Presentation |
References properly noted and listed.
Project clear and easy to read.
Legible.
Words spelt correctly.
Few errors of grammar and syntax.
Fluent use of English.
Of the appropriate length.
Carefully organised and well presented. |
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| 7. Interpersonal Skills |
Evidence of co-operative working within group.
Regular attendance at meetings.
Contributes to informal discussions.
Gives supportive feedback to other members of group. Seeks and listens to advice from other group members. |
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9.3 Assessment criteria checklist - Essays
| 1. Opening |
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Tick when checked |
| Title |
The implications of the title are clearly understood. |
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| Introduction |
Clearly states key text/sources of information to be explored. |
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| Clearly indicates framework for answering question. |
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| 2. Body of Essay |
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Tick when checked |
| Sources |
Evidence of wide reading:
- primary sources
- aware of up-to-date data. |
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Use and evaluation of evidence from different texts and other sources. |
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Attempts appraisal of the evidence by:
i) detailed critical analysis of text
ii) making comparisons
iii) identifying strengths/weaknesses of material |
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| Relevance of material |
All material of relevance to subject of essay. Demonstrates understanding of material.
No repetition of material.
Precision and economy of expression. |
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| Quality of Argument |
Shows the connection between evidence and the framework of question to be addressed. |
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| Issues of context have been considered and are relevant to discussion. |
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| Uses evidence to develop coherent and logical argument. |
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| Relates argument developed to relevant concepts/key critical theory. |
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| Clearly sets out limitations of argument developed. |
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| Offers well founded, cautious personal interpretations, with original insights. |
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| 3. Conclusion |
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Tick when checked |
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Creates a coherent perspective on the question. |
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| Draws together the various points made, and the main strands of the argument. |
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| 4. Presentation |
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Tick when checked |
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References: properly noted, listed and accurately used. |
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| Legibility: clear and easy to read. |
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| Correct spelling. |
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| Few errors of grammar and syntax. |
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| Structure: sections, subsections, advance organisers. |
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Approx. length:
Word count
Word limit |
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9.4 Assessment criteria - Written examinations
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Tick when checked |
| 1. Rubric |
Instructions in rubric are correctly followed. |
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| Required number of answers attempted in time allocated. |
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| 2. Answers |
Questions interpreted correctly. |
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| Concepts used in questions are clearly understood. |
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| Answers have clear but not overlong introduction. |
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| Answers provide evidence of wide range of reading. |
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| Data/evidence are appropriate to question. |
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| Material included is relevant for development of answer. |
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| There is no repetition of material. |
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| Answer is concise. |
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| Assertions are justified, counter arguments are examined. |
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| Clear line of argument is developed. |
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| Answers end with summary of key points. |
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| Conclusion to answer ties in with question set. |
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| 3. Presentation |
Spelling, syntax and punctuation are accurate. |
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| Writing is neat and legible. |
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| Structure clarified by headings. |
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| Paragraphs used to emphasise key points. |
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9.5 Assessment criteria checklist - Dissertations
| 1. Introduction |
Tick when checked |
| Clearly describes extent of the study to be undertaken. |
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| Outlines a methodology appropriate to the study. |
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| 2. Body of Dissertation |
Tick when checked |
| Provides evidence of extensive range of reading. |
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| Includes a review of the relevant literature. |
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| States explicitly the links between the review and area of study proposed. |
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| Objective and critical analyses of supporting/opposing evidence. |
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| Draws together the different points to emerge from the study. |
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| Discusses points at length and develops a clear line of argument. |
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| Provides own interpretation which is put in the context of other interpretations. |
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| Shows awareness of understanding of assumptions underlying own interpretation. |
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| 3 Conclusion |
Tick when checked |
| Solutions/conclusion relate to the questions posed in the introduction. |
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| Solutions/conclusions are well founded on the evidence. |
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| Links conclusion to the relevant literature. |
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| 4. Structure/Organisation |
Tick when checked |
| Makes explicit the sequence of chapters and sections within chapters. |
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| Links conclusion to the relevant literature. |
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| Uses different chapters to develop different themes. |
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| Inter-linkage of chapters. |
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| Makes use of headings and summaries as appropriate. |
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| Accurate use of references. |
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| 5. Presentation |
Tick when checked |
| Accurate use of references. |
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| References properly noted and listed. |
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| Clear and easy to read. |
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| Correct spelling. |
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| Few errors of grammar and syntax. |
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| Fluent use of English. |
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| Of the appropriate length. |
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9.6 Assessment criteria checklist - Transferable skills
1 Understanding - Transferable cognitive skills
a
b
c
d
e |
really understand concepts/methods.
remember/retain concepts and methods.
make fewer mistakes.
work faster with concepts and methods.
fill any gaps in your subject abilities. |
2 Transferable social and affective responses
a
b
c
d
e
f |
develop more interest in the subject.
develop more confidence in the subject.
feel less stressed and anxious about the subject.
get on better with your partner.
relate more easily to course lecturing staff.
feel more integrated into the course group. |
3 Transferable vocational skills
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p |
communicate better orally to others.
communicate better on paper to others.
demonstrate your knowledge better to others.
apply your knowledge better in new situations.
listen and question more effectively.
clarify points more effectively.
prioritise and summarise information.
select and organise information effectively.
improvise effectively and innovate where necessary.
plan and implement solutions to problems.
evaluate and interpret results and outcomes.
collaborate with others.
lead others.
become more aware of own strengths and weaknesses.
understand better how you learn.
understand better how others learn. |
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