ECE Inquiry

Weighting:

40%

Duration/Word Limit:

The 15-minute presentation must include a presentation tool (eg. PowerPoint, Prezi, or mixed media)

*Note: presentations cannot exceed 20 minutes

Due Date:

Week 6

Grading/Marking Criteria:

(see attached criteria matrix)

Your grade will be determined using the relevant criteria from the attached rubric.

Late Penalty:

Unless special circumstances are agreed upon with the course teacher regarding late submission, work submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30%, and any work submitted more than 3 days late will get a zero mark.

Academic Honesty:

Breaches of Academic Honesty will be treated with the utmost seriousness. You have reminded the penalties for cheating or plagiarism include dismissal from the HCT.

(for more information please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student Handbook)

GRADING/MARKING CRITERIA

ACHIEVEMENT INDICATORS

Achievement that does not meet requirements

Achievement that minimally meets the course requirements

Top of Form

Achievement that satisfactorily meets the course requirementsBottom of Form

Achievement that is significantly above the course requirements

Top of Form

Achievement that is outstanding relative to the course requirementsBottom of Form

Significantly below course requirements

Below course requirements – achievement that narrowly does not meet the requirements

Assessment has not been submitted at all, is not-existent or not carried out

Clearly does not meet the requirements

Letter Grade

F

D

D+

C-

C

C+

B-

B

B+

A-

A

Percentage for Gradebook

0

30

59

60 – 63

64 – 66

67 – 69

70 – 73

74 – 76

77 – 79

80 – 83

84 – 86

87 – 89

90 - 100

GPA

0

1

1.3

1.7

2

2.3

2.7

3

3.3

3.7

4

1. With reference to section 8 of the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:

• by selecting grading/marking criteria which suit a specific assessment task
• by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.

3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.

CONTENT AND KNOWLEDGE

Attention to Purpose and Questions

Addresses the purpose and questions related to the assignment/task.

Does not address the question and/or assignment task.

Displays some knowledge but is not linked to the questions in the assignment/task.

Attempts to address the questions, but there is digression and some misunderstanding.

Makes a sound attempt at addressing questions. Some minor digression or misunderstanding.

Addresses the purpose of the questions clearly. 

Addresses the questions clearly, systematically and comprehensively.

Depth of subject knowledge

Displays knowledge of topic/subject/theory including range, depth and accuracy of subject.

Fails to include any relevant knowledge.

Displays significant gaps in knowledge and/or misunderstanding of facts, terminology and theory.

Attempts to show some understanding of knowledge with limited relevant terminology, theory or subject knowledge

Demonstrates factual/conceptual understanding and appropriate terminology with minor omissions.

Demonstrates the depth of subject knowledge clearly.

Demonstrates the depth of subject knowledge clearly, systematically, and comprehensively

Explanation and Description

Explains presented ideas/concepts relevantly

Fails to explain or describe ideas or concepts.

Explains or describes ideas or concepts but with irrelevant evidence or justification. 

Explains or describes ideas or concepts with partially relevant evidence or justification.

Explains or describes ideas or concepts relevantly.

Explains or describes idea or concepts clearly with a good level of detail.

Explains or describes ideas or concepts relevantly, systematically, and comprehensively.

Use of literature/reading

Uses a sufficient range of relevant resources for the completion of the assigned task as per the assessment description.

Fails to engage with and/ or use of the literature.

Demonstrates very limited evidence of reading and use of relevant sources

. 

Demonstrates insufficient use of literature required.

Demonstrates some evidence of independent reading from relevant literature.

.

Demonstrates evidence of independent reading from a range of relevant literature with some critique.

Demonstrates evidence of independent reading from a wide range of relevant literature used clearly, accurately, systematically, and critically.

Data Collection

Appropriate tools are selected, designed, and/or  used to ensure valid &/ or reliable data collection

Fails to use data collection tools

Demonstrates very limited use of valid and reliable data collection tools.

Demonstrates limited use of valid and reliable data collection tools.

Demonstrates some use of valid and reliable data collection tools.

Demonstrates valid and reliable use of appropriate data collection tools.

Demonstrates valid and reliable use of appropriate data collection tools with clear justification aligned to the specific assessment task.

Depth of Analysis

Demonstrates solid understanding of the problem or situation, considering relevant facts and evidence of critical thinking.

Fails to show critical thinking or analysis.

Demonstrates very limited critical thinking or analysis to compare and contrast alternative positions.

Demonstrates limited critical thinking or analysis to compare and contrast alternative positions.

.

Demonstrates some critical thinking and/or analysis to compare and contrast alternative positions, and/or generate arguments or inferences.

Demonstrates critical thinking and/or analysis to compare and contrast alternative positions, and/or generate arguments or inferences citing evidence to support their position.

Demonstrates critical thinking and/or analysis to compare and contrast alternative positions clearly, coherently, appropriately.

Arguments and/or inferences are clear and comprehensive.

Conclusions

Draws conclusions based on evidence linked to the discussion and analysis with critical insight.

Fails to draw any conclusions.

Demonstrates a very limited attempt to draw conclusions.

Demonstrates conclusions which display a limited understanding of evidence, theory, literature or research

Demonstrates conclusions which display some understanding of evidence, theory, literature or research.

Demonstrates conclusions related to evidence, theory, literature or research.

Demonstrates conclusions and critical insights related clearly and logically to evidence, theory, literature or research.

Referencing & Citation Adheres to APA guidelines for referencing and citations.

Fails to acknowledge sources of information in text and/or reference list.

Demonstrates a very limited use of referencing that fails to follow the guidelines

Demonstrates a minimal use of in-text referencing with errors in the reference list.

Demonstrates satisfactory use of referencing both in text and reference list following the guidelines.

Demonstrates accurate use of referencing both in text and reference list.

Demonstrates error-free use of referencing throughout.

LANGUAGE CRITERIA

Coherence & Cohesion

Links and orders ideas within and between  sentences and paragraphs

Does not present ideas coherently or use cohesive devices

Demonstrates a very limited coherence and use of cohesive devices

Demonstrates a limited coherence and use of cohesive devices.

Demonstrates some coherence and use of cohesive devices.

Demonstrates coherence, use of cohesive devices, and presents information in paragraphs with a clear topic.

Demonstrates coherence, use of cohesive devices, and presents information in paragraphs with a central topic supported by evidence and/ or examples.

Vocabulary

Style is determined by audience.

Collocation is the use of words that naturally occur together.

Fails to use appropriate vocabulary

Uses a very limited range of appropriate vocabulary

Uses a limited range of appropriate vocabulary in both simple and complex sentences.

Uses an adequate range of topic-specific vocabulary in both simple and complex sentences.

Uses a wide range of topic-specific vocabulary in both simple and complex sentences.

Uses a wide range of less-common, topic-specific vocabulary in both simple and complex sentences with an awareness of style and collocation.

Grammar

Appropriate sentence and paragraph structure

Fails to use correct grammar.

Uses a very limited range of correct grammar.

Uses a limited range of correct grammar in both simple and complex sentences.

Uses an adequate range of grammar in both simple and complex sentences.

Uses simple sentences with the correct tenses for the intended message, but complex sentences contain errors.

Uses a variety of complex sentences with occasional errors that do not impede the meaning, using the passive voice where appropriate.

Mechanics

Punctuation and spelling

Fails to use punctuation correctly and spelling mistakes impede understanding.

Generally uses full stops correctly but other punctuation is inaccurate, and spelling errors sometimes impede understanding.

Generally uses full stops and capital letters correctly, but other punctuation errors persist, and spelling errors do not impede understanding.

Makes punctuation and spelling errors, but these do not impede understanding.

Makes occasional non-intrusive spelling and punctuation errors which do not affect meaning or understanding.

Makes rare non-intrusive spelling and punctuation errors, which do not affect meaning or understanding.

PRESENTATION AND STYLE

Presentation Tool (Formatting, Message and Visual)

Presents work according to the requirement specified in the task instructions with the appropriate tool selected.

NB: This competency is NOT related to language

Fails to present work according to the task instructions.

Presentation is disorganized, lacks appropriate support from visual tool, and barely meets the task instructions.

Minimally meets visual aspects of the task, but some omissions and/or inaccuracies are evident.

Presentation of work is generally satisfactory and has some visual impact

Presentation clearly has a strong visual effect covering the task instructions to a good standard.

Presentation is accurate, attractive, and creates a strong visual impact which enhances the message.

Delivery/Performance (Oral)

Displays oral presentation skills considering spoken language, style and audience engagement.

Fails to speak intelligibly resulting in a presentation that the audience cannot understand.

Delivery is disorganized with slow or fast speech resulting in some breakdown in communication.

Pace, audibility, intonation, vocabulary, grammar, and pronunciation are minimally acceptable.

Pace, audibility, intonation, vocabulary, grammar, and pronunciation are satisfactory.

Pace, audibility, intonation, vocabulary, grammar, and pronunciation are good with a range of complexity attempted.

Pace, audibility, intonation, vocabulary, grammar, and pronunciation are accurately used with a range of complexity, which enhances the message significantly.

21st CENTURY LEARNING SKILLS (Please note “Critical Thinking” is considered a core education skill and is assessed above, see “Depth of Analysis”)

Collaboration

Shows suitable behavior for working with others and in diverse teams

Fails to collaborate with others.

Demonstrates minimal collaboration.

Demonstrates inconsistent collaboration.

Demonstrates productive and positive collaboration but requires some guidance.

Demonstrates productive and positive collaboration with minimal guidance.

Demonstrates initiative and respects team members. Contributes ideas and solutions to problems or conflict.

Communication

Engages in class discussion and collaborative work. Respectfully listens to others. 

Fails to engage and listen to others.

Demonstrates minimal communication.

Demonstrates inconsistent communication.

Generally demonstrates respectful and appropriate communication.

Consistently demonstrates respectful and appropriate communication whilst actively listening.

Always demonstrates a sophisticated level of respectful communication.

Creativity and Innovation

Applies knowledge and skills to generate novel ideas and/or approaches to work

Fails to show any creativity or originality.

Demonstrates very little creativity, innovation or originality.

Demonstrates some creativity or innovation but is limited to course and classwork.

Demonstrates some creativity or innovation beyond the ideas discussed in class.

Demonstrates imagination and a willingness to take risks with some distinctive personal style.

Demonstrates considerable creativity, innovation, and originality with a consistently evident personal style.

Productivity and Initiative

Demonstrates productivity and initiative during activities. 

Fails to be productive or show initiative.

Demonstrates very little productivity and initiative and/or does not engage with feedback and self-assessment. 

Demonstrates some productivity, initiative, and engagement with feedback and self-assessment.

Demonstrates satisfactory productivity, initiative, and engagement with feedback and self-assessment.

Demonstrates good productivity, initiative, and engagement with feedback and self-assessment using reflection.

Demonstrates excellent productivity, initiative, and engagement with feedback and self-assessment consistently using depth of reflection.

Independence

Demonstrates an ability to complete a task independently in terms of planning, securing relevant sources, time management and editing.

Fails to work independently.

Demonstrates very little independence.

Demonstrates some independence but needs assistance.

Demonstrates satisfactory independence requiring minimal assistance.

Regularly demonstrates independence.

Consistently demonstrates independence.