A s s e s s m e n t

1
B U S 3 3 1 – A s s e s s m e n t 1 – E s s a y
3 0 % o f f i n a l g r a d e

CLO
link
Exceeds Expectations Meets expectations Below expectations
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49% Totals
Weighting 18-20 16-17 13-15 10-12 <10 grade
CLO
1
Topic addressed
and examples
provided
Explicit and Implicit topic
elements identified and
appropriate to answering
task. Examples provided are
appropriate and
comprehensive in detail.
Explicit and Implicit topic
elements identified and
appropriate to answering
task. Good examples
provided, however more
detail required.
Topic elements identified and
linked to task. Good
examples provided.
Topic elements identified.
Surface analysis only.
Examples provided are
reputable.
Topic elements not
identified or wrong
elements identified. No
examples provided or if
provided demonstrate
insufficient knowledge of
topic.
20
Weighting 10 8-9 6-7 5 <5 grade
Research and data
acquisition
Evidence of broad,
systematic and creative
research. Data collected is
reliable and relevant.
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.
Information is mostly
reliable and relevant.
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. Argument
development weak due to
inappropriate data
collection.
/10
CLO
2.2
Weighting 10 8-9 6-7 5 <5 grade
Sources of
evidence and
referencing
Excellent reference list and
application of in text
references. A wide range of
sources used. Presented
correctly following UOW
Harvard referencing style.
Good reference list and
application of in text
references following UOW
Harvard referencing style. An
adequate range of sources.
Odd error in style.
Reasonable reference list but
needed more sources. An
attempt made to support
ideas, however some
referencing errors have been
found.
Limited references used. A
wider range of sources
needed. An attempt has been
made to follow UOW Harvard
referencing style, but there
are a number of errors.
Major errors in referencing
or no evidence of
referencing. Limited or no
attempt to use sources to
support ideas.
/10
Weighting 10 8-9 6-7 5 <5 grade
Format, structure,
expression
Clear and fluent expression
indicates the essay has been
successfully edited and
proofread before submission.
Uses English language to
skilfully communicate
meaning to readers with
clarity and fluency, and is
virtually error-free. 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
Mostly uses English language
correctly to skilfully
communicate meaning to
readers with clarity and
fluency, and is virtually
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.
Simple and complex
sentences attempted but
often unsuccessfully;
grammatical errors distract
from meaning. Form,
punctuation, and spelling
errors are distracting.
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.
/10

2

Weighting 10 8-9 6-7 5 <5 grade
Context and
communication
The essay has been written in
a way that demonstrates a
comprehensive
understanding of the context
and audience
Essay has been written in a
way which demonstrates a
thorough understanding of
context, audience, and
purpose that is
responsive to the assigned
task(s) and
focuses all elements of the
work.
Demonstrates adequate
consideration
of
context, audience, and
purpose and a clear
focus on the assigned task(s)
(e.g., the
task aligns with audience,
purpose, and
context).
Demonstrates awareness of
context,
audience, purpose, and to the
assigned
tasks(s) (e.g., begins to show
awareness
of audience’s perceptions
and
assumptions).
Demonstrates minimal
attention to context,
audience, purpose, and to
the assigned
tasks(s) (e.g., expectation of
instructor or
self as audience).
/10
CLO
3
Weighting 18-20 16-17 13-15 10-12 <10 grade
Explanation of
issues and critical
analysis
Problem and issue has been
clearly detailed.
An extensive critical analysis
provides evidence that
student has uses a range of
sources to understand and
critique viewpoints where
relevant
Problem and issue has been
clearly identified. Good
critical analysis of theory
relevant to task is provided.
A good critique of alternative
expert viewpoints.
Issue and or problem has
been identified with
sufficient clarification. A
reasonable attempt has been
made to evaluate many
sources and opposing
viewpoints of experts.
Some analysis of theory and
sources which examine
viewpoints of experts, but
mainly descriptive. An
attempt has been made to
describe the issue or problem
with sufficient clarification
that understanding is not
seriously impeded by
omissions.
No critical analysis of
theory. Mainly definitional.
No issue or problem
identified, or if identified is
stated without clarification
or description.
/20
Weighting 10 8-9 6-7 5 <5 grade
Students position
and influence of
context and
assumptions
Analyses own and others’
assumptions relevant to the
context when presenting a
position. Specific position
(perspective,
thesis/hypothesis) takes into
account the complexities of
an issue. Limits of position
(perspective,
thesis/hypothesis) are
acknowledged. Others’ points
of view are considered.
Analyses own and others’
assumptions relevant to the
context when presenting a
position. Specific position
(perspective,
thesis/hypothesis) takes into
account the complexities of
an issue. Limits of position
(perspective,
thesis/hypothesis) are
mostly acknowledged.
Others’ points of view are
sometimes considered.
Identifies own and others’
assumptions and several
relevant contexts when
presenting a position.
Stated position (perspective,
thesis/hypothesis) takes into
account the complexities of
an issue. Others’ points of
view are acknowledged
within position (perspective,
thesis/hypothesis)
An attempt is made to
identify own and others’
assumptions and several
relevant contexts when
presenting a position. Stated
position (perspective,
thesis/hypothesis)
somewhat takes into account
the complexities of an issue.
Others’ points of view are
sometimes acknowledged
within position (perspective,
thesis/hypothesis)
No position or perspective
stated by students OR
Position (perspective,
thesis/hypothesis) is stated,
but is simplistic and
obvious.
/10
Weighting 10 8-9 6-7 5 <5 grade
Conclusions Excellent ability to interpret,
evaluate and formulate
logical sound conclusions.
Conclusions and related
outcomes (consequences and
Good demonstration of the
capacity to critically analyse
information and formulate
own conclusions. Conclusions
Able to draw warranted
conclusions and
generalisations. Conclusion
draws on a range of
Limited ability to draw
conclusions. Conclusion is
somewhat logically tied to
information (because
information is chosen to fit
No critical analysis, poor
conclusions and no original
thought. If conclusion is
provided it is inconsistently
tied to some of the
/10

3

implications) are logical and
reflect student’s informed
evaluation and ability to
place evidence and
perspectives discussed in
priority order.
and related outcomes
(consequences
and implications) are mostly
logical and reflect student’s
informed evaluation and
ability to prioritise evidence
and perspectives.
information, including
opposing
viewpoints; related outcomes
(consequences and
implications) are
Identified.
the desired conclusion);
some related outcomes
(consequences and
implications) are identified
clearly.
information discussed;
related outcomes
(consequences and
implications) are
oversimplified.
Total /100