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PSP3 66-605499
Task 1: Literature Review
Student Name: Ben Walker
Categorical Mark: 62
Strengths:
• Relevant information identified and included
• Conclusion included
• Demonstrates an understanding to the topic
Suggestions for Improvement:
• See annotated work
• Impersonal style of writing should be used
• Need to ensure that you explain some of the scientific words in places
• Refs not correctly formatted in the main text and some errors in those listed.
• Choice of refs could be improved; ensure that you have a broad range of primary refs and less reviews
• Consider including figures to support what is in the main text
• Academic style of writing can be improved In places to help with clarity and coherence
• Need to provide some more specific info in areas
• Very descriptive and could demonstrate more critical thinking and analysis
Student comments for Feed-forward (how will you use this feedback to improve your future work?):
Assessor: PS
Date:
Criteria FAIL Borderline FAIL THIRD Lower 2nd Upper 2nd First Exceptional First
Research
sources
and
reading
Little or no evidence of
use of research sources
limited evidence of use of
research sources, heavy
reliance on non-academic
sources, with little
acknowledgement of the
academic contribution to
the topic
Poor selection of research
resources, may be reliant
on secondary sources such
as text books or web sites
Some academic sources used
but essay also cites a range of
non-academic sources, some
of which may be poor sources
of evidence for academic
review writing
A good attempt to engage
with a range of relevant
academic literature,
much of which is up to
date. judicious use of web
sites or other non-
academic sources
engage with a breadth of
relevant academic
literature, good attempt to
engage with primary
sources, judicious use of
non-academic sources is
justified
wide range of relevant
academic literature
sources used including a
serious attempt to engage
with primary literature
sources, at the forefront
of the field
Scientific
content Little or no scientific
content
Content lacks scientific
focus, Partial answer, with
major omissions. Choice of
content may be limited, or
there may be major errors
Superficial or inconsistent
grasp of material. Evidence
of some understanding of
subject area. Content may
lack scientific focus
Essay displays understanding
of the main concepts
underpinning the issue,
attempts to identify and
describe complexities,
Relevant scientific content
has been included.
Good understanding of
the area gleaned. Range
of relevant content
included, with strong
scientific focus, explains
complexities in topic
An excellent choice of
scientific content, pertinent
examples, chosen,
displaying excellent
understanding of the
concepts, clearly addresses
a range of complexities.
An excellent -outstanding
answer displaying
excellent understanding
of the concepts, clearly
identifies and objectively
addresses a range of
complexities in the
chosen topic
Argument
and
Analysis
(Very
important)
No analysis Little or no analysis
Descriptive account of topic,
little analysis, may attempt
to develop argument or
express judgments made
but may lack support
Attempts to develop an
academic argument although
with a largely descriptive
focus. Some judgments made,
limited evidence of critical
analysis.
Strands of academic
arguments are made,
judgments well
supported by sound
analysis
Evidence of some
independent thinking and
critical analysis.
Good standard of
intelligent, critical thought
and argument. Clear
evidence of informed,
independent thinking.
Creative analysis of
situation
Outstanding critical
analysis and effective
integration of own ideas
and independent thought.
Essay
Structure Very poor organization,
essay lacks structure or
focus.
Essay may lack focus and
clarity throughout. May
lack effective use of
subsections and structure
Weak structure and
organization, lacks
coherence and clarity in
many areas, May lack
effective use of subsections
and structure
Satisfactory level of
coherence. although in places
ideas may be poorly
organized within paragraphs
or paragraphs poorly grafted
Good structure and
planning. Clear and
coherent. Good
introduction and
conclusion. Good use of
subsections and
paragraphing
Excellent structure. Clear
and coherent. Good
introduction and
conclusion. Flows well.
Good use of sections
paragraphing to enhance
clarity of argument
Outstanding structure
and organisation Strong
introduction and
conclusion. Excellent and
effective use of sections
and paragraphing to
clarify argument
Academic
writing style
Very poor style,
leading to substantial
problems in
expression of ideas
and description of
subject material
English may be confused
and inappropriate
Style of written English,
lacks academic rigour or
adherence to scientific
convention
Attempts engagement with an
academic style of written
scientific English and
adoption of scientific
conventions
Demonstrates good
engagement with
academic style of written
English and adherence to
scientific conventions.
Demonstrates excellent
engagement with academic
style of scientific English
and consistent adherence
to scientific conventions.
Accomplished
professional use of
academic English
Presentation
and
Grammar
Major errors and
inaccuracies
Poor presentation,
grammar and spelling.
Various errors and
inaccuracies
Presentation, grammar and
spelling need closer
attention. Frequent errors.
Satisfactory presentation.
standard may be inconsistent
or contain a range of
typographical and grammatical
errors in text
Good standard of
presentation Grammar
satisfactory. May be some
minor errors.
Excellent standard of
presentation, with few
typographical or
grammatical errors
Produced to a professional
standard with no errors
Outstanding grammar
Citation and
Referencing
format
Little or no
engagement with the
academic convention
of citing sources and
providing a list of
reference sources
Few or no citations in text,
citation style is poor, few
references listed,
formatting style of
references does not adhere
to required format
There may be a lack of
citation or referencing, lack
of adherence to required
format or inconsistent
formatting
Citation and referencing may
lack adherence to required
format. More citation needed
to support arguments
Good citation, referencing
and citation adhere to
required format. Good
attention to detail
References cited frequently
and appropriately in text,
referencing and citation
consistently adhere to
required format
Sophisticated citation.
Referencing and citation
adhere to required
format in all areas
Class Category Grade % General Characteristics
1st
(Exceptional)
Exceptional 1st 16 82
Exceptional breadth and depth of knowledge and understanding of the area of study, significantly beyond what has been taught in all areas; evidence of extensive and
appropriate selection and critical evaluation/synthesis/analysis and of reading/research beyond the prescribed range, in both breadth and depth, to advance work/direct
arguments; excellent communication; performance deemed to be beyond expectation. Work at publishable or commercial standard. The ability to make decisions and
systematically carry out tasks/processes with autonomy in unpredictable situations; exercise of initiative in the completion of practical tasks; exceptional leadership skills and
evidence of personal responsibility in group contexts; creative flair; extremely well-developed problem-solving skills; the ability to carry out sustained critical reflection on
practical work within the wider context of industry/workplace. Exceeds expectations set by the industry/employment context.
1st
(Excellent)
High 1st 15 78 Excellent knowledge and understanding of the area of study as the student is typically able to go beyond what has been taught (particularly for a mid/high 1st); evidence of
extensive and appropriate selection and critical evaluation/synthesis/analysis of reading/research beyond the prescribed range, to advance work/direct arguments; excellent
communication; performance deemed beyond expectation of the level. The ability to make decisions and carry out tasks/processes with a high level of autonomy; creative flair
and the ability to (re)interpret predefined rules/conventions to select and justify individual working practice; excellent problem-solving skills; accuracy and fluency; excellent
command of skills appropriate to the task; the ability to reflect critically on practical work within the wider context of industry/workplace. Meets expectations set by the
industry/employment context.
Mid 1st 14 75
Low 1st 13 72
2.1
(Very good)
High 2.1 12 68 Very good knowledge and understanding of the area of study as the student is typically able to relate facts/concepts together with some ability to apply to known/taught
contexts; evidence of appropriate selection and critical evaluation of reading/research, some beyond the prescribed range, may rely on set sources to advance work/direct
arguments; demonstrates autonomy in approach to learning; strong communication skills. Broadly autonomous completion of practical tasks/processes; ability to adapt in
response to change or unexpected experiences; technical/artistic decision making is very highly developed; a clear command of the skills relevant to the task/process; ability to
reflect on practical work and set future goals within the wider context of industry/workplace. Adherence to standards set by the industry/employment context.
Mid 2.1 11 65
Low 2.1 10 62
2.2
(Good)
High 2.2 9 58 Good knowledge and understanding of the area of study balanced towards the descriptive rather than critical or analytical; evidence of appropriate selection and evaluation
of reading/research, some may be beyond the prescribed range, but generally reliant on set sources to advance work/direct arguments; communication shows clarity, but
structure may not always be coherent. A confident approach to practical tasks; a solid grasp of the related processes, tools, technology; creativity in the completion of the task;
proficiency is demonstrated by an accurate and well-coordinated performance; tasks are completed with a good level of independent thought and autonomy; an ability to
reflect on practical work and set future goals. General adherence to standards set by the industry/employment context.
Mid 2.2 8 55
Low 2.2 7 52
3rd
(Sufficient)
High 3rd 6 48 Knowledge and understanding sufficient to deal with terminology, basic facts and concepts but fails to make meaningful synthesis; some ability to select and evaluate
reading/research however work may be more generally descriptive; general reliance on set sources to advance work; arguments may be weak or poorly constructed;
communication/presentation is generally competent but with some weaknesses. Competence in technical/artistic skills; tasks/processes are completed with a degree of
proficiency and confidence; tasks are completed with a sufficient level of independent thought; effective judgements have been made; evaluation and analysis of performance in
practical tasks is evident. Errors in workflow or completion of the task; general adherence to appropriate rules/conventions set by the industry/employment context.
Mid 3rd 5 45
Low 3rd 4 42
FAIL
(Insufficient)
Borderline Fail 3 38 Insufficient knowledge and understanding of the subject and its underlying concepts; some ability to evaluate given reading/research however work is more generally
descriptive; naively follows or may ignore set material in development of work; given brief may be only tangentially addressed or may ignore key aspects of the brief;
communication shows limited clarity, poor presentation, structure may not be coherent. Practical tasks are attempted; skill displayed in some areas; there are a significant
number of errors; a lack of proficiency in most areas; guidance may be needed to reproduce aspects of the task and/or apply learned skills. Tasks may be incomplete; failure to
adhere to some of the rules/conventions set by the industry/employment context.
Mid Fail 2 35
Low Fail 1 32
FAIL
(Incompetent)
Very Low Fail 0 28
No evidence of knowledge or understanding of the subject; no understanding of taught concepts, with facts being reproduced in a disjointed or decontextualised manner;
ignores set material in development of work; fails to address the requirements of the brief; lacks basic communication skills. A general level of incompetency in practical tasks;
an evident lack of practice; set tasks are not completed; few or no skills relating to tasks are evident. No adherence to rules/conventions set by the industry/employment
context.
ZERO Zero 0 0 Work not submitted, work of no merit, penalty in some misconduct cases.

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BenWalker_PSP3 Lit review Assessment Sheet GBA(1).pdf

  • 1. PSP3 66-605499 Task 1: Literature Review Student Name: Ben Walker Categorical Mark: 62 Strengths: • Relevant information identified and included • Conclusion included • Demonstrates an understanding to the topic Suggestions for Improvement: • See annotated work • Impersonal style of writing should be used • Need to ensure that you explain some of the scientific words in places • Refs not correctly formatted in the main text and some errors in those listed. • Choice of refs could be improved; ensure that you have a broad range of primary refs and less reviews • Consider including figures to support what is in the main text • Academic style of writing can be improved In places to help with clarity and coherence • Need to provide some more specific info in areas • Very descriptive and could demonstrate more critical thinking and analysis Student comments for Feed-forward (how will you use this feedback to improve your future work?):
  • 3. Criteria FAIL Borderline FAIL THIRD Lower 2nd Upper 2nd First Exceptional First Research sources and reading Little or no evidence of use of research sources limited evidence of use of research sources, heavy reliance on non-academic sources, with little acknowledgement of the academic contribution to the topic Poor selection of research resources, may be reliant on secondary sources such as text books or web sites Some academic sources used but essay also cites a range of non-academic sources, some of which may be poor sources of evidence for academic review writing A good attempt to engage with a range of relevant academic literature, much of which is up to date. judicious use of web sites or other non- academic sources engage with a breadth of relevant academic literature, good attempt to engage with primary sources, judicious use of non-academic sources is justified wide range of relevant academic literature sources used including a serious attempt to engage with primary literature sources, at the forefront of the field Scientific content Little or no scientific content Content lacks scientific focus, Partial answer, with major omissions. Choice of content may be limited, or there may be major errors Superficial or inconsistent grasp of material. Evidence of some understanding of subject area. Content may lack scientific focus Essay displays understanding of the main concepts underpinning the issue, attempts to identify and describe complexities, Relevant scientific content has been included. Good understanding of the area gleaned. Range of relevant content included, with strong scientific focus, explains complexities in topic An excellent choice of scientific content, pertinent examples, chosen, displaying excellent understanding of the concepts, clearly addresses a range of complexities. An excellent -outstanding answer displaying excellent understanding of the concepts, clearly identifies and objectively addresses a range of complexities in the chosen topic Argument and Analysis (Very important) No analysis Little or no analysis Descriptive account of topic, little analysis, may attempt to develop argument or express judgments made but may lack support Attempts to develop an academic argument although with a largely descriptive focus. Some judgments made, limited evidence of critical analysis. Strands of academic arguments are made, judgments well supported by sound analysis Evidence of some independent thinking and critical analysis. Good standard of intelligent, critical thought and argument. Clear evidence of informed, independent thinking. Creative analysis of situation Outstanding critical analysis and effective integration of own ideas and independent thought. Essay Structure Very poor organization, essay lacks structure or focus. Essay may lack focus and clarity throughout. May lack effective use of subsections and structure Weak structure and organization, lacks coherence and clarity in many areas, May lack effective use of subsections and structure Satisfactory level of coherence. although in places ideas may be poorly organized within paragraphs or paragraphs poorly grafted Good structure and planning. Clear and coherent. Good introduction and conclusion. Good use of subsections and paragraphing Excellent structure. Clear and coherent. Good introduction and conclusion. Flows well. Good use of sections paragraphing to enhance clarity of argument Outstanding structure and organisation Strong introduction and conclusion. Excellent and effective use of sections and paragraphing to clarify argument Academic writing style Very poor style, leading to substantial problems in expression of ideas and description of subject material English may be confused and inappropriate Style of written English, lacks academic rigour or adherence to scientific convention Attempts engagement with an academic style of written scientific English and adoption of scientific conventions Demonstrates good engagement with academic style of written English and adherence to scientific conventions. Demonstrates excellent engagement with academic style of scientific English and consistent adherence to scientific conventions. Accomplished professional use of academic English Presentation and Grammar Major errors and inaccuracies Poor presentation, grammar and spelling. Various errors and inaccuracies Presentation, grammar and spelling need closer attention. Frequent errors. Satisfactory presentation. standard may be inconsistent or contain a range of typographical and grammatical errors in text Good standard of presentation Grammar satisfactory. May be some minor errors. Excellent standard of presentation, with few typographical or grammatical errors Produced to a professional standard with no errors Outstanding grammar Citation and Referencing format Little or no engagement with the academic convention of citing sources and providing a list of reference sources Few or no citations in text, citation style is poor, few references listed, formatting style of references does not adhere to required format There may be a lack of citation or referencing, lack of adherence to required format or inconsistent formatting Citation and referencing may lack adherence to required format. More citation needed to support arguments Good citation, referencing and citation adhere to required format. Good attention to detail References cited frequently and appropriately in text, referencing and citation consistently adhere to required format Sophisticated citation. Referencing and citation adhere to required format in all areas
  • 4. Class Category Grade % General Characteristics 1st (Exceptional) Exceptional 1st 16 82 Exceptional breadth and depth of knowledge and understanding of the area of study, significantly beyond what has been taught in all areas; evidence of extensive and appropriate selection and critical evaluation/synthesis/analysis and of reading/research beyond the prescribed range, in both breadth and depth, to advance work/direct arguments; excellent communication; performance deemed to be beyond expectation. Work at publishable or commercial standard. The ability to make decisions and systematically carry out tasks/processes with autonomy in unpredictable situations; exercise of initiative in the completion of practical tasks; exceptional leadership skills and evidence of personal responsibility in group contexts; creative flair; extremely well-developed problem-solving skills; the ability to carry out sustained critical reflection on practical work within the wider context of industry/workplace. Exceeds expectations set by the industry/employment context. 1st (Excellent) High 1st 15 78 Excellent knowledge and understanding of the area of study as the student is typically able to go beyond what has been taught (particularly for a mid/high 1st); evidence of extensive and appropriate selection and critical evaluation/synthesis/analysis of reading/research beyond the prescribed range, to advance work/direct arguments; excellent communication; performance deemed beyond expectation of the level. The ability to make decisions and carry out tasks/processes with a high level of autonomy; creative flair and the ability to (re)interpret predefined rules/conventions to select and justify individual working practice; excellent problem-solving skills; accuracy and fluency; excellent command of skills appropriate to the task; the ability to reflect critically on practical work within the wider context of industry/workplace. Meets expectations set by the industry/employment context. Mid 1st 14 75 Low 1st 13 72 2.1 (Very good) High 2.1 12 68 Very good knowledge and understanding of the area of study as the student is typically able to relate facts/concepts together with some ability to apply to known/taught contexts; evidence of appropriate selection and critical evaluation of reading/research, some beyond the prescribed range, may rely on set sources to advance work/direct arguments; demonstrates autonomy in approach to learning; strong communication skills. Broadly autonomous completion of practical tasks/processes; ability to adapt in response to change or unexpected experiences; technical/artistic decision making is very highly developed; a clear command of the skills relevant to the task/process; ability to reflect on practical work and set future goals within the wider context of industry/workplace. Adherence to standards set by the industry/employment context. Mid 2.1 11 65 Low 2.1 10 62 2.2 (Good) High 2.2 9 58 Good knowledge and understanding of the area of study balanced towards the descriptive rather than critical or analytical; evidence of appropriate selection and evaluation of reading/research, some may be beyond the prescribed range, but generally reliant on set sources to advance work/direct arguments; communication shows clarity, but structure may not always be coherent. A confident approach to practical tasks; a solid grasp of the related processes, tools, technology; creativity in the completion of the task; proficiency is demonstrated by an accurate and well-coordinated performance; tasks are completed with a good level of independent thought and autonomy; an ability to reflect on practical work and set future goals. General adherence to standards set by the industry/employment context. Mid 2.2 8 55 Low 2.2 7 52 3rd (Sufficient) High 3rd 6 48 Knowledge and understanding sufficient to deal with terminology, basic facts and concepts but fails to make meaningful synthesis; some ability to select and evaluate reading/research however work may be more generally descriptive; general reliance on set sources to advance work; arguments may be weak or poorly constructed; communication/presentation is generally competent but with some weaknesses. Competence in technical/artistic skills; tasks/processes are completed with a degree of proficiency and confidence; tasks are completed with a sufficient level of independent thought; effective judgements have been made; evaluation and analysis of performance in practical tasks is evident. Errors in workflow or completion of the task; general adherence to appropriate rules/conventions set by the industry/employment context. Mid 3rd 5 45 Low 3rd 4 42 FAIL (Insufficient) Borderline Fail 3 38 Insufficient knowledge and understanding of the subject and its underlying concepts; some ability to evaluate given reading/research however work is more generally descriptive; naively follows or may ignore set material in development of work; given brief may be only tangentially addressed or may ignore key aspects of the brief; communication shows limited clarity, poor presentation, structure may not be coherent. Practical tasks are attempted; skill displayed in some areas; there are a significant number of errors; a lack of proficiency in most areas; guidance may be needed to reproduce aspects of the task and/or apply learned skills. Tasks may be incomplete; failure to adhere to some of the rules/conventions set by the industry/employment context. Mid Fail 2 35 Low Fail 1 32 FAIL (Incompetent) Very Low Fail 0 28 No evidence of knowledge or understanding of the subject; no understanding of taught concepts, with facts being reproduced in a disjointed or decontextualised manner; ignores set material in development of work; fails to address the requirements of the brief; lacks basic communication skills. A general level of incompetency in practical tasks; an evident lack of practice; set tasks are not completed; few or no skills relating to tasks are evident. No adherence to rules/conventions set by the industry/employment context. ZERO Zero 0 0 Work not submitted, work of no merit, penalty in some misconduct cases.