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  • Chir13012 - 2019 Reflective Portfolio Feedback and Marking Rubric

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    This document provides a marking rubric for a research literacy portfolio assignment. It evaluates student submissions based on completion of tasks, grammar/language use, and critical self-reflection. An excellent submission would include all assigned reflections using the proper framework, without errors, and demonstrating exemplary self-reflection. A failing submission would be missing reflections, have significant issues, and lack self-reflection.

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    This document provides a marking rubric for a research literacy portfolio assignment. It evaluates student submissions based on completion of tasks, grammar/language use, and critical self-reflection. An excellent submission would include all assigned reflections using the proper framework, without errors, and demonstrating exemplary self-reflection. A failing submission would be missing reflections, have significant issues, and lack self-reflection.

    Copyright:

    © All Rights Reserved
    Scarica in formato DOCX, PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    47 visualizzazioni2 pagine

    Chir13012 - 2019 Reflective Portfolio Feedback and Marking Rubric

    Caricato da

    api-461297248
    This document provides a marking rubric for a research literacy portfolio assignment. It evaluates student submissions based on completion of tasks, grammar/language use, and critical self-reflection. An excellent submission would include all assigned reflections using the proper framework, without errors, and demonstrating exemplary self-reflection. A failing submission would be missing reflections, have significant issues, and lack self-reflection.

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    © All Rights Reserved
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    di 2

    CHIR13012- RESEARCH LITERACY FOR HEALTH PROFESSIONALS

    ASSESSMENT 1- PORTFOLIO MARKING RUBRIC & FEEDBACK

    STUDENT DETAILS (student to complete):


    Name: Mohamad Mourad Due date: 27 September 2019
    SID: s0289719 Submission for unit/course: CHIR13012- Research Literacy for Health Professionals
    First marker: A. Vitiello Second marker:
    FINAL MARK /30

    EXCELLENT VERY GOOD ABOVE AVERAGE PASS BORDERLINE FAIL


    MARKING DOMAIN
    (100-85%) (84-75%) (74-65%) (64-50%) (49-45%) (< 45%)

    COMPLETION OF TASKS
     All six, unit reflections were  Only five, unit reflections were  Only four, unit reflections were  Only three, unit reflections were  Only one or two, unit reflections  No unit reflections were presented
    presented in the portfolio presented in the portfolio presented in the portfolio presented in the portfolio were presented in the portfolio in the portfolio
     All six topics were reflected upon  Only two topics were reflected upon  Only two topics were reflected upon  Only one topic was reflected upon  Only one topic was reflected upon  No unit topic was reflected upon
    (2.5 MARKS FOR EACH using the CHESEMELT/RESEARCH using the CHESEMELT/RESEARCH using the CHESEMELT/RESEARCH MELT using the CHESEMELT/RESEARCH using the CHESEMELT/RESEARCH using the CHESEMELT/RESEARCH
    POINT, MELT approach MELT approach approach MELT approach MELT approach MELT approach
    TOTAL OF 5 MARKS

     In a slight majority of instances, the


     Language used almost always  The language used sometimes  Rarely did the language support the  Language used almost never
     Language used always supported language used supported the self-
    GRAMMAR & LANGUAGE supported the self-reflective supported the self-reflective self-reflective learning process. supported the self-reflective
    the self-reflective learning process. reflective learning process. In a slight
    learning process. It almost always learning process. It sometimes Rarely did the language used learning process. The language used
    It demonstrated candour and majority of instances, the language
    demonstrated candour and demonstrated candour and demonstrate candour and almost never demonstrated candour
    intellectual honesty with respect to used always demonstrated candour and
    intellectual honesty with respect to intellectual honesty with respect to intellectual honesty with respect to and intellectual honesty with respect
    (2.5 MARKS FOR EACH the weekly tasks intellectual honesty with respect to the
    the questions asked the questions asked the questions asked to the questions asked
    POINT,  All reflective tasks were written  Most reflective tasks were written
    questions asked
     Only some of the reflective tasks  Only a few of the reflective tasks  All of the reflective tasks included
    without any grammatical or spelling  A slight majority of reflective tasks were
    TOTAL OF 5 MARKS) without any grammatical or spelling were written without any were written without any significant grammatical or spelling
    errors written without any grammatical or
    errors grammatical or spelling errors grammatical or spelling errors errors
    spelling errors

     There were demonstrations of


     There were demonstrations of
    exemplary levels of critical self-
     There were demonstrations of exemplary levels of critical self-  There were infrequent
     There were frequent demonstrations reflection in some parts of the  There were not any demonstrations
    exemplary levels of critical self- reflection throughout a majority demonstrations of exemplary levels
    of exemplary levels of critical self- portfolio of exemplary levels of critical self-
    reflection in most parts of the portfolio of critical self-reflection in the
    reflection throughout the portfolio  There was adequately clear and reflection in the portfolio
    portfolio  There was clear and consistent evidence portfolio
     There was clear and consistent consistent evidence of the use of a  There was no clear and consistent
     There was clear and consistent of the use of a reflective guideline, i.e.  There was somewhat clear and
    evidence of the use of a reflective reflective guideline, i.e. CHESEMELT evidence of the use of a reflective
    evidence of the use of a reflective CHESEMELT or RESEARCHMELT in a consistent evidence of the use of a
    guideline, i.e. CHESEMELT or or RESEARCHMELT in some parts of guideline, i.e. CHESEMELT or
    guideline, i.e. CHESEMELT or majority of parts of the portfolio reflective guideline, i.e. CHESEMELT
    RESEARCHMELT throughout the the portfolio RESEARCHMELT in any part of the
    RESEARCHMELT in most parts of the  The level of reflection was in the or RESEARCHMELT in only a few
    CRITICAL SELF- portfolio  The level of reflection was portfolio
    portfolio majority of instances appropriate for parts of the portfolio
    REFLECTION AND LOGIC  The level of reflection was always occasionally appropriate for the year  The level of reflection was not
     The level of reflection was mostly the year of study engaged. The  The level of reflection was rarely
    appropriate for the year of study of study engaged. The reflective appropriate for the year of study
    appropriate for the year of study reflective process, as a vehicle for appropriate for the year of study
    engaged. The reflective process, as a process, as a vehicle for change, was engaged. The reflective process, as a
    engaged. The reflective process, as a change, was mostly apparent engaged. The reflective process, as a
    vehicle for change, was always occasionally apparent throughout vehicle for change, was not
    (3 MARKS FOR EACH vehicle for change, was mostly throughout the portfolio vehicle for change, was infrequently
    apparent throughout the portfolio the portfolio apparent throughout the portfolio
    apparent throughout the portfolio  The student somewhat demonstrated apparent throughout the portfolio
    POINT,  The student clearly demonstrated an  The student somewhat  The student clearly demonstrated a
     The student mostly demonstrated an appreciation of the nuances relating  The student generally failed to
    TOTAL OF 15 MARKS) appreciation of the nuances relating demonstrated an appreciation of lack of understanding of the
    an appreciation of the nuances to research literacy and in the majority demonstrate an appreciation of the
    to research literacy and clearly the nuances relating to research nuances relating to research literacy
    relating to research literacy and of cases embedded their newly nuances relating to research literacy,
    embedded their newly discovered literacy and on occasion embedded and failed to embed their newly
    mostly embedded their newly discovered understanding within their but attempted to embed their
    understanding within their written their newly discovered discovered understanding within
    discovered understanding within written reflections understanding within their written
    reflections understanding within their written their written reflections
    their written reflections  The student was successful in putting reflections
     The student was always successful in reflections  The student did not put forward an
     The student was mostly successful in forward an argument that was logical  The student was seldom successful
    putting forward an argument that  The student was occasionally argument that was logical and well-
    putting forward an argument that and well-reasoned in a majority of in putting forward an argument that
    was logical and well-reasoned successful in putting forward an reasoned
    was logical and well-reasoned cases was logical and well-reasoned
    argument that was logical and well-
    reasoned
     There were ample references, or
     There were ample references, or  There were ample references, or  There were ample references, or  There were very few references, or  There were not any references, or
    external resources, to support the slight
    external resources, to support the external resources, to support most external resources, to support some external resources, to support the external resources that supported
    REFERENCING & THE USE majority of the portfolio
    entire portfolio of the portfolio of the portfolio portfolio the portfolio
     The majority of references fully adhered
    OF ADDITIONAL  All references fully adhered to the  Most references fully adhered to the  Some of the references adhered to  Only a few references adhered to  None of the references adhered to
    to the prescribed style guide
    EXTERNAL REFERENCES prescribed style guide prescribed style guide the prescribed style guide the prescribed style guide the prescribed style guide
     The majority of references were from
    OR RESOURCES  All references were from well-  Most references were from well-  Only some references were from  Only a few references were from  None of the references were from
    well-respected journals and were
    respected journals and were respected journals and were well-respected journals and were well-respected journals and were well-respected journals or PubMed
    PubMed indexed
    PubMed indexed PubMed indexed PubMed indexed PubMed indexed indexed
     The supporting material in the majority
     The supporting material always  The supporting material mostly  The supporting material on occasion  The supporting material rarely  The supporting material failed to
    (3 MARKS FOR EACH of times strengthened the points being
    strengthened the points being made strengthened the points being strengthened the points being made strengthened the points being made add much to the points being made
    made in the portfolio
    POINT, in the portfolio made in the portfolio in the portfolio in the portfolio in the portfolio
     In the majority of times, the supporting
    TOTAL OF 15 MARKS)  The supporting material was always  The supporting material was mostly
    material was in the majority of times
     The supporting material was  The supporting material was rarely  The supporting material was not
    well referenced and followed the well referenced and followed the occasionally well referenced and well referenced and did not follow well referenced and did not follow
    was well referenced and followed the
    prescribed style guide prescribed style guide followed the prescribed style guide the prescribed style guide the prescribed style guide
    prescribed style guide

     Overall the portfolio was developed  Overall the portfolio was developed  Overall the portfolio was developed to  Overall the portfolio was developed  Overall the portfolio was developed
    to an exemplary level and was very to an exemplary level and was an above average level and was to an adequate level and was on to a below average level and was  Overall the portfolio was very poorly
    easy to navigate through and use somewhat easy to navigate through somewhat easy to navigate through occasion easy to navigate through difficult to navigate through and use developed and was very difficult to
     The hyperlinks and other and use and use and use  The hyperlinks and other navigate through and use
    GENERAL COMPOSITION
    multimedia elements (if used) were  The hyperlinks and other  The hyperlinks and other multimedia  The hyperlinks and other multimedia elements (if used) were  The hyperlinks and other
    & OVERALL
    all functional and/or relevant to the multimedia elements (if used) were elements (if used) were all functional multimedia elements (if used) were rarely functional and/or relevant to multimedia elements (if used) were
    PRESENTATION topic at hand mostly functional and/or relevant to and/or relevant to the topic at hand in a occasionally functional and/or the topic at hand never functional and/or relevant to
     The learner has demonstrated a the topic at hand majority of instances relevant to the topic at hand  The learner has demonstrated a the topic at hand
    commendable sense of ownership  The learner has demonstrated a  The learner has demonstrated an above  The learner has demonstrated a below average sense of ownership  The learner has demonstrated a very
    (2 MARKS FOR EACH with respect to the material notable sense of ownership with average sense of ownership with satisfactory sense of ownership with with respect to the material poor sense of ownership with
    presented respect to the material presented respect to the material presented respect to the material presented presented respect to the material presented
    POINT,
     All tables/graphs were clear and  Most tables/graphs were clear and  The majority of tables/graphs were  In some instances, tables/graphs  In only a few instances were  None of the tables/graphs were
    TOTAL OF 10 MARKS)
    conveyed the necessary information conveyed the necessary information clear and conveyed the necessary were clear and conveyed the tables/graphs were clear and clear and failed conveyed the
    correctly correctly information correctly necessary information correctly conveyed the necessary information necessary information correctly
     The portfolio always remained  The portfolio mostly remained  In the majority of instances, the  The portfolio on occasion remained correctly  The portfolio failed to remain within
    within the stated word limit (+/- within the stated word limit (+/- portfolio always remained within the within the stated word limit (+/-  The portfolio rarely remained within the stated word limit (+/-10%)
    10%) 10%) stated word limit (+/-10%) 10%) the stated word limit (+/-10%)

    ADDITIONAL FOCUSED
    FEEDBACK

    Marker to complete

    DOMAINS FIRST MARKER SECOND MARKER FINAL AGREED MARK


    1. COMPLETION OF WEEKLY TASKS (5)
    2. GRAMMAR & LANGUAGE (5)
    3. CRITICAL SELF-REFLECTION AND LOGIC (15)
    4. REFERENCING & THE USE OF ADDITIONAL EXTERNAL
    REFERENCES OR RESOURCES (15)
    5. GENERAL COMPOSITION & OVERALL PRESENTATION (10)
    TOTAL ( /50)

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