Marker: ……………………………………………. Date: ……………………..
Student: ………………………………………………… Total Mark ……………./100
| Assessment Criteria | Exemplary | Satisfactory | Not Satisfactory | |
| Title & Introduction | Title clearly communicates the research focus | Title indicates the research focus | Title does not communicate the research focus | 3 |
| Clearly defined problem, why the topic is worthwhile researching | Problem and importance is identified | Problem and importance of the research is not explained. | 10 | |
| Clearly identifies the purpose, objectives and/or goals | Purpose, objectives and/or goals identified | Purpose, objectives and/or goals not stated. | 3 | |
| Succinctly and clearly describes what is known, and not known | Describes what is known, and not known | What is known, and not known about the topic is not stated. | 3 | |
| Literature Review | Comprehensively summarises the strengths and weaknesses of the extant research. | Strengths and weaknesses of the extant research summarised. | Strengths and weaknesses of the extant research not summarized. | 5 |
| Major literature areas and seminal articles identified | Literature areas and articles identified | Major literature areas and seminal papers not identified | 5 | |
| Clearly identifies significant gaps from the literature. | Identifies gaps from the literature. | Gaps from the literature not identified | 7 | |
| Theoretical framework & hypotheses | Theoretical framework clearly laid out with evidence from the literature | Theoretical framework laid out with some evidence from the literature | Theoretical framework not laid out. | 5 |
| Hypotheses/ research questions appropriate and clearly stated. | Hypotheses/ research questions stated | Hypotheses/ research questions not stated. | 4 | |
| Research approach | Clearly articulates world-view, and implications for research. | Indicates world-view, and implications for research. | World-view, and implications for research not stated. | 5 |
| Succinctly identifies and explains suitability of the data to be collected and method of collection. Clearly addresses hypotheses and RQs. | Identifies suitability of the data to be collected and method of collection. Links to hypotheses and RQs. | Does not identify or explain suitability of the data to be collected and method of collection. Does not address hypotheses and RQs. | 5 | |
| Clearly identifies and provides solutions for potential ethical issues as appropriate. | Identifies potential ethical issues as appropriate. | Overlooks potential ethical issues. | 5 | |
| Proposed analysis | Clearly and succinctly identifies and explains appropriate methods for data analysis and reporting results. | Clearly and succinctly identifies and explains appropriate methods for data analysis and reporting results. | Methods for data analysis and reporting results are not provided or not clear. | 5 |
| Contribution (linked to literature, practitioners and managers) | Clearly identifies and comprehensively explains the research contribution. | Identifies and explains the research contribution. | Does not identify the research contribution. | 5 |
| Limitations | Clearly identifies and discusses research assumptions, limitations, | Identifies research assumptions, limitations, | Does not identify research assumptions, limitations, | 5 |
| HEC DRAFT | All potential issues identified and fully addressed | Majority of HEC issues identified and addressed | Major issues not identified or addressed | 5 |
| /80 | ||||
| Structure and style: Document, paragraph and sentence structure, flow and layout, appropriate to audience. | Variety of sentence construction; logical flow; style and structure appropriate for task, audience and genre. Uses engaging delivery that enhances understanding. Thoughtful presentation. | Not overly repetitive; some variety in sentence construction; generally flows well; some awareness of audience and genre. | Overly repetitive or simplistic sentence structure; consistently disjointed, lack of flow; style/structure inappropriate for audience. | 6 |
| Clarity and conciseness: Answers the question, succinct, appropriate complexity. | Argument effectively and efficiently conveyed; highly focused on the question; easily understood | Argument reasonably clear; occasionally misses the point but answers the question; not over-elaborate or over-complicated. | Main point and/or argument confused/unclear. Irrelevant information, no transition between ideas. Unclear conclusion. | 6 |
| Technical writing skills: Spelling, capitalisation, punctuation, grammar, general proofreading. | Very few spelling errors, correct punctuation, grammatically correct, complete sentences. | Occasional lapses in spelling, punctuation, grammar, but not enough to seriously distract the reader. | Numerous spelling errors, non-existent or incorrect punctuation, and/or severe errors in grammar that interfere with understanding. | 4 |
| Vocabulary: Originality, breadth, appropriateness, variety. | Highly appropriate, well chosen, precise and varied vocabulary. Consistently uses correct word choice and discipline-specific terminology. | Generally appropriate vocabulary; not overly repetitive. Generally uses correct word choice and discipline-specific terminology. | Excessively limited or inappropriate or repetitive vocabulary. Misuses discipline-specific terminology. | 2 |
| Academic Integrity: Appropriate use of references. | Appropriate use of others’ work, acknowledged via in-text citations. Uses APA referencing system consistently and correctly. | Other sources acknowledged. Generally uses APA referencing system. | Unattributed work from other sources1. Does not attempt to use APA2 referencing system. | 2 |
| Holistic written communication judgement: | Exemplary written communication. | Satisfactory written communication. | Unsatisfactory written communication. | /20 |
ADDITIONAL COMMENTS
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1 Note that Plagiarism will cause the entire document to be “Unsatisfactory” regardless of quality of remaining parts.
2 American Psychological Association (APA) is FCA standard.
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