Margaret Price and Chris Rust created a very useful criteria grid for assessment. I selected some examples that are relevant to urban and regional planning field.
I think the original grid by Price and Rust is also useful for checking the quality of research paper.
CRITERION
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A
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B+
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B
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C
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REFER/FAIL
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Presentation & style
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Communication and presentation (appropriate to discipline)
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Can engage effectively in debate in a professional manner and produce detailed and coherent project reports
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Can communicate effectively in a format appropriate to the discipline and report practical procedures in a clear and concise manner with all relevant information in a variety of formats
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Can communicate effectively in a format appropriate to the discipline and report procedures in a clear and concise manner with all relevant information
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Some communication is effective and in a format appropriate to the discipline. Can report practical procedures in a structured way
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Communication is unstructured and unfocused and/or in a format inappropriate to the discipline
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Presentation (oral)
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Imaginative presentation of material resulting in clarity of message and information
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Well structured and signposted presentation. Audible and pace appropriate to audience. Visual aids used to support the presentation
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Clearly structured and addressed to audience. Pace and audibility satisfactory. Visual aids used
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Shows some attempt to structure material for presentation, pace and audibility are satisfactory most of the time
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Material is difficult to understand due to poor structure and/or pace and audibility
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Conforming to instructions/clarity of objectives.
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Attention to purpose
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Has addressed the purpose of the assignment comprehensively and
imaginatively
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Has addressed the purpose of the assignment coherently and with some attempt to demonstrate imagination
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Has addressed the main purpose of the assignment
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Some of the work is focused on the aims and themes of the assignment
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Fails to address the task set
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Referencing
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Referencing is consistently accurate
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Referencing is mainly accurate
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Some attempt at referencing
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Referencing is absent/
unsystematic
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Clarity of objectives and focus of work
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Has defined objectives in detail and addressed them comprehensively and imaginatively.
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Has defined objectives and addressed them through the work
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Has outlined objectives and addressed them at the end of the work
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Has provided generalised objectives and focused the work on the topic area
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NO INFO PROVIDED
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Content and knowledge
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Use of literature/
evidence of reading
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Has developed and justified using own ideas based on a wide range of sources which have been thoroughly analysed, applied and discussed
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Able to critically appraise the literature and theory gained from variety of sources, developing own ideas in the process
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Clear evidence and application of readings relevant to the subject; uses indicative texts identified
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Literature is presented uncritically, in a purely descriptive way and indicates limitations of understanding
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Either no evidence of literature being consulted or irrelevant to the assignment set
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Context in which subject is used
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Takes account of complex context and selects appropriate technique
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Takes some account of context and selects some appropriate techniques
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Recognises defined context and uses standard techniques for that context
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Context acknowledged but not really taken into account
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Context not recognised as relevant
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Thinking/ analysis/conclusions
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Conclusions
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Analytical and clear conclusions well grounded in theory and literature showing development of new concepts
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Good development shown in summary of arguments based in theory/
literature
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Evidence of findings and conclusions grounded in theory/literature
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Limited evidence of findings and conclusions supported by theory/literature
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Unsubstantiated/invalid conclusions based on anecdote and generalisation only, or no conclusions at all
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Analysis
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Can analyse new and/or abstract data and situations without guidance using a wide range of techniques appropriate to the topic
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Can analyse a range of information with minimum guidance, can apply major theories and compare alternative methods/techniques for obtaining data
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Can analyse with guidance using given classification / principles
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Can analyse a limited range of information with guidance using classification / principles
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Fails to analyse information
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Critical reasoning
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Consistently demonstrates application of critical analysis well integrated in the text
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Clear application of theory through critical analysis/critical thought of the topic area
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Demonstrates application of theory through critical analysis of the topic area
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Some evidence of critical thought/critical analysis and rationale for work
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Lacks critical thought /analysis / reference to theory
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Flexibility
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Independently takes and understands multiple perspectives and through these can develop/adjust personal point of view
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Recognises multiple perspectives which may affect personal view point
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Can recognise alternative perspectives
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Limited ability to see alternative perspectives
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Fails to recognise alternative perspectives
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Practical/Interpersonal/Interpersonal Skills
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Performance Skills
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Can perform complex skills consistently with confidence. Able to choose an appropriate response from a repertoire of actions, and can evaluate own and others’ performance.
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When given a complex task can choose and perform an appropriate set of actions to complete it adequately. Can evaluate own performance.
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Able to perform basic skills with awareness of the necessary techniques and their potential uses and hazards. Needs external evaluation.
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Able to perform basic skills with guidance on the necessary technique. Needs external evaluation.
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Fails to perform even basic skills.
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Data/information gathering/processing
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Selects and processes data with confidence and imagination.
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Selects appropriate data and processes using relevant tools.
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Makes a selection from data and applies processing tools.
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Collects some information and makes some use of processing tools.
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Random information gathering. Inappropriate use of processing tools.
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Self-criticism (include. reflection on practice)
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Is confident in application of own criteria of judgement and in challenge of received opinion in action and can reflect on action.
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Is able to evaluate own strengths and weaknesses; can challenge received opinion and begins to develop own criteria and judgement.
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Is largely dependent on criteria set by others but begins to recognise own strengths and weaknesses.
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Dependent on criteria set by others. Begins to recognise own strengths and weakness.
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Fails to meaningfully undertake the process of self criticism.
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Self Presentation
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Adopts a style of self presentation and selects from a range appropriate interpersonal skills consistent with the individual’s aims and the needs of the situation.
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Can be flexible in the style of presentation adopted and interpersonal skills used.
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Can adopt both a formal and informal style, and uses basic interpersonal skills appropriately.
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Can adopt both a formal and informal style, and uses basic interpersonal skills but not always matching the needs of the situation.
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No obvious sense of self and/ or interpersonal skills and/or skills used inappropriately.
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Communication and Presentation (appropriate to discipline)
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Can engage effectively in debate in a professional manner and produce detailed and coherent project reports.
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Can communicate effectively a format appropriate to the discipline and report practical procedures in a clear and concise manner with all relevant information in a variety of formats.
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Can communicate effectively in a format appropriate to the discipline and report practical procedures in a clear and concise manner with all relevant information.
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Some communication is effective and in a format appropriate to the discipline. can report practical procedures in a structured way.
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Communication is unstructured and unfocussed and/or in a format inappropriate to the discipline.
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Rationale
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Uses all available data to evaluate the options. Clear criteria are applied to demonstrate reasons for final decision/choice/outcome.
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Uses data to evaluate options and selections of final outcome clearly follows from evaluation.
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Uses data to evaluate some options and selection of final outcome is linked to the evaluation
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Presents benefits and disadvantages of some potential outcomes but without providing clarity on reason for final outcome/choice.
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Little explanation of how the final outcome/choice was made OR no indication of final outcome/choice.
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