Essay/report assessment criteria sheet
Criteria Sophisticated/exemplary
1. Depth and breadth of knowledge demonstrated:
Mark allocation: Mark range:
All relevant ideas,
concepts, theories covered
with clear explanation,
and with clear recognition
of the provisional nature
of knowledge and/or
multiple perspectives
possible.
Clear evidence of a wide
range of relevant, current
and credible sources used
to answer/explore the
question/task.
Goes beyond listed
resources to carry out
independent research.
2. Quality of thinking in evidence
Mark allocation: Mark range:
2.1 Integration of Ideas, theory and information
relevant ideas to sources well integrated to
support the answer provide sound argument for
the conclusion(s) reached.
2.2 Application of Applies all relevant theory with
theory to solve precision and rigor to resolve
problems/issues the problem/issue.
2.3 Use of Uses a range of well selected
examples/personal examples/personal experience
experience and reflections to effectively
support the points being made.
Competent/sound Marginal
Mark range Mark range
Main relevant ideas, Some important ideas,
concepts, theories concepts, or theories
covered, (but with relevant to the topic
some minor have been overlooked,
omissions); and with or insufficiently
some awareness of described to indicate a
the provisional clear understanding.
nature of knowledge
and/or perspectives
possible.
A variety of listed Only a limited (or
sources used with minimum) number of
discrimination to listed sources used to
support the answer. support the answer.
Some sources lacking
in currency, credibility
and/or relevance.
Mark range: Mark range:
Ideas, theory and Conclusions not always
information sources supported by evidence-
sufficiently integrated to based argument (e.g.
support the general reliant upon anecdotes or
thrust of the generalizations).
conclusion(s) made.
Applies most of the Fails to apply, or accurately
relevant theory in a apply, some important
proficient manner in theoretical aspects related
order to resolve the to the problem/issue.
problem/issue.
Examples/experience Uses minimal examples or
used generally support personal experiences to
the points being made. support the points being
made, and/or those used,
not always supportive of
the argument.
Clear fail
Mark range
Fails to grasp or
address the core
concepts, ideas
and/or theories
pertinent to the
assignment (e.g.
by not answering
the question).
Little or no
evidence of
reading/research
relevant to the
topic.
Mark range:
Little attempt to
integrate ideas and
information sources in
any meaningful way to
support the argument.
Theory in the main
ignored, or
inappropriately
applied, in addressing
the problem or issue.
Uses no or few
examples or personal
experience to
effectively support the
points made.
2.4 Depth of analysis Identifies all relevant
and/or evaluation factors/matters pertinent
(e.g. of self, or own to the problem, case, or
organization) issue and recognizes the
significance of any inter-
relationships.
Critically evaluates
information/evidence (e.g.
in terms of reliability,
validity, significance,
relevance, contradictions,
linkage to theory).
Critically and perceptively
evaluates self/self
experiences or
organizational practices
and/or culture in light of
theory.
3. Quality of communication
Mark allocation: Mark range:
3.1 Logical structure Judiciously uses headings,
and organization sub-headings and other
organizational methods
(such as tables, charts,
diagrams) to facilitate
understanding on the part
of the reader.
Ideas flow clearly and
coherently, with
appropriate use of
paragraphs to make
points.
3.2 Clarity & Expression clear, fluent
succinctness of precise, focused on the
writing (including question, within word
syntax, adherence to limit, and in the
word limit and appropriate genre;
appropriateness for meaning crystal clear.
purpose)
Grammar, spelling &
punctuation is virtually
free of errors.
Identifies the major Fails to identify a Fails to identify
factors/matters number of significant most of the
pertinent to the factors/matters relevant
problem/case/issue pertinent to the factors/matters
and the significance problem/case/issue and/or the
of any inter- and/or their inter- significant inter-
relationships. relationships. relationships that
exist.
Most of the key Significant aspects of Little attempt to
information/evidenc information/evidence evaluate the
e scrutinized in some either not scrutinized information/evide
depth. or scrutinized in only a nce in any critical
superficial way. way.
Evaluates self/self Some significant Little attempt to
experiences or aspects of self/self relate
organizational experiences or organizational
practice/culture with organizational practices/culture
reference to practice, culture not to theory; purely
appropriate theory, referenced against descriptive.
but to varying depth. appropriate theory,
and tending towards
description.
Mark range: Mark range: Mark range:
Generally structured Poorly and/or No attempt made
and organized to aid ineffectively to structure the
the reader structured to aid the answer in any
reader meaningful way
Ideas in the main Flow of ideas not Line(s) of logic not
flow logically in always clear or logical. clear at all
suitable paragraph
structure.
Expression in the Expression and/or Expression is
main clear and meaning frequently unclear, rambling,
fluent, within word unclear or ambiguous, and/or
limit, and in the repetitive, not always inappropriate for
appropriate genre; to the point, and/or the genre;
meaning clear. inappropriate for meaning is
purpose. unclear.
Grammar, spelling & Interspersed with Frequent
punctuation is numerous grammatical and
mostly free of errors. grammatical, spelling other errors
and/or punctuation seriously distract
errors. the reader.
2
Criteria Sophisticated/exemplary Competent/sound Marginal Clear fail
4. Conformance to MLM Dept. formatting guidelines and referencing standards
Mark Mark range: Mark range: Mark range: Mark range:
allocation:
4.1 Referencing Faultless application of MLM Dept. Inconsistently applies Incorrect referencing
MLM Dept. referencing referencing style the MLM Dept. style used.
style. applied with few referencing style.
errors.

All source material Sources generally Significant number of Most sources not
correctly acknowledged, acknowledged sources not acknowledged, or
with appropriate, through acknowledged or acknowledged
balanced use of paraphrasing, otherwise not inappropriately.
paraphrasing, summarising and acknowledged
summarizing and quoting. quoting (although appropriately, raising
not always in questions of
appropriate plagiarism.
balance).

4.2 Formatting Closely adheres to all Generally adheres to the Significantly deviates from Guidelines/requirements
formatting requirements. specified formatting formatting requirements. largely ignored.
requirements.

MLM Toolbox links

Criterion element Toolbox section

1.1 Preparing for an assignment>Understanding the assignment task
1.2 Getting started>Other study skills
Preparing for an assignment>Locating resources
Preparing for an assignment>Organising and analyzing your resources
3.1 Preparing for an assignment>Writing effective assignments
Preparing for an assignment>Preparing an academic essay
Preparing for an assignment>Sample assignment; Steves automotive
3.2 Preparing for an assignment>Writing effective assignments
Preparing for an assignment>Using MS Word (2003) (to lay out and check your assignment)
4.1 Preparing for an assignment>Referencing and plagiarism
4.2 Preparing for an assignment>Preparing an academic essay
Preparing for an assignment>Sample assignment; Steves automotive
Preparing for an assignment>Using MS Word (2003) (to lay out and check your assignment)