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Group Project Marking Document

FINS3616 2016 S1
Oral Presentation (Communication Portion, 20% of Project Mark, 5% of Total Mark)
Criteria

Below Expectations

Meets Expectations

Exceeds Expectations

<50% (Fail)

50% - 74% (Pass-Credit)

75% (Distinction-HD)

Communicates Does not express aim, key ideas and


information clearly and precisely in
clearly and
language appropriate for the intended
concisely

Structures
presentation
logically and
coherently

Generally expresses aim, ideas and


Expresses aim, all ideas and information
information clearly and precisely in
clearly, precisely and concisely in
language appropriate for the intended
language appropriate for the intended
audience, purpose and context, e.g.
audience, purpose and context, e.g.
audience, context and purpose, e.g.:
Does not adapt language for spoken
Adapts language for spoken context,
Adapts language effectively for spoken
context, audience and purpose; does
audience and purpose; uses own words
context, audience and purpose; uses
not use own words or explain
and explains terminology/concepts if
own words and explains
terminology or concepts if necessary
necessary
terminology/concepts as appropriate
Uses inaccurate vocabulary/grammar,
Uses sufficiently accurate vocabulary/
Uses accurate vocabulary and grammar
often making meaning unclear
grammar for meaning to be generally
(or has only minor errors which do not
clear
interfere with audiences
Cannot answer audience questions or
but this could be more consistent or
understanding)
explain clearly if asked.
effective.
Uses language effectively to reinforce
message
Answers audience questions and explains
Answers audience questions; explains points
points adequately if asked.
clearly.
Does not present material logically or make Generally presents key material logically to Presents all material logically and
a coherent overall statement to achieve
make a coherent overall statement and
persuasively in a well-structured
aim, e.g.:
largely achieve aim, e.g.:
presentation to achieve aim e.g.:
Presentation does not have a clear
Presentation has a mainly clear focus,
Presentation has a clear focus, with no
focus; ideas are difficult to follow; may
with little/no irrelevant material;
irrelevant or repetitive material, and a
include irrelevant material or go off
audience can follow development of
logical sequence so that audience can
track
main ideas
follow ideas
Presentation is not structured clearly to
Presentation is structured adequately
Presentation is structured clearly to
convey key message to audience, e.g.
to reinforce key points and achieve
reinforce key ideas and distinguish from
inadequate introductory and/or
aim, e.g. introductory and/or
supporting details, e.g. introduction
concluding remarks; parts do not
concluding remarks; parts linked and
clearly defines aim; parts are wellprogress the message (or include
progress the message (smooth
developed and clearly linked (including
smooth transitions between speakers, if
transitions between speakers, if
smooth transitions between speakers, if

relevant)

relevant)

relevant); concluding remarks reinforce


key message.

Does
not
engage
audience
though

Achieves
some
audience
engagement

Engages
audience effectively through a
Engages
professional delivery, e.g.:
through a sufficiently professional delivery,
professional delivery, e.g.:
audience
Does not maintain eye contact or
e.g.:
Addresses audience; maintains eye
through
address audience; mainly reads
contact
professional
Addresses audience and makes some
notes/slides/board
Speech is clear and audible; voice
eye contact; does not just read notes or
delivery
Speech is not clear or audible to all
(volume, pace, variety etc) is used
slides
Manner/body language is distracting
effectively to engage audience and
Speech is generally clear and audible;
(e.g. nervous) or unengaging (e.g.
promote understanding
voice is used to emphasise key points
static, bored)
Manner/body language is confident,
Manner/body language is comfortable,
Style/appearance is unprofessional
friendly, interested and engages the
friendly and conveys interest in the
Speaker is unprepared or disorganised,
audience
topic
or does not manage time well
Style/ appearance is very professional
Style/appearance is suitably
Speaker is well-prepared and wellprofessional
organised, and manages time
Speaker is prepared and organised,
effectively
and manages time adequately
Uses tools very effectively, e.g. visual aids
Uses tools effectively, e.g. visual aids are:
Uses tools and Does not use tools effectively, e.g. visual
are:
aids are:
generally clear, uncluttered and
technologies
well-prepared, clear, accurate, visually
accurate
unclear/cluttered/inaccurate
effectively
effective
relevant
and
used
appropriately
by
not relevant, or not used appropriately
highly pertinent and used very
speaker to support message and
by speaker (e.g. ignored or read out
effectively by speaker to reinforce
highlight
key
points
verbatim)
message and achieve aim

Oral Presentation (Content Portion, 20% of Project Mark, 5% of Total Mark)


Criteria

Below Expectations

Meets Expectations

Exceeds Expectations

<50% (Fail)

50% - 74% (Pass-Credit)

75% (Distinction-HD)

Identify social / cultural Does not accurately identify


corporate governance systems,
impacts or implications
exchange rate systems, or the
of business practice
financial development of either
country. Fails to adequately
compare and contrast these
systems. Does not make

Identifies some of the key issues


Accurately identifies corporate governance
surrounding the corporate governance
systems, exchange rate systems, or the
systems, exchange rate systems, or the
financial development in both countries.
financial development of either country.
Critically compares and contrast these
Makes some comparison (though many of
systems. Makes thought out, and accurate
these are cosmetic) of these systems, but
recommendations based off the
the comparison is either incomplete or one
implications of these differences.

accurate recommendations
based off the implications of
these differences.

sided. Makes some limited


recommendations based off the
implications of these differences.

Written Assignment (Communication Portion, 20% of Project Mark, 5% of Total Mark)


Criteria

Communicates
clearly and
concisely

Structures text
logically and
coherently

Below Expectations

Meets Expectations

Exceeds Expectations

<50% (Fail)

50% - 74% (Pass-Credit)

75% (Distinction-HD)

Does not express (or explain where


Generally, but not consistently,
Consistently expresses (and explains
necessary) aim, ideas and information
expresses (and explains where
where necessary) aim, ideas,
clearly and precisely in language
necessary) aim, ideas and information
arguments and information clearly,
appropriate for the intended audience,
clearly and precisely in language
precisely and concisely in language
purpose and context (using own words
appropriate for the intended audience,
appropriate for the intended audience,
as much as possible).
purpose and context (using own words
context and purpose (using own
as much as possible).
words).
Uses inaccurate expression/grammar
Uses fluent, accurate
which often makes meaning unclear. Uses generally accurate
expression/grammar, but meaning
expression/grammar (or with
occasionally needs to be clearer.
negligible errors which do not interfere
with clarity).
Does not present main argument, ideas Generally presents main argument,
Presents all ideas
and information logically or structure
ideas and information logically and
/arguments/information logically and
text coherently to achieve aim, e.g.
structures text coherently to achieve
persuasively, and structures text
Text:
aim e.g.:
coherently and effectively to achieve
Text has an unclear focus and
Text has a generally clear focus,
aim:
possibly irrelevant or repetitive
with little or no irrelevant material;
Text has a clear focus, with no
material; ideas are not sequentially
ideas are generally developed
irrelevant or repetitive material,
or logically developed
sequentially and logically, but this
and a logical development and
Text is not structured to effectively
could be more consistent
sequence of main ideas and
achieve aim (e.g., inadequate
Text has an adequate structure
supporting material
introduction and/or conclusion;
(e.g. introduction and conclusion;
Text has a clear, coherent
paragraphs not developed or
paragraphs generally wellstructure, (e.g. introduction clearly
linked)
developed and linked, although
defines aim/argument; paragraphs
text could be more cohesive)
are well-developed, clearly linked
and progress the argument; clear
conclusion follows from discussion

and reinforces key points)

Does
not
present
document
at
a

Presents
document
at
a
professional

Presents
document very professionally,
Presents text
professional
standard,
e.g.
standard,
e.g.:
e.g.:
professionally and
Little evidence of editing (frequent
Some evidence of editing (only
Evidence of thorough editing (e.g.,
references sources
spelling/ punctuation errors)
minor spelling/punctuation errors)
no/negligible spelling /punctuation
accurately
Does not accurately use
Uses appropriate format (e.g.
errors)
appropriate format (e.g. report) or
report) and follows formatting
Accurately and effectively uses
follow requirements
requirements
appropriate format (e.g. report)
Style and presentation are not
Style and presentation are
and meets requirements
appropriate for the specific
appropriate and sufficiently formal
Style and presentation are highly
business/academic context
for the specific business/academic
appropriate for the specific
context
business/academic context
Does not reference sources

References
sources
in-text
and
in

References
sources accurately (in
appropriately/ accurately in-text, or in
reference
list
mainly
accurately
and
in
Harvard
style)
in-text and in reference
reference list.
correct style (e.g. Harvard).
list.
Integrates sources effectively into text.

Written Assignment (Content Portion, 20% of Project Mark, 5% of Total Mark)


Criteria

Below Expectations

Meets Expectations

Exceeds Expectations

<50% (Fail)

50% - 74% (Pass-Credit)

75% (Distinction-HD)

Does not identify key ethical


Identify key ethical
dimensions/issues regarding
issues or implications
corruption and political risk.
of business decisions/
practice

Analyse and assess


ethical impacts/
implications

Identifies key ethical dimensions/issues


regarding corruption and political risk, but
may not clearly explain why they are
issues.

Identifies key ethical dilemma/issues


regarding corruption and political risk,
provides a clear explanation / strong
justification for why they are issues.

Provides little analysis of the


Provides some analysis of the differences in Provides thoughtful analysis of the
differences in corruption between
corruption between the two countries and
differences in corruption between the two
the two countries and the issues
the issues that these could create. But
countries and the issues that these could
that these could create.
this analysis is limited or cosmetic.
create. This analysis includes accurate
assessment of potential financial and nonfinancial impacts that these differences

Evaluate business
decisions/practice in
light of ethical
considerations

Does not evaluate hedging


decisions in light of ethical
considerations.

can create.
Makes some evaluation of hedging decisions Makes an insightful evaluation of hedging
in light of ethical considerations.
decisions in light of ethical considerations.
Provides a strong justification for evaluation
Provides some, limited justification for
evaluation.

Group Evaluation (Teamwork, 20% of Project Mark, 5% of Total Mark)


Criteria
Participates
collaboratively
and contributes
effectively to
achieving team
outcomes

Below Expectations
<50% (Fail)

Meets Expectations
50% - 74% (Pass-Credit)

Exceeds Expectations
75% (Distinction-HD)

Does not participate collaboratively in


the team process, e.g., may NOT:
o contribute adequately to team
planning, goal setting, task coordination or checking progress
o offer feedback or help for
teammates (except when
necessary); seem motivated or
help team morale
o listen to others and
communicate respectfully
o constructively discuss issues or
resolve conflict
Does not contribute effectively to
achieving a successful team outcome
e.g., may NOT:
o attend many meetings, or be
punctual and prepared
o contribute positively to
meetings; share / offer ideas
o meet deadlines or plan own
work effectively
o produce required share and
quality of work
o demonstrate (or seek to
develop) necessary

Participates collaboratively in the team


process, e.g.:
o contributes to team planning,
goal setting, task co-ordination,
checking progress (may not
raise issues)
o offers feedback or help to
teammates (occasionally or
when asked) and is generally
supportive; is motivated
o generally listens and
communicates respectfully;
o can handle conflict to keep team
on track, but may get distracted
by others emotions or issues
Contributes effectively to achieving a
successful team outcome , e.g.:
Generally
o attends meetings and is
punctual and prepared
o contributes positively to
meetings; shares/offers ideas
o meets deadlines and plans own
work
o produces required share and
quality of work

Participates collaboratively, facilitating


and supporting the team process e.g.:
o facilitates team planning, goal
setting, task co-ordination and
progress (may show leadership
in organizing teams work and in
monitoring teams progress and
discussing issues)
o offers feedback and helps others
(possibly coaching some
members); is highly motivated
and supportive of others; boosts
team morale and harmony
o listens actively and
communicates respectfully with
all
o prevents or works through
conflict effectively
Contributes very effectively to achieving
a successful team outcome, e.g.:
o attends meetings punctually and
is well-prepared
o contributes constructively to
meetings; shares ideas; builds
on others ideas; generates
useful new ideas

knowledge/skills for the task

consistently meets deadlines;


plans own work well
o produces at least required share
and a high quality of work that
contributes significantly to
teams achievement
o demonstrates a high level of
knowledge/skills for the task

Describes
some
aspects
of
own
role
or

Describes
some
aspects
of
own
role
and

Insightfully
analyses
and evaluates own
Analyses and
contribution, but does not analyse or
contribution to teamwork, and offers some
team role and participation, including
evaluates own
evaluate own strengths or weaknesses as
analysis and evaluation of own
strengths and weaknesses.
team
a team player.
participation, including strengths and

Suggests
realistic and thoughtful
participation
May make some suggestions for future
weaknesses.
improvements to own future teamwork
improvement, but these are not based on Makes some suggestions for improvements
participation, justified by analysis.
analysis.
to own future teamwork practice, but
these may not be fully justified by
analysis.
Analyses the
teams
processes

demonstrates (or seeks to


develop) necessary knowledge /
skills for the task

Does not analyse the teams collaborative processes with With reference to appropriate teamwork principles:
reference to appropriate teamwork principles may
Analyses some aspects of the teams processes and
just describe some incidents or action/behavior by
identifies some positive aspects as well as some
others.
issues encountered and how these were addressed.
May make ad hoc suggestions for improvements to future Makes some suggestions for improvements to future
teamwork processes, but these are not based on
teamwork processes, but these may not be fully
analysis or teamwork principles.
justified by analysis.

Using appropriate teamwork principles:


Insightfully analyses and evaluates the teams processes,
identifying strengths and weaknesses, any issues
encountered and how they were addressed.
Suggests feasible, thoughtful improvements to future
teamwork processes, justified by analysis.

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