CHIR13008- Professional Chiropractic Practice -1
ASSESSMENT 1- PORTFOLIO MARKING RUBRIC & FEEDBACK
SUBMISSION DETAILS (student to complete)
Name:
SID:
First marker:
EXCELLENT
MARKING DOMAIN
(100-85%)
COMPLETION OF
• All assessment preparation tasks
ASSESSMENT TASKS were fully completed and accurately
submitted in a timely manner
(5 MARKS)
• Language used always supported
the self-reflective learning process
• The language used always
GRAMMAR & LANGUAGE
demonstrated candour and
intellectual honesty with respect to
(5 MARKS) the chosen topics
• All portfolio topics were written
without any grammatical or spelling
errors
• The level of knowledge was always
appropriate for the year of study
engaged. The reflective process, as
a vehicle for change, was always
apparent throughout the portfolio
CRITICAL SELF-
• The student clearly demonstrated
REFLECTION AND
an appreciation of the nuances
LOGIC relating to their chosen
clinical/professional topics and
(15 MARKS) clearly embedded their newly
discovered understanding.
• The student was always successful
in putting forward an argument that
was logical, underpinned by good
evidence, and well-reasoned
REFERENCING & THE • There were ample references, or
USE OF ADDITIONAL external resources, to support the
EXTERNAL entire portfolio
• All references fully adhered to the
REFERENCES OR prescribed style guide
RESOURCES • All references were from recognised
and well-respected journals and
(15 MARKS) were PubMed indexed
VERY GOOD
(84-75%)
• Some minor omissions were noted
in the assessment preparation task
but were submitted in a timely
manner
• Language used almost always
supported the self-reflective learning
process
• The language used almost always
demonstrated candour and
intellectual honesty with respect to
the chosen topics
• Most portfolio topics were written
without any grammatical or spelling
errors
• There were demonstrations of
exemplary levels of critical self-
reflection in almost all parts of the
portfolio
• always appropriate for the year of
study engaged. The reflective
process, as a vehicle for change,
was almost always apparent
throughout the portfolio
• The student mostly demonstrated
an appreciation of the nuances
relating to their chosen
clinical/professional topics and in
most occasions embedded their
newly discovered understanding
within their written reflections
• The student was in most cases
successful in putting forward an
argument that was logical and well-
reasoned
• There were ample references, or
external resources, to support most
of the portfolio
• Most references fully adhered to the
prescribed style guide
• Most references were from
recognised and well-respected
journals and were PubMed indexed
Due date: 22/5/19
Submission for unit/course: CHIR13008
Second marker:
ABOVE AVERAGE
(74-65%)
• Some considerable omissions were
noted in the assessment preparation
task but were submitted in a timely
manner
• In a majority of instances, the language
used supported the self-reflective
learning process
• In a majority of instances, the language
used always demonstrated candour
and intellectual honesty with respect to
the chosen topics
• The majority of portfolio topics were
written without any grammatical or
spelling errors
• There were demonstrations of
exemplary levels of critical self-
reflection throughout a most part of the
portfolio.
• The level of reflection was usually
appropriate for the year of study
engaged. The reflective process, as a
vehicle for change, was mostly
apparent throughout the portfolio
• The student somewhat demonstrated
an appreciation of the nuances relating
to their chosen clinical/professional
topics and in the majority of cases
embedded their newly discovered
understanding within their written
reflections
• The student was successful in putting
forward an argument that was logical or
well-reasoned in a majority of cases
• There were ample references, or
external resources, to support the slight
majority of the portfolio
• The majority of references fully adhered
to the prescribed style guide
• The majority of references were from
recognised and well-respected journals
and were PubMed indexed
PASS
(64-50%)
• Some significant omissions were
noted in the assessment
preparation task but was submitted
after due date
• The language used sometimes
supported the self-reflective learning
process
• The language used sometimes
demonstrated candour and
intellectual honesty with respect to
the chosen topics
• Only some of the portfolio topics
were written without any
grammatical or spelling errors
• There were demonstrations of
exemplary levels of critical self-
reflection in some parts of the
portfolio
• The level of reflection was
occasionally appropriate for the year
of study engaged. The reflective
process, as a vehicle for change,
was occasionally apparent
throughout the portfolio
• The student somewhat
demonstrated an appreciation of the
nuances relating to their chosen
clinical/professional topics and on
occasion embedded their newly
discovered understanding within
their written reflections
• The student was occasionally
successful in putting forward an
argument that was logical and/or
well-reasoned
• There were ample references, or
external resources, to support some
of the portfolio
• Some of the references adhered to
the prescribed style guide
• Only some references were from
recognised and well-respected
journals and were PubMed indexed
BORDERLINE
(49-45%)
• A majority of elements in the
assessment preparation task were
missing and submitted after due
date
• Rarely did the language support the
self-reflective learning process
• Rarely did the language used
demonstrate candour and
intellectual honesty with respect to
the chosen topics
• Only elements of the portfolio topics
were written without any
grammatical or spelling errors
• There were infrequent
demonstrations of exemplary levels
of critical self-reflection in the
portfolio
• The level of reflection was rarely
appropriate for the year of study
engaged. The reflective process, as
a vehicle for change, was
infrequently apparent throughout the
portfolio
• The student generally failed to
demonstrate an appreciation of the
nuances relating to their chosen
clinical/professional topics, but
attempted to embed their
understanding within their written
reflections
• The student was seldom successful
in putting forward an argument that
was logical and/or well-reasoned
• There were very few references, or
external resources, to support the
portfolio
• Only a few references adhered to
the prescribed style guide
• Only a few references were from
recognised and well-respected
journals and were PubMed indexed
FAIL
(< 45%)
• Assessment preparation tasks were
not completed or submitted
• Language used almost never
supported the self-reflective learning
process
• The language used almost never
demonstrated candour and
intellectual honesty with respect to
the chosen topics
• All of the portfolio topics included
significant grammatical or spelling
errors
• There was no evidence of
exemplary levels of critical self-
reflection in the portfolio
• The level of reflection was not
appropriate for the year of study
engaged. The reflective process, as
a vehicle for change, was not
apparent throughout the portfolio
• The student clearly demonstrated a
lack of understanding of the
nuances relating to their chosen
clinical/professional topics and
failed to embed their newly
discovered understanding within
their written reflections
• The student did not put forward an
argument that was logical and/or
well-reasoned
• There were not any references, or
external resources that supported
the portfolio
• None of the references adhered to
the prescribed style guide
• None of the references were from
recognised and well-respected
journals or PubMed indexed
 • The supporting material was always • The supporting material almost
well referenced and followed the always strengthened the points
prescribed style guide being made in the portfolio
• The supporting material was almost
always well referenced and followed
the prescribed style guide
• The supporting material in the majority
of times some-what strengthened the
points being made in the portfolio
• In the majority of times, the supporting
material was well referenced and
followed the prescribed style guide
• The supporting material on occasion
strengthened the points being made
in the portfolio
• The supporting material was
occasionally well referenced and
followed the prescribed style guide
• The supporting material rarely
strengthened the points being made
in the portfolio
• The supporting material was rarely
well referenced and did not follow
the prescribed style guide
• The supporting material failed to
add much to the points being made
in the portfolio
• The supporting material was not
well referenced and did not follow
the prescribed style guide

• Overall the portfolio was developed
EITHER
to an exemplary level and was very
GENERAL easy to navigate through and use
COMPOSITION &
• The hyperlinks (if used) were all
OVERALL WRITTEN
functional and/or relevant to the
PRESENTATION topic at hand
• The learner has demonstrated a
commendable sense of ownership
with respect to the material
(10 MARKS)
presented
• Overall the portfolio was developed
to an exemplary level and was
somewhat easy to navigate through
and use
• The hyperlinks (if used) were mostly
functional and/or relevant to the
topic at hand
• The learner has demonstrated a
notable sense of ownership with
respect to the material presented
• Overall the portfolio was developed to
an above average level and was
somewhat easy to navigate through
and use
• The hyperlinks (if used) were all
functional and/or relevant to the topic at
hand in a majority of instances
• The learner has demonstrated an
above average sense of ownership with
respect to the material presented
• Overall the portfolio was developed
to an adequate level and was on
occasion easy to navigate through
and use
• The hyperlinks (if used) were
occasionally functional and/or
relevant to the topic at hand
• The learner has demonstrated a
satisfactory sense of ownership with
respect to the material presented
• Overall the portfolio was developed
• Overall the portfolio was very poorly
to a below average level and was
difficult to navigate through and use
developed and was very difficult to
navigate through and use
• The hyperlinks (if used) were rarely
• The hyperlinks (if used) were never
functional and/or relevant to the
functional and/or relevant to the
topic at hand
topic at hand
• The learner has demonstrated a
• The learner has demonstrated a
below average sense of ownership
very poor sense of ownership with
with respect to the material
respect to the material presented
presented

• Overall the videos/multimedia

• Overall the videos/multimedia
material were developed to an
OR exemplary level and were very easy
to watch and/or understand
GENERAL
• Any links to other multimedia
COMPOSITION &
sources (if used) were all functional
OVERALL
and/or relevant to the topic at hand
VIDEO/MULTIMEDIA • The learner has demonstrated a
PRESENTATION commendable degree of ownership
and production value with respect to
the videos/multimedia material
presented
(10 MARKS)
• The video/multimedia portfolio
always remained within the stated
time limit (+/-10%)
• Overall the videos/multimedia
material were developed to an
exemplary level and were somewhat
easy to watch and/or understand
• Any links to other multimedia
sources (if used) were mostly
functional and/or relevant to the
topic at hand
• The learner has demonstrated a
notable sense of ownership and
production value with respect to the
videos/multimedia material
presented
• The video/multimedia portfolio
mostly remained within the stated
time limit (+/-10%)
• Overall the videos/multimedia material • Overall the videos/multimedia • Overall the videos/multimedia
material were developed to an
were developed to an above average material were developed to a below material were very poorly developed
adequate level and were on
level and were somewhat easy to watch average level and was difficult to and was very difficult to watch
occasion easy to watch and/or
and/or understand watch and/or understand and/or understand
understand
• Any links to other multimedia sources (if • Any links to other multimedia • Any links to other multimedia
• Any links to other multimedia
used) were all functional and/or sources (if used) were rarely sources (if used) were never
sources (if used)) were occasionally
relevant to the topic at hand in a functional and/or relevant to the functional and/or relevant to the
functional and/or relevant to the
majority of instances topic at hand topic at hand
• The learner has demonstrated an
topic at hand
• The learner has demonstrated a • The learner has demonstrated a
• The learner has demonstrated a
above average sense of ownership and below average sense of ownership very poor sense of ownership and
satisfactory sense of ownership and
production value with respect to the and production value with respect to production value with respect to the
production value with respect to the
videos/multimedia material presented the videos/multimedia material videos/multimedia material
videos/multimedia material
• In the majority of instances, the presented presented
presented
video/multimedia portfolio always • The video/multimedia portfolio rarely • The video/multimedia portfolio failed
• The video/multimedia portfolio on
remained within the stated time limit remained within the stated time limit to remain within the stated time limit
occasion remained within the stated
(+/-10%) (+/-10%) (+/-10%)
time limit (+/-10%)

ADDITIONAL FOCUSED
FEEDBACK

FIRST SECOND
Markers to complete DOMAINS
MARKER MARKER
FINAL AGREED MARK
1. COMPLETION OF ASSESSMENT 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 WRITTEN PRESENTATION OR GENERAL
COMPOSITION & OVERALL VIDEO/MULTIMEDIA PRESENTATION (10)
TOTAL ( /50)