Anzeige

Dylan Saxby.doc

28. Mar 2023
Dylan Saxby.doc
Dylan Saxby.doc
Dylan Saxby.doc
Dylan Saxby.doc
Nächste SlideShare
Ben Walker(1).docBen Walker(1).doc
Wird geladen in ... 3
1 von 4
Anzeige

Más contenido relacionado

Similar a Dylan Saxby.doc(20)

Anzeige

Dylan Saxby.doc

  1. Faculty of Health and Wellbeing - Department of Biosciences & Chemistry ASSESSED WORK FEEDBACK FORM Student Name: Dylan Saxby Student ID number: Module Title: Pathological Basis of Disease Title of coursework Coursework Marker: Laura Cole MARK*: 68 Strengths: figure encompasses mostly, the depth required for a level 5 piece of course work. Information included in the table is very informative, and fitting with the disease research area to complement the original paper (some areas need a bit more detail) Suggestions for Improvement: See comments within to take your marks up to the next level you could link the studies in the table to each other, adding comments comparing and contrasting to add impact of how things have changed and/or stayed the same Revise APA style format for reference list Student comments for Feed-forward (how will you use this feedback to improve your future work?):  In the future I will ensure that my references are correct.  Need to add more critical analysis and comparison between sources DATE: 23/02/2021
  2. SIGNATURE *Unratified mark.
  3. Indicator First Upper Second Lower Second Third Fail Zero Figure (weighting x4) A clearly articulated figure which portrays the information requested from the paper in a clear and concise manner. Text and formatting utilized to enhance the understanding of the figure e.g. inclusion of appropriate images. Includes clear directionality and easy to follow. A clearly articulated figure which portrays the information requested from the paper in a clear manner. Text and formatting utilized to enhance the understanding of the figure e.g. inclusion of appropriate images. Includes clear directionality and easy to follow. A clear figure which portrays the information requested from the paper. Text and formatting utilized to enhance the understanding of the figure e.g. inclusion of appropriate images. Easy to follow. A figure which portrays the information requested from the paper provided. However formatting is not utilized to enhance the understanding of the figure. May be difficult to follow but does contain the detail. Figure provided but contains limited detail from the provided paper or instructions. Very difficult to follow or poorly formatted figure. Little attempt to summarize the information provided in the paper or fails to address the topic provided. Figure Legend (weighting x2) Figure legend allows clear interpretation of the figure, enables the reader to understand the figure without reference to the text, yet is concise. All Abbreviations explained Figure legend allows clear interpretation of the figure, enables the reader to understand the figure without reference to the text, may not be as concise as could be. All Abbreviations explained Figure legend mostly allows interpretation of the figure, enables the reader to understand the figure without reference to the text, may not be as concise as could be. All Abbreviations explained Figure legend attempts to describe the figure without need to refer to the text, may not be as concise as could be. All Abbreviations explained Figure legend does little to describe the figure, incomplete abbreviations list provided. Or irrelevant information included. Figure legend do not describe the figure and fails to explain abbreviations. Table of literature (weighting x3) Clear succinct sentences provided which are relevant to the figure and all from the sources requested in instructions. A range of aspects covered which are needed to understand topic of figure and paper assigned. Clear sentences provided which are relevant to the figure and all from the sources requested in instructions A range of aspects covered which are needed to understand topic of figure. Clear sentences provided which are relevant to the figure and all from the sources requested in instructions. Clear sentences provided which are relevant to the figure includes some of the correct sources. Choice of content weakly justified, only descriptive use of knowledge. Little indication of relevance of theory and concepts, confused application of the knowledge to topic limited sources of information Inaccurate and irrelevant content, knowledge or theory and concepts. Confused application knowledge to problem. Very limited sources of information or inappropriate. Formatting and Referencing (weighting x 1) Recent reviews and landmark primary papers cited. Appropriate academic and professional standard, with creativity in the use of language. Well-presented. Refs correct and thorough. Bibliography complete, and properly laid out. Very minor errors. Appropriate academic and professional standard, with well presented. References accurate. Bibliography complete and properly laid out. Minor errors. Generally of an appropriate academic and professional standard.. May use older reviews and may not use landmark papers. Generally correct but needs some attention. English is clear and appropriate. Citation and referencing is accurate and related to references in the text. Little or no proper referencing. Bibliography inadequate. English may be confused and inappropriate. Citation and referencing is inaccurate and unrelated to references in the text. English is generally confused and inappropriate. Citation and referencing is inaccurate and unrelated to references in the text. Overall Grade Based Assessment Mark 68
  4. Class CG% General Characteristics Level 5 FIRST (Excellent} 96 Exceptional breadthanddepthofknowledge andunderstanding oftheareaof study;evidence of extensiveandappropriate selectionand critical evaluation/synthesis/analysis and of reading/research beyond the prescribed range, in both breadth and depth, to advance work/direct arguments; exceptional demonstration ofrelevant skills; excellent communication;performance deemed to bebeyond expectation. 89 81 Outstanding/excellent knowledge andunderstanding ofthearea of study asthestudentistypicallyabletogobeyondwhathasbeen taught (particularly for a mid/high 1st ); evidence of extensive and appropriate selection and critical evaluation/synthesis/ analysis of reading/research beyond theprescribed range, to advance work/direct arguments; excellent demonstration of relevant skills; excellent communication; performance deemed beyond expectation of the level. 74 UPPER SECOND (Very good) 68 Verygoodknowledgeandunderstandingoftheareaofstudyasthestudentistypicallyabletorelatefacts/conceptstogetherwith some abilityto applytoknown/taught contexts; evidence of appropriate selection andevaluation ofreading/research,some beyond theprescribed range,may relyonsetsourcesto advance work/direct arguments; demonstrates autonomy inapproach to learning; very good demonstration of relevant skills; strong communication skills. 65 62 LOWER SECOND (Good) 58 Goodknowledge andunderstanding ofthearea of study balancedtowardsthedescriptive ratherthananalytical;evidence of appropriate selectionand evaluation of reading/researchbutgenerally reliant onset sourcesto advance work/direct arguments; gooddemonstration of relevant skills, though may be limited in range; communication shows clarity but structure may not always be coherent. 55 52 THIRD (Sufficient) 48 Knowledge and understanding is sufficient to deal with terminology, basic facts and concepts but fails to make meaningful synthesis; some ability to select and evaluate reading/research however work may be more generally descriptive; strong reliance on available support set sources to advance work; arguments may be weak or poorly constructed; adequate demonstration of relevant skills over a limited range; communication/presentation is generally competent but with some weaknesses. 45 42 FAIL (Insufficient) 35 Insufficient knowledge and understanding of the area of study; some ability to select and evaluate reading/research however work is more generally descriptive; fails to address some aspects of the brief; a limited use of sources to advance work; arguments may be weak/poor or weakly/poorly constructed; demonstration of relevant skills over a reduced range; communication shows limited clarity, poor presentation, structure may not be coherent. 25 15 Highly insufficient knowledge or understanding of the area of study; understanding is typically at the word level with facts being reproducedina disjointed or decontextualisedmanner;failsto addresstheoutcomes addressed bythebrief;typically ignores important sources in development of work and data/evidence inappropriately used; weak technical and practical competence hampers ability to demonstrate/communicate achievement of outcomes. 5 Zero 0 Work of no merit OR absent, work not submitted, penalty in some misconduct cases.
Anzeige