GEEC 1052

SCORING CRITERIA
Task 1

Group Discussion 40%

1a. Group assessment: 30%

SCALE/ CRITERIA FAIL MODERATE GOOD VERY GOOD EXCELLENT
1-6 7-12 13-18 19-24 25-30

P3 - guided response Fails to contribute to Occasionally contributes Sometimes contributes Contributes to class Contributes to class
(The Process) class discussions. to class discussions by to class discussions by discussion by offering discussion by offering
offering ideas and offering ideas and ideas and asking quality ideas and asking
asking questions. asking questions. questions on a regular appropriate questions on
basis. a regular basis.

A2 – responding Fails to invite Occasionally Sometimes engages Often engages/responds Actively
comment/opinions from engages/responds /responds others in others in class engages/responds
KIK6 - Interpersonal and other students. others in class class discussions by discussions by inviting others in class
communication skills- discussions by inviting inviting their comments. their comments. discussions by inviting
group Unable to demonstrate their comments their comments.
or apply digital skills. Good demonstration and Very good demonstration
(The Process + Lack of media sources Adequate demonstration application of digital and application of Extraordinary
product) and use of technology. and application of digital skills using a fair range of multiple digital skills demonstration and
Lack of innovation. skills using a minimal media sources and using a good range of application of a range of
range of media sources technology. media sources and excellent digital skills
and technology. Good application of technology. using various media
Moderate application of innovation. Very good application of sources and technology.
innovation. innovation. Excellent application of
innovation.

1b. INDIVIDUAL ASSESSMENT :10%

SCALE/ CRITERIA FAIL MODERATE GOOD VERY GOOD EXCELLENT
1-2 3-4 5-6 7-8 9-10

LO3 - critical thinking No critical thinking Occasionally challenges Sometimes challenges Often challenges the Constructively
skills element. the accuracy and the accuracy and accuracy and relevance challenges the accuracy
relevance of statements relevance of statements of statements made. and relevance of
(The Process) made made statements made.

LO4 - communication Does not identify or Occasionally Identifies Sometimes Identifies Often identifies and Effectively identifies and
skills summarize main points and summarizes some and summarizes some summarizes main points summarizes main points
of the main points of the main points critically critically
(The Process) critically critically

Fails to communicate Occasionally Sometimes Often communicates Effectively
with one another and communicates with one communicates with one with one another and communicates with one
always respect each another and always another and always always respect each another and respect
other’s views respect each other’s respect each other’s other’s views each other’s views
views views

SCORING CRITERIA

Task 2b

Reading Test

similarities and differences – 10%

SCALE/ FAIL MODERATE GOOD VERY GOOD EXCELLENT
CRITERIA 1-2 3-4 5-6 7-8 9-10

C3 - applying Unable to find the Find the similarities and Find the similarities and Find the similarities and Find the similarities and
similarities and differences differences, but does not differences clearly, but the differences clearly. The differences clearly. The
LO2- practical graphics organizer/ other graphics organiser /other graphics organizer/other
skills There is superficial include both. There is no forms supporting forms points to specific forms points to specific
KKG1 - information is incomplete. examples to illustrate the examples to illustrate the
cognitive skills information presented that supporting information or The paper may include comparison. The paper comparison. The paper
information that is not includes only the includes only the
does not fit the task. support is incomplete relevant to the information relevant to the information relevant to the
comparison. comparison. comparison.
Many details are Many details are not in a Breaks the information Breaks the information
disjointed and simply logical or expected order. Breaks the information into whole-to-whole, into whole-to-whole,
present text information in There is little sense that into whole-to-whole, similarities -to-differences, similarities -to-differences,
a random order. the writing is organized. similarities -to-differences, or point-by-point structure or point-by-point structure.
or point-by-point structure, but does not follow a It follows a consistent
Ideas are disjointed and The transitions between but some information is in consistent order when order when discussing the
do not connect together. ideas are unclear or the wrong section. Some discussing the comparison.
nonexistent. details are not in a logical comparison.
or expected order, and are The graphics
distracting. The graphics organizer/ organizer/other form
other form moves from moves smoothly from one
The graphics organiser / one idea to the next, but idea to the next. It uses
other forms well but there there is little variety. It comparison and contrast
is no variety. Some uses comparison and transition words to show
transitions work well; but contrast transition words relationships between
connections between to show relationships ideas. It uses a variety of
other ideas are fuzzy. between ideas. sentence structures and
transitions.

SCORING CRITERIA

Task 3

Digital Product (30%)

SCALE/ CRITERIA FAIL MODERATE GOOD VERY GOOD EXCELLENT
1-6 7-12 13-18 19-24 25-30
C6 - creating
KKG2 - cognitive skills Ideas are vague or Ideas are too general. Ideas are fairly well in a Presents ideas in a Presents ideas in an
(The Process) unclear. consistent and critical consistent and critical original and critical
manner. manner. manner.

No level of independent Limited level of A good level of Excellent level of Outstanding level of
thinking in the essay. independent thinking in independent thinking independent thinking in independent thinking in
the essay. the essay. the essay.
In the essay

Writer’s voice/ point of Writer’s voice/ point of Writer uses voice/point Writer has strong voice/ Writing engages the
view shows no sense of view shows that sense of view. Writes with the point of view. audience. Writes with a
audience. of audience is vague. understanding of a distinct, unique
specific audience. Writing includes a strong voice/point of view.
beginning, middle, and Writing is skilfully
LO2 - practical skills Writing is disorganized Writing is confused and Uses correct writing end, with some adapted to the audience
(The Process) and underdeveloped loosely organized. format. Incorporates a transitions and good
with no transitions or Transitions are weak coherent closure. closure. Writing includes a
closure. and closure is strong, beginning,
ineffective. middle, and end with
Uses correct writing clear transitions and a
format. Incorporates a focused closure
coherent closure.

Numerous errors distract Frequent significant Fairly control of Strong control of Exceptionally strong
conventions; errors are conventions; errors are control of standard
the reader and make the errors may impede few and minor few and minor conventions of writing

text difficult to read readability

A2 - responding No understanding and Writing shows adequate Writing shows a fairly Writing shows a clear Writing shows strong
(The Process) response at all. understanding and understanding understanding understanding/ response
response to the topic. and response and response to the topic.
to the topic. to the topic.

LO6 - managing No sense of sentence Sentence structure is Sentence structure is Sentence structure is Sentence structure
information and lifelong structure or flow; no limited; sentences need fairly limited; sentences evident; sentences enhances meaning;
learning skills continuous ability in to flow a bit; shown fairly flow; shown a fairly mostly flow; shown a flows throughout the
(The Process and managing information limited ability in good ability in managing good ability in managing piece; Shown an
product) and writing skills in the managing information information and writing information and writing excellent ability in
present and in future. and writing skills in the skills in the present and skills in the present and managing information
present and in future. in future. in future. and writing skills in the
present and in future.

KDN2 - digital skills The presentation does Limited presentation A good presentation Excellent presentation Outstanding
(The Product) not show the use of which shows creativity in which shows creativity in which shows creativity in presentation which
digital skills to enhance using digital skills by using digital skills by using digital skills by shows creativity in using
digital writing. using a variety of using a variety of using a variety of digital skills by using a
colours, fonts, images colours, fonts, images colours, fonts, images variety of colours, fonts,
No of digital tools and audio to enhance and audio to enhance and audio to enhance images and audio to
the digital writing. the digital writing. the digital writing. enhance the digital
writing.
Limited use of digital Use of good digital tools Use of excellent digital
tools tools Use of outstanding
digital
Tools