contextualising sample marking rubrics for assessing … · web view2015/07/07 · developing...

Contextualising sample marking rubrics for assessing learning outcomes

Marking Rubrics

A marking rubric is an assessment tool that helps educators clearly articulate expected standards and evaluate student performance and their learning. The current Deakin Assessment (Higher Education Courses) Procedure defines a marking rubric as “a tool used to articulate expected standards at various levels of performance in assessment. The criteria for each level of performance (from ‘high distinction’ through to ‘fail’) are explicitly described in clear language to assist students to understand and interpret these descriptions.”

For students, rubrics can help to improve the quality of student work and their learning by providing detailed feedback about various aspects of their performance in an assessment task. We know from the literature that timely, detailed, and clear feedback is key to improved student learning. Rubrics can improve and monitor student performance by making teachers’ expectations explicitly and by showing students how to meet these expectations. They enable students to judge the quality of their own work, and help them to not only identify their strength and weaknesses but also provide them with feedback on how to improve particular aspects of their work.

Rubrics also help educators in clearly articulating their expectations of standards and student performance using both qualitative and quantitative elements. For unit teaching teams, rubrics can help minimise the potential risk for inconsistent grading and feedback, when multiple markers are involved in a teaching team, as well as benefit from reduced grading time with a stronger focus on providing quality student feedback.

Rubrics may be used for a variety of purposes. In this proposal we are discussing and recommending consistency in the development and implementation of a marking rubric for the purpose of assessing learning outcomes.

Defining Performance Indicators and Levels

For consistency with AACSB and DLF practice there are three ‘baseline performance indicators’ that can provide the overarching framework for the rubrics we apply:

“Yet to achieve minimum standard” – “Meets standard” – “Exceeds standard”.

These are reflected in the Table 1 below which shows how the three baseline performance indicators provide the overarching rubric framework.

Developing performance level descriptors in rubrics

Matrices with the three ‘baseline performance indicators’ have been developed for all generic GLOs (ie with the exception of GLO1 – Discipline specific knowledge and capabilities) at both AQF7 (Bachelors level) and AQF9 (Masters level). The DLF suite of rubrics may be accessed at: http://www.deakin.edu.au/learning-futures/enhancing-courses/index.php. These rubrics are course level (‘holistic) rubrics that set out performance criteria and standards that graduates of a course should meet on completion of their course. Course teams can use and modify these as a basis to contextualise measureable criteria in assessments and to help define the performance to be used in the marking rubric, making necessary adjustments to take into account the year level of the unit of study.

Feedback from Associate Heads of School suggests that most academic staff will wish to employ rubrics with five performance levels that directly correlate with our standard grading schema (i.e. fail, pass, credit, distinction, high distinction). Whilst this appears to be the norm, other performance levels can be accommodated, provided:

(i) the matrix provides a clearly articulated distinction between the standards expected within each of the sub-levels, AND (ii) each performance level directly corresponds to one of the three baseline indicators (yet to achieve, meets or exceeds).

To assist in this, the following Table 1 shows an alignment of terms that may be used within each of the performance levels (note the alignment between the ‘norm’ grading schema and the three baseline levels). The Rubric structure is the template that will be adopted across the faculty to help staff develop and design their marking rubrics for assessment.

http://www.deakin.edu.au/learning-futures/enhancing-courses/index.php

Note that it is up to course teams and unit chairs to decide on the appropriate number and type of criteria used in the marking rubric. A Weighted score should accompany each criterion to determine its weighting as part of the overall marking rubric.

Table 2 shows a summary of criteria identified by DLF for each of the Deakin Graduate Learning Outcomes (GLOs).

Table 3 to Table 10 shows examples of marking rubrics for AQF 9 Masters degree as contextualised from Deakin Graduate Learning Outcomes (GLOs).

Table 1- Rubric structure template

Performance Indicators

Performance Levels

Criteria

YET TO ACHIEVE MINIMUM STANDARD MEETS STANDARD EXCEEDS STANDARD

Fail (N) /0-49Poor/unacceptable/Not attempted/requires further development)/needs improvement Pass (P)/ 50-59

Acceptable/ Satisfactory/ Proficient

Credit (C)/60-69Good/Well done

Distinction (D)/ 70-79Very good/ exceeds

expectations

High Distinction (HD)/80-100

Excellent/ exemplary/exceeding

high standard

Criterion(Weighted score/total marks: …)

Descriptors Descriptors Descriptors Descriptors Descriptors Descriptors







Add more as appropriate(Total marks: …)


Overall(Total marks: …)

0-49Or equivalent (N)

50-59Or equivalent (P)

60-69Or equivalent (C)

70-79Or equivalent (D)

80-100Or equivalent (HD)

Table 2 - Summary of criteria identified by DLF for each of the Deakin Graduate Learning Outcomes (GLOs)

Graduate Learning Outcome

Discipline specific

Communication Digital Literacy Critical Thinking Problem Solving Self-management Teamwork Global Citizenship

Crite

ria

Defined by course team and within any related professional / discipline standards or threshold learning outcomes

□ Context, audience and purpose

□ Digital proficiency □ Explanation of issues

□ Defining the problem

□ Intellectual curiosity and independence

□ Constructive teamwork

□ Cultural self- awareness

□ Content development

□ Determination of the extent of information needed

□ Evaluation of information

□ Creative thinking □ Independent intellectual connection

□ Facilitating the contributions of team members

□ Diversity of communities and cultures

□ Genre and disciplinary conventions

□ Ability to access the needed information

□ Existing knowledge, research, and/or views

□ Identification of strategies

□ Reflection □ Team commitment □ Knowledge of cultural worldview frameworks

□ English proficiency

□ Sources and evidence

□ Analysis □ Proposing solutions

□ Career planning and development

□ Responds to conflict

□ Empathy

□ Oral presentation delivery

□ Evaluation of information

□ Inquiry design □ Evaluating solutions

□ Professional readiness

□ Application of knowledge and skills

□ Civic engagement

□ Interpersonal communication

□ Use Information to accomplish a specific purpose

□ Presenting and defending a position

□ Implementing solutions

□ Application of skills and knowledge

□ Ethical self-awareness

□ Application of communication

□ Access and use information ethically and legally

□ Limitations and implications

□ Ethical issue recognition

□ Digital communication

□ Adaptability

….plus others as identified and defined by course team

Sample marking rubric for AQF 9 Masters degree as contextualised from Deakin Graduate Learning Outcomes (GLOs)

Table 3 Deakin Graduate Learning Outcome 1: Discipline-specific knowledge and capabilities (AQF level 9 degree)Performance

IndicatorsYET TO ACHIEVE MINIMUM STANDARD MEETS STANDARD EXCEEDS STANDARD

Fail (N) /0-49Poor/unacceptable/Not attempted/requires further

development/needs improvement

Pass (P)/ 50-59Acceptable/Satisfactory/

Proficient



expectations

High Distinction (HD)/80-100Excellent/exemplary/exceeding high

standardCRITERIA









Add more as appropriate(Weighted score/total marks: …)








Table 4 Deakin Graduate Learning Outcome 2: Communication (AQF level 9) -Using oral, written and interpersonal communication to inform, motivate and effect change

PerformanceIndicators

CRITERIA

YET TO ACHIEVE MINIMUM STANDARD MEETS STANDARD EXCEEDS STANDARDFail (N) /0-49

Poor/unacceptable/Not attempted/requires further development/needs improvement


Proficient



expectations

High Distinction (HD)/80-100Excellent/exemplary/

exceeding high standard

Context, audience and purpose(Weighted score/total marks: …)

Demonstrates no awareness of context and/or purpose so that the audience is very unlikely to be engaged, informed or motivated and complex knowledge and ideas are not transferred effectively.

Demonstrates inconsistent awareness of context and/or purpose so that the audience is unlikely to be engaged, informed or motivated and complex knowledge and ideas are not transferred effectively.

Demonstrates an advanced and integrated understanding of context and/or purpose so that specialist and non-specialist audiences are slightly engaged, informed and motivated and complex knowledge and ideas may be transferred effectively.

Demonstrates a very advanced and integrated understanding of context and/or purpose so that specialist and non-specialist audiences are fairly engaged, informed and motivated and complex knowledge and ideas may be transferred effectively.

Consistently demonstrates a systematic and critical understanding of context and purpose so that the specialist and non-specialist audiences are highly engaged, informed and motivated.

Consistently demonstrates an exemplary and comprehensive, systematic and critical understanding of context and purpose so that the specialist and non-specialist audiences are outstandingly engaged, informed and motivated.

Content Development(Weighted score/total marks: …)

Always uses inappropriate and/or irrelevant content to develop and explore basic ideas and presents an unacceptable exposition of complex knowledge and ideas.

Mostly uses inappropriate and/or irrelevant content to develop and explore basic ideas and presents an unclear and incoherent exposition of complex knowledge and ideas.

Moderately uses appropriate, relevant, and compelling content to illustrate mastery of the subject or topic and presents a clear, coherent, independent and professional exposition of complex knowledge and ideas

Mostly uses appropriate, relevant, and compelling content to illustrate mastery of the subject or topic and presents a clear, coherent, independent and professional exposition of complex knowledge and ideas

Consistently uses appropriate, relevant, and compelling content to illustrate a mastery of the subject or topic and generates original knowledge and understanding, making a substantial contribution to a discipline or area of professional practice.

Consistently and effectively uses appropriate, relevant, and compelling content to illustrate a mastery of the subject or topic and generates original knowledge and understanding, making a very substantial contribution to a discipline or area of professional practice.

Genre and Disciplinary Conventions(Weighted score/total marks: …)

Conflicting and/or absence of important conventions particular to the discipline or task, including organisation, content, presentation, and stylistic choices

Inconsistently uses important conventions particular to the discipline or task, including organisation, content, presentation, and stylistic choices

Satisfactorily uses a range of important conventions particular to the discipline or task, including organisation, content, presentation, and stylistic choices.

Expertly uses a range of important conventions particular to the discipline or task, including organisation, content, presentation, and stylistic choices.

Consistently demonstrates detailed attention to and expert execution of a wide range of conventions particular to the discipline or task including organisation, content, presentation, and stylistic choices.

Consistently and intelligently demonstrates detailed attention to and expert execution of a wide range of conventions particular to the discipline or task including organisation, content, presentation, and stylistic choices.

English proficiency(Weighted score/total marks: …)

Always uses basic English marred by errors that frequently impede meaning.

Mostly uses basic English marred by errors that frequently impede meaning.

Satisfactorily uses advanced, graceful English that expertly conveys meaning with clarity and fluency.

Competently uses advanced, graceful English that expertly conveys meaning with clarity and fluency.

Consistently uses graceful and sophisticated English that skilfully communicates meaning with clarity and fluency, and is almost virtually error-free.

Consistently uses graceful and sophisticated English that skilfully communicates meaning with high level of clarity and fluency, and is virtually error-free.

Oral presentation delivery(Weighted score/total marks: …)

Delivery techniques (posture, gesture, eye contact, visual aids and vocal expressiveness) make oral presentation always difficult to follow.

Delivery techniques (posture, gesture, eye contact, visual aids and vocal expressiveness) sometimes make oral presentation difficult to follow.

Delivery techniques (posture, gesture, eye contact, visual aids and vocal expressiveness) make oral presentation satisfactorily interesting, credible compelling, polished, and engaging.

Delivery techniques (posture, gesture, eye contact, visual aids and vocal expressiveness) make oral presentation reasonably interesting, credible, compelling, polished, and engaging.

Delivery techniques (posture, gesture, eye contact, visual aids and vocal expressiveness) make oral presentation mostly authoritative, interesting, credible, compelling, polished, and engaging.

Delivery techniques (posture, gesture, eye contact, visual aids and vocal expressiveness) make oral presentation consistently authoritative, interesting, credible, compelling, polished, and engaging.

Interpersonal communication(Weighted score/total marks: …)

Interpersonal communication with individuals and groups does not consistently demonstrate expert emotional intelligence, sensitivity, and appropriate

Interpersonal communication with individuals and groups rarely consistently demonstrates expert emotional intelligence, sensitivity, and appropriate

Interpersonal communication with individuals and groups often expertly demonstrates emotional intelligence, sensitivity, and appropriate behaviour (such as eye

Interpersonal communication with individuals and groups mostly expertly demonstrates emotional intelligence, sensitivity, and appropriate behaviour (such as eye

Very good interpersonal communication with individuals and groups expertly demonstrates a high level of emotional intelligence, sensitivity, and

Exemplary interpersonal communication with individuals and groups always expertly demonstrates a very high level of emotional intelligence, sensitivity, and

behaviour (such as eye contact, gesture).

behaviour (such as eye contact, gesture).

contact, gesture). contact, gesture). appropriate behaviour (such as eye contact, gesture).

appropriate behaviour (such as eye contact, gesture).

Application of communication(Weighted score/total marks: …)

Provides only general advice which does not demonstrate a well-developed sense of judgement, responsibility and autonomy. Is unable to justify and correctly interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences. Analyses and theorises (using a very basic range of theories) about developments that contributes little to professional practice or scholarship.

Provides only general advice which very little demonstrates a well-developed sense of judgement, responsibility and autonomy. Is very little able to justify and correctly interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences. Analyses and theorises (using a very limited range of theories) about developments that contributes little to professional practice or scholarship.

Provides satisfactory specialist advice on a range of issues demonstrating expert judgement, adaptability, responsibility and autonomy as a practitioner or learner. Acceptably justifies and interprets theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences. Satisfactorily analyses and theorises (using a moderate range of theories) about developments that contribute to professional practice or scholarship.

Provides expert specialist advice on a range of issues demonstrating expert judgement, adaptability, responsibility and autonomy as a practitioner or learner. Justifies and interprets theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences. Reasonably well analyses and theorises (using a moderate range of theories) about developments that contribute to professional practice or scholarship.

Provides specialist advice on a range of issues, demonstrating, authoritative, judgement, responsibility, a high level of autonomy and experience. Justifies and interprets a wide range of theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences. Very well analyses and theorises (drawing on a large body of theories and discerning the most applicable ones), about developments that contribute to professional practice or scholarship.

Consistently provides specialist advice on a wide range of issues, demonstrating, authoritative, expert judgement, responsibility, an exceptional level of autonomy and experience. Justifies and interprets a wide range of theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences. Exceedingly well analyses and theorises (drawing on a large body of theories and discerning the most applicable ones), about developments that contribute to professional practice or scholarship.

Add as appropriate(Weighted score/total marks: …)








Table 5 Deakin Graduate Learning Outcome 3: Digital literacy (AQF level 9) - Using technologies to find, use and disseminate information





Pass (P)/ 50-59Acceptable/Satisfactory/Proficient



expectations


exceeding high standardCRITERIA

Digital proficiency(Weighted score/total marks: …)

Always uses commonly available technologies inappropriately, ineffectively or inefficiently.

Often uses commonly available technologies inappropriately, ineffectively or inefficiently.

Consistently, independently and skilfully uses available technologies appropriately, effectively and efficiently, demonstrating some expertise and specialised skills.

Consistently, independently and skilfully uses available technologies appropriately, effectively and efficiently, demonstrating good expertise and specialised skills.

Independently uses commonly available technologies appropriately, effectively and efficiently, demonstrating a consistently high levels of expertise and specialised skills.

Independently uses commonly available and most suitable technologies appropriately, effectively and efficiently, demonstrating a consistently high levels of expertise and specialised skills.

Determine the Extent of Information Needed(Weighted score/total marks: …)

Has too much difficulty fully and independently defining the scope of a complex research question or thesis. Has too much difficulty determining key concepts. Types of information (sources) selected do not always relate to concepts or answer research question.

Has difficulty fully and independently defining the scope of a complex research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected has very little relevance to concepts or answer research question.

Independently defines the scope of a complex research question or thesis and determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

Expertly and independently defines the scope of a complex research question or thesis and determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

Independently defines the scope of a complex research question or thesis and determines key concepts and gaps in knowledge. Types of information (sources) selected directly relate to concepts or answer research question.

Expertly and independently defines the scope of a complex research question or thesis and determines key concepts and gaps in knowledge. Types of information (sources) selected directly relate to concepts or answer research question.

Ability to access the Needed Information(Weighted score/total marks: …)

Does not access any information from relevant sources and retrieved information always lacks quality.

Accesses information from limited sources and often retrieves information that lacks relevance and quality.

Accesses information using a variety of search strategies and relevant information sources.

Accesses information using a variety of expert search strategies and very relevant information sources.

Consistently accesses information using expert and sophisticated search strategies and the most appropriate information sources.

Consistently and expertly accesses information using expert and sophisticated search strategies and the most appropriate information sources.

Sources and Evidence(Weighted score/total marks: …)

Always demonstrates inconsistent use of good quality, credible, relevant digital sources to support and develop ideas.

Often demonstrates inconsistent use of good quality, credible, relevant digital sources to support and develop ideas.

Consistently demonstrates use of good quality, credible, relevant digital sources to support and develop appropriate ideas.

Consistently demonstrates expert use of good quality, credible, relevant digital sources to support and develop appropriate ideas.

Mostly demonstrates skilful use of high-quality, credible, relevant digital sources to support and develop appropriate ideas.

Consistently demonstrates very skilful use of very high-quality, credible, relevant digital sources to support and develop appropriate ideas.

Evaluation of Information(Weighted score/total marks: …)

Always conflates or confuses assertion and personal opinion with information substantiated by robust evidence. Confuses logic with emotion.

Often conflates or confuses assertion and personal opinion with information substantiated by robust evidence. Confuses logic with emotion.

Discriminates between assertion or personal opinion and information substantiated by robust evidence in a consistent and discerning manner. Identifies and rectifies logical flaws.

Expertly discriminates between assertion or personal opinion and information substantiated by robust evidence in a consistent and discerning manner. Identifies and rectifies logical flaws.

Systematically discriminates between assertion or personal opinion and information substantiated by robust evidence in a highly consistent and discerning manner. Often identifies and rectifies logical flaws creating novel information and ideas.

Consistently, systematically and expertly discriminates between assertion or personal opinion and information substantiated by robust evidence in a highly consistent and discerning manner. Always identifies and rectifies logical flaws creating novel information and ideas.

Use Information Effectively to Accomplish a Specific Purpose(Weighted score/total

Always inconsistently demonstrates the ability to critically analyse, reflect on, organise, synthesise and communicate complex information from a range of

Often inconsistently demonstrates the ability to critically analyse, reflect on, organise, synthesise and communicate complex information from a range of digital sources. Often unable to communicate

Critically analyses, reflects on, organises, synthesises and communicates complex information from a limited range of digital sources, for specialist and non-specialist audiences.

Critically analyses, reflects on, organises, synthesises and communicates complex information from a range of digital sources, for specialist and non-specialist audiences.

Critically analyses, reflects on, organises, synthesises and communicates complex information from a broad range of digital sources in a compelling,

Critically analyses, reflects on, organises, synthesises and communicates complex information from a broad range of high quality digital sources in a compelling,

marks: …) digital sources. Always unable to communicate effectively with specialist and non- specialist audiences.

effectively with specialist and non- specialist audiences.

authoritative manner for specialist and non-specialist audiences.

authoritative manner for specialist and non-specialist audiences.

Access and Use Information Ethically and Legally(Weighted score/total marks: …)

Demonstrates no understanding of or regard for the ethical and legal restrictions on the use of published, confidential, and/or proprietary information; always uses citation and reference incorrectly, inadequately or inconsistently; never uses information in keeping with original context.

Demonstrates inconsistent understanding of or regard for the ethical and legal restrictions on the use of published, confidential, and/or proprietary information; often uses citation and reference incorrectly, inadequately or inconsistently; rarely uses information in keeping with original context.

Consistently demonstrates some level of advanced and integrated understanding of and regard for the ethical and legal restrictions on the use of published, confidential, and/or proprietary information; uses citations and reference correctly and as required; uses information truthfully and in keeping with original context.

Consistently demonstrates a good level of advanced and integrated understanding of and regard for the ethical and legal restrictions on the use of published, confidential, and/or proprietary information; uses citations and reference correctly and as required; uses information truthfully and in keeping with original context.

Consistently demonstrates a good, critical understanding of and regard a substantial and complex body of knowledge relating to the ethical and legal restrictions on the use of published, confidential, and/or proprietary information; uses citations and is skilled in using a range of referencing styles, referencing correctly; uses information truthfully and in keeping with original context.

Consistently demonstrates an expert, critical understanding of and regard a substantial and complex body of knowledge relating to the ethical and legal restrictions on the use of published, confidential, and/or proprietary information; uses citations and is skilled in using a wide range of referencing styles, referencing correctly; uses information truthfully and in keeping with original context.

Digital Communication(Weighted score/total marks: …)

Never uses advanced technologies, or uses them inappropriately, ineffectively or inefficiently to communicate such that knowledge and ideas are not expertly presented, including when justifying and interpreting theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences.

Inconsistently uses advanced technologies, or uses them inappropriately, ineffectively or inefficiently to communicate such that knowledge and ideas are rarely expertly presented, including when justifying and interpreting theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences.

Generally consistently uses advanced technologies appropriately, effectively and efficiently to expertly communicate knowledge and ideas , including justifying and interpreting theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences.

Mostly consistently uses advanced technologies appropriately, effectively and efficiently to expertly communicate knowledge and ideas , including justifying and interpreting theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences.

Consistently and judiciously uses advanced technologies appropriately, effectively and efficiently to present a compelling, authoritative and independent exposition of knowledge and ideas, including justifying and interpreting theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences.

Consistently, selectively and judiciously uses advanced technologies most appropriately, effectively and efficiently to present a compelling, authoritative and independent exposition of knowledge and ideas, including justifying and interpreting theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences.









Table 6 Deakin Graduate Learning Outcome 4: Critical thinking (AQF level 9) - Evaluating information using critical and analytical thinking and judgment








expectations

High Distinction (HD)/80-100Excellent/exemplary/exceeding

high standardCRITERIA

Explanation of issues(Weighted score/total marks: …)

Does not clearly describe complex issues without ambiguities or provide clear context for complex issues.

Rarely clearly describe complex issues without ambiguities or provide clear context for complex issues.

Clearly describes complex issues, including the context, delivering all relevant information necessary for advanced and integrated understanding.

Clearly and expertly describes complex issues, including the context, delivering all relevant information necessary for advanced and integrated understanding.

Consistently, clearly and expertly describes complex issues, including the context, delivering all relevant information necessary for expert, and specialised understanding.

Consistently, clearly, succinctly and expertly describes complex issues, including the context, delivering all relevant information necessary for expert, and specialised understanding.

Evaluation of Information(Weighted score/total marks: …)

Always conflates or confuses assertion and personal opinion with information substantiated by evidence. Always confuses logic with emotion. Information is taken from source(s) with no or little interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning. Analyses and evaluates information to complete a very limited range of activities. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigour and adaptability.

Often conflates or confuses assertion and personal opinion with information substantiated by evidence. Often confuses logic with emotion. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning. Analyses and evaluates information to complete a limited range of activities. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigour and adaptability.

Discriminates between assertion or personal opinion and information substantiated by evidence. Identifies logical flaws. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Viewpoints of experts are subject to questioning. Critically analyses, reflects on, synthesises and evaluates information to complete a range of activities. Analysis and evaluation reflect expert judgement, intellectual independence, rigour and adaptability.

Discriminates between assertion or personal opinion and information substantiated by robust evidence. Identifies logical flaws. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Viewpoints of experts are subject to thorough questioning. Critically analyses, reflects on, synthesises and evaluates information to complete a wide range of activities. Analysis and evaluation reflect expert judgement, intellectual independence, rigour and adaptability.

Systematically discriminates between assertion or personal opinion and information substantiated by robust evidence. Identifies and rectifies logical flaws. Information is taken from source(s) with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Viewpoints of experts are questioned very thoroughly. Critically analyses, reflects on, synthesises and evaluates information and identifies gaps in knowledge. . Analysis and evaluation reflect a consistently good level of intellectual independence, rigour, authoritative judgment and adaptability.

Systematically and methodically discriminates between assertion or personal opinion and information substantiated by robust evidence. Identifies and rectifies logical flaws. Information is taken from source(s) with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Viewpoints of experts are questioned very thoroughly. Critically analyses, reflects on, synthesises and evaluates information and identifies gaps in knowledge. . Analysis and evaluation reflect a consistently very high level of intellectual independence, rigour, authoritative judgment and adaptability.

Existing Knowledge, Research, and/or Views(Weighted score/total marks: …)

Always presents complex information from inappropriate sources representing very limited points of view or approaches. Does not synthesise information and/or demonstrate an advanced and integrated understanding in any area. Unable to demonstrate mastery of theoretical knowledge and is not current with respect to understanding of recent developments in the discipline and/or area of professional practice.

Often presents complex information from inappropriate sources representing limited points of view or approaches. Does not synthesise information and/or demonstrate an advanced and integrated understanding in any area. Limited ability to demonstrate mastery of theoretical knowledge and is not current with respect to understanding of recent developments in the discipline and/or area of professional practice.

Presents information from relevant sources representing various points of view or approaches, consolidating and synthesising information and demonstrating a mastery of theoretical knowledge and advanced and integrated understanding of recent developments in the discipline and/or area of professional practice.

Presents complex information from relevant sources representing various points of view or approaches, consolidating and synthesising information and demonstrating a mastery of theoretical knowledge and advanced and integrated understanding of recent developments in the discipline and/or area of professional practice.

Synthesises information and knowledge from a range of relevant sources representing various points of view, approaches or cultural contexts, demonstrating a high level of mastery of theoretical knowledge and expert understanding of recent developments in the discipline and/or area of professional practice. Generates novel information or theories, making a substantial contribution to a discipline or area of professional practice.

Synthesises complex information and knowledge from a broad range of relevant sources representing various points of view, approaches or cultural contexts, demonstrating a high level of mastery of theoretical knowledge and expert understanding of recent developments in the discipline and/or area of professional practice. Generates novel information or theories, making a substantial contribution to a discipline or area of professional practice.

Analysis(Weighted score/total marks: …)

Unable to organise and synthesise complex evidence and identify subtle patterns, differences or similarities. Always fail to reflect on theory, professional practice or scholarship.

Rarely able to organise and synthesise complex evidence and identify subtle patterns, differences or similarities. Often does not reflect on theory, professional practice or scholarship.

Organises and synthesises complex evidence to reveal some subtle patterns, differences or similarities. Reflects on advanced theory, professional practice and/or scholarship and critically analyses and theorises about developments that contribute to professional

Organises and synthesises complex evidence to reveal obvious subtle patterns, differences or similarities. Reflects on advanced theory, professional practice and/or scholarship and critically analyses and theorises about

Organises and synthesises evidence to reveal patterns, differences or similarities. Reflects deeply on advanced theory, professional practice and/or scholarship. Critically analyses and theorises, synthesising a range of views

Organises and synthesises evidence to reveal insightful patterns, differences or similarities. Reflects deeply on advanced theory, professional practice and/or scholarship. Critically analyses and theorises, synthesising a wide range of

practice or scholarship. Independently and expertly interprets and justifies theoretical propositions, methodologies, conclusions and professional decisions.

developments that contribute to professional practice or scholarship. Independently and expertly interprets and justifies theoretical propositions, methodologies, conclusions and professional decisions.

and theories, about developments that contribute to professional practice or scholarship. Authoritatively interprets and justifies theoretical propositions, methodologies, conclusions and professional decisions.

views and theories, about developments that contribute to professional practice or scholarship. Authoritatively and succinctly interprets and justifies theoretical propositions, methodologies, conclusions and professional decisions.

Inquiry Design(Total marks: …)

Critical elements of the methodology, including research principles and/or theoretical framework applicable to a field of work or learning are missing.

Critical elements of the methodology, including research principles and/or theoretical framework applicable to a field of work or learning are incorrectly developed, or unfocused.

Critical elements of the methodology including research principles and/or theoretical framework applicable to a field of work or learning are identified and selected and developed.

Critical elements of the methodology including research principles and/or theoretical framework applicable to a field of work or learning are appropriately identified and selected and expertly developed.

All elements of the methodology including research principles and/or theoretical framework applicable to a field of work or learning are skilfully developed, enabling the generation of knowledge, ideas and theories. Appropriate methodology or theoretical frameworks are synthesised from across disciplines where appropriate.

All elements of the methodology including research principles and/or theoretical framework applicable to a field of work or learning are very skilfully developed, enabling the generation of novel knowledge, ideas and theories. Very appropriate methodology or theoretical frameworks are synthesised from across disciplines where appropriate.

Presenting and defending a position(Weighted score/total marks: …)

Specific position (perspective or hypothesis) fails to take into account the complexities of an issue. Others’ points of view are not acknowledged.

Specific position (perspective or hypothesis) take into account a very limited complexities of an issue. Others’ points of view are not consistently acknowledged.

Specific position (perspective or hypothesis) is expertly presented and accurately takes into account the complexities of an issue. Others’ points of view are sometimes acknowledged and integrated where appropriate.

Specific position (perspective or hypothesis) is expertly presented and accurately takes into account the complexities of an issue. Others’ points of view are often acknowledged and integrated where appropriate.

Specific position (perspective or hypothesis) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue. Limits of position are acknowledged. Others’ points of view are synthesized within position.

Specific position (perspective or hypothesis) is presented expertly, authoritatively and highly imaginatively, accurately taking into account the complexities of the issue. Limits of position are acknowledged. Others’ points of view are expertly synthesized within position.

Limitations and Implications(Weighted score/total marks: …)

Presents no relevant and supported limitations and implications.

Presents a few relevant and supported limitations and implications.

Presents and discusses some relevant and supported limitations and implications.

Presents and succinctly discusses relevant and supported limitations and implications.

Insightfully discusses relevant and supported limitations and implications.

Insightfully and succinctly discusses in detail relevant and supported limitations and implications.









Table 7 Deakin Graduate Learning Outcome 5: Problem solving (AQF level 9)- Creating solutions to authentic (real world and ill-defined) problems


CRITERIA

YET TO ACHIEVE MINIMUM STANDARD MEETS STANDARD EXCEEDS STANDARDFail (N) /0-49

Poor/unacceptable/Not attempted/requires further development/needs improvement


Proficient



expectations


exceeding high standard

Define the Problem(Weighted score/total marks: …)

Demonstrates no ability to independently construct a clear and succinct statement about a complex problem or research hypothesis including identifying relevant contextual factors.

Demonstrates a limited ability to independently construct a clear and succinct statement about a complex problem or research hypothesis including identifying relevant contextual factors.

Demonstrates satisfactory ability to independently and expertly construct a clear and succinct statement about a complex problem or research hypothesis with evidence of somewhat relevant contextual factors.

Demonstrates a good ability to independently and expertly construct a clear and succinct statement about a complex problem or research hypothesis with evidence of reasonably relevant contextual factors.

Demonstrates a very good ability to independently and expertly construct a clear, succinct and insightful statement about a complex problem or research hypothesis with evidence of relevant contextual factors.

Demonstrates exceedingly high ability to independently and expertly construct a clear, succinct and insightful statement about a complex problem or research hypothesis with evidence of all relevant contextual factors.

Creative thinking(Weighted score/total marks: …)

Proposes no adaptations of existing objects, solutions or ideas to address new and complex problems.

Proposes inappropriate adaptations of existing objects, solutions or ideas to address new and complex problems.

Creates an acceptable new object, solution, or idea; or proposes satisfactory adaptations of existing objects, solutions or ideas to address new and complex problems. Extends an existing idea, question, format or product to create new knowledge or knowledge that crosses boundaries. Proposes somewhat creative and appropriate research methodologies to solve complex problems.

Creates a good new object, solution, or idea; or proposes reasonable adaptations of existing objects, solutions or ideas to address new and complex problems. Extends an existing idea, question, format or product to create new knowledge or knowledge that crosses boundaries. Proposes reasonably creative and appropriate research methodologies to solve complex problems.

Create a brilliant innovative new object, solution or idea; or proposes adaptations of existing objects, solutions or ideas to address new and complex problems, reflects on and evaluates the creative process and product. skilfully extends an existing idea, question, format, or product to create new knowledge or knowledge that crosses boundaries. Transforms ideas or solutions into entirely new forms. Proposes skilfully creative and innovative research methodologies to solve complex problems that reflect a understanding of the nature of the problem and limitations of research methodology.

Create a ground-breaking innovative new object, solution or idea; or proposes adaptations of existing objects, solutions or ideas to address new and complex problems, reflects on and evaluates the creative process and product. Outstandingly extends an existing idea, question, format, or product to create new knowledge or knowledge that crosses boundaries. Transforms ideas or solutions into entirely new forms. Proposes outstandingly creative and innovative research methodologies to solve complex problems that reflect a deep understanding of the nature of the problem and limitations of research methodology.

Identification of Strategies (Weighted score/total marks: …)

Demonstrates no evidence of initiative in planning and identifies no viable approaches for solving complex problems.

Demonstrates limited evidence of initiative in planning and identifies few viable approaches for solving complex problems.

Demonstrates a high level of initiative in planning and identifies multiple approaches for researching and solving complex problems.

Demonstrates a very high level of initiative in planning and identifies multiple approaches for researching and solving complex problems.

Demonstrates a high level of initiative in planning and identifies multiple, innovative approaches

Demonstrates a very high level of initiative in planning and identifies multiple, innovative approaches

Propose Solutions(Weighted score/total marks: …)

Proposes no or inadequate solutions to existing and/or new situations in professional practice and/or further learning that indicate comprehension of a complex problem. Solutions or hypotheses are very insensitive to contextual factors and do not include ethical, logical or cultural dimensions of the problem. Solutions do not consistently reflect any intellectual

Proposes a few solutions to existing and/or new situations in professional practice and/or further learning that indicate comprehension of a complex problem. Solutions or hypotheses are often insensitive to contextual factors and do not include ethical, logical or cultural dimensions of the problem. Solutions do not consistently reflect very little intellectual independence, adaptability

Proposes one or more acceptable creative solutions to existing and/or new situations in professional practice and/or further learning that indicates satisfactory comprehension of a complex problem and reflects proficient judgement of the pros and cons of the various options. Solutions or hypotheses are somewhat sensitive to a diversity of contextual factors as well as

Proposes one or more good creative solutions to existing and/or new situations in professional practice and/or further learning that indicates comprehension of a complex problem and reflects expert judgement of the pros and cons of the various options. Solutions or hypotheses are reasonably sensitive to a diversity of contextual factors as well as the ethical, logical or cultural dimensions of the

Proposes one or more very good creative, novel solutions to existing and/or new situations in professional practice and/or further learning that indicates a comprehension of a complex problem and reflects an authoritative judgement of the pros and cons of various solutions and factors impacting on decision making within a professional context. Solution or hypotheses are

Proposes one or more exemplary creative, novel solutions to existing and/or new situations in professional practice and/or further learning that indicates a deep comprehension of a complex problem and reflects an expert and authoritative judgement of the pros and cons of various solutions and factors impacting on decision making within a professional context. Solution or

independence, adaptability and integrity.

and integrity. the ethical, logical or cultural dimensions of the problem. Solutions reflect intellectual independence and autonomy.

problem. Solutions reflect a high level of intellectual independence and autonomy.

sensitive to a diversity of contextual factors as well as all of the ethical, logical and cultural dimensions of the problem. Solutions reflect a very high level of intellectual independence.

hypotheses are sensitive to a diversity of contextual factors as well as all of the ethical, logical and cultural dimensions of the problem. Solutions reflect an exceedingly high level of intellectual independence.

Evaluating Solutions (Weighted score/total marks: …)

Evaluation of solutions is superficial lacking any consideration for the history of the problem, no logical examination of the feasibility or impact of solutions.

Evaluation of solutions is partial lacking consideration for the history of the problem, with little logical examination of the feasibility or impact of solutions.

Satisfactorily evaluates complex ideas, concepts and solutions at an abstract level. Evaluation of solutions slightly considers the history of problem, and expertly examines the feasibility and impact of solutions.

Fairly evaluates complex ideas, concepts and solutions at an abstract level. Evaluation of solutions reasonably considers the history of problem, and expertly examines the feasibility and impact of solutions.

Very well evaluates complex ideas, concepts and solutions at an abstract level. Evaluation of solutions contains an authoritative, expert explanation and includes thorough consideration of the history of the problem, logically examines the feasibility and impact of solutions.

Excellently evaluates complex ideas, concepts and solutions at an abstract level. Evaluation of solutions contains an authoritative, expert, insightful explanation and includes very thorough consideration of the history of the problem, logically examines the feasibility and impact of solutions.

Implementing Solutions(Weighted score/total marks: …)

Provides no guidance as to how solutions might be skilfully and creatively implemented in a manner that addresses multiple contextual factors of the problem.

Provides limited guidance as to how solutions might be skilfully and creatively implemented in a manner that adequately addresses multiple contextual factors of the problem.

Provides satisfactory guidance as to how solutions might be skilfully and creatively implemented in a manner that satisfactorily addresses multiple contextual factors of the problem.

Provides expert guidance as to how solutions might be skilfully and creatively implemented in a manner that adequately addresses multiple contextual factors of the problem.

Provides very good authoritative and expert guidance as to how novel solutions might be skilfully and creatively implemented in a manner that addresses sufficiently multiple contextual factors of the problem.

Provides outstandingly authoritative and expert guidance as to how novel solutions might be skilfully and creatively implemented in a manner that excellently addresses multiple contextual factors of the problem.




0-49

Or equivalent (N)





Table 8 Deakin Graduate Learning Outcome 6: Self-management (AQF level 9) - Working and learning independently, and taking responsibility for personal



Fail (N) /0-49Poor/unacceptable/Not attempted/requires further development/needs

improvement




expectations



Intellectual curiosity and independence(Weighted score/total marks: …)

Never consistently explores a topic unless supervised or when required for assessment, and then does so at a surface level, providing no insight and/or information beyond basic facts.

Rarely consistently explores a topic unless supervised or when required for assessment, and then does so at a limited level, providing little insight and/or information beyond basic facts.

Independently pursues substantial, additional knowledge and/or actively pursues independent educational experiences. Explores a topic in some depth, yielding some insight and/or information.

Independently pursues substantial, additional knowledge and/or actively pursues independent educational experiences. Explores a topic in depth, yielding insight and/or information.

Educational interests and pursuits exist outside classroom requirements. Knowledge and/or experiences are pursued independently. Explores a topic in depth, yielding analysis and/or the discovery of novel information.

Educational interests and pursuits exist and flourish outside classroom requirements. Knowledge and/or experiences are pursued independently. Explores a topic in depth, yielding a rich analysis and/or the discovery of novel information.

Independent intellectual connection(Weighted score/total marks: …)

Makes no reference to previous learning; does not apply knowledge and skills to demonstrate comprehension and performance in novel situations.

Makes vague or little references to previous learning; has difficulty independently applying knowledge and skills to demonstrate comprehension and performance in familiar and novel situations.

Makes relevant references to previous learning and shows evidence of independently, creatively and expertly applying that knowledge and those skills to demonstrate comprehension and performance in familiar and novel situations.

Makes highly relevant references to previous learning and shows evidence of independently, creatively and expertly applying that knowledge and those skills to demonstrate comprehension and performance in familiar and novel situations.

Makes explicit references to previous learning and makes novel connections, which may lead to the generation of new knowledge, demonstrating a high level of comprehension and performance in familiar and novel situations.

Makes highly explicit references to previous learning and makes novel connections, which may lead to the generation of new knowledge, demonstrating outstanding level of comprehension and performance in familiar and novel situations.

Reflection(Weighted score/total marks: …)

Never/Seldom reviews prior learning (past experiences inside and outside of the classroom) at a surface level, often without revealing clarified meaning or indicating a broader perspective about educational or life events.

Often reviews prior learning (past experiences inside and outside of the classroom) at a limited level, often revealing limited clarified meaning or indicating a broader perspective about educational or life events.

Independently critically reviews prior learning (past experiences inside and outside of the classroom) in depth, revealing clarified meanings and/or changed perspectives about educational or life events.

Independently critically reviews prior learning (past experiences inside and outside of the classroom) in depth, revealing fully clarified meanings and/or changed perspectives about educational or life events.

Independently critically reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal clarified meanings and significantly advanced perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.

Independently critically reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal fully clarified meanings and significantly advanced perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.

Career planning and development(Weighted score/total marks: …)

Shows no initiative in exploring and planning career and further learning pathways and opportunities; takes no responsibility for maintaining accurate evidence of learning achievements from within formal course experiences.

Shows limited initiative in exploring and planning career and further learning pathways and opportunities; takes little responsibility for maintaining accurate evidence of learning achievements from within formal course experiences.

Consistently shows some initiative in exploring career and further learning pathways and opportunities with a high level of personal autonomy and accountability; consistently takes responsibility for seeking improved learning and maintaining accurate evidence of learning achievements from within formal course experiences. Demonstrates the ability to plan a course of action for further learning and continuing professional practice.

Consistently shows good initiative in exploring career and further learning pathways and opportunities with a high level of personal autonomy and accountability; consistently takes responsibility for seeking improved learning and maintaining accurate evidence of learning achievements from within formal course

Consistently shows a very good initiative in exploring and evaluating career and further learning pathways and opportunities with a high level of personal autonomy and accountability; consistently takes responsibility for maintaining accurate and compelling evidence of learning achievements from within and beyond formal course

Consistently shows outstanding initiative in exploring and evaluating career and further learning pathways and opportunities with a high level of personal autonomy and accountability; consistently takes responsibility for maintaining accurate and compelling evidence of learning achievements from within and beyond formal course experiences. Demonstrates the ability to expertly plan a course of action for further learning and

experiences. Demonstrates the ability to plan a course of action for further learning and continuing professional practice.

experiences. Demonstrates the ability to expertly plan a course of action for further learning and continuing professional practice.

continuing professional practice.

Professional readiness(Weighted score/total marks: …)

Does not consistently demonstrate professional behaviours such as a positive attitude, punctuality, personal presentation, work ethic, service orientation, responsibility, sense of accountability and reflective practice.

Demonstrates a very few professional behaviours such as a positive attitude, punctuality, personal presentation, work ethic, service orientation, responsibility, sense of accountability and reflective practice.

Consistently demonstrates professional behaviours such as a positive attitude, punctuality, personal presentation, work ethic, service orientation, responsibility, sense of accountability and reflective practice.

Consistently demonstrates good professional behaviours such as a positive attitude, punctuality, personal presentation, work ethic, service orientation, responsibility, sense of accountability and reflective practice.

Demonstrates very good professional behaviours such as a positive attitude, punctuality, personal presentation, a high performance work ethic, service orientation, a high level of personal responsibility and sense of accountability and reflective practice as a basis for continual professional development of self and others.

Consistently demonstrates exceptional professional behaviours such as a positive attitude, punctuality, personal presentation, a high performance work ethic, service orientation, a high level of personal responsibility and sense of accountability and reflective practice as a basis for continual professional development of self and others.

Application of skills and knowledge(Weighted score/total marks: …)

Does not consistently demonstrate personal autonomy or expert judgement and responsibility in contexts that require self-directed work and learning.

Demonstrates very little consistent personal autonomy or expert judgement and responsibility in contexts that require self-directed work and learning.

Demonstrates some level personal autonomy and expert judgement, responsibility and accountability in contexts that require self-directed work and learning.

Demonstrates a good level of personal autonomy and expert judgement, responsibility and accountability in contexts that require self-directed work and learning.

Consistently demonstrates a high level of autonomy and authoritative judgement, responsibility and accountability in contexts that require self-directed work and learning.

Consistently demonstrates an exceptionally high level of autonomy and authoritative judgement, responsibility and accountability in contexts that require self-directed work and learning.









Table 9 Deakin Graduate Learning Outcome 7: Teamwork (AQF level 9) - Working and learning with others from different disciplines and backgrounds




improvement




expectations



Constructive Teamwork(Weighted score/total marks: …)

Always fails to engage positively with the team and support a constructive team climate and/or fails to treat team members respectfully and show a positive attitude about the team and its work. Always does not communicate politely or constructively or provide expert assistance, encouragement and/or support to team members. Does not demonstrate a any awareness and sensitivity to diversity amongst team members.

Often fails to engage positively with the team and support a constructive team climate and/or fails to treat team members respectfully and show a positive attitude about the team and its work. Often does not communicate politely or constructively or provide expert assistance, encouragement and/or support to team members. Does not demonstrate a high level of awareness and sensitivity to diversity amongst team members.

Satisfactorily supports a constructive team climate by treating team members respectfully, showing a positive attitude about the team and its work, communicating politely and constructively, and providing expert assistance, encouragement and/or support to team members. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst team members.

Supports a constructive team climate by treating team members respectfully, showing a positive attitude about the team and its work, communicating politely and constructively, and providing expert assistance, encouragement and/or support to team members. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst team members.

Regularly supports a constructive team climate by treating team members respectfully, showing a positive attitude about the team and its work, communicating politely and constructively, and providing expert assistance, encouragement and/or support to team members, including strong and expert leadership. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst team members.

Completely and regularly supports a constructive team climate by treating team members respectfully, showing a positive attitude about the team and its work, communicating politely and constructively, and providing expert assistance, encouragement and/or support to team members, including strong and expert leadership. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst team members.

Facilitating the Contributions of Team Members (Weighted score/total marks: …)

Always fails to engage team members in ways that would facilitate their contributions to meetings and progress the work of the group.

Often fails to engage team members in ways that would facilitate their contributions to meetings and progress the work of the group.

Satisfactorily helps the team move forward by articulating the merits of alternative ideas or proposals. Satisfactorily engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesising the contributions of others as well as noticing when someone is not participating and inviting them to engage. Exercises leadership in a manner that demonstrates expert judgement, adaptability, accountability and responsibility.

Helps the team move forward by articulating the merits of alternative ideas or proposals. Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesising the contributions of others as well as noticing when someone is not participating and inviting them to engage. Exercises a good leadership in a manner that demonstrates expert judgement, adaptability, accountability and responsibility.

Frequently guides the team to move forward by expertly articulating the merits of alternative ideas or proposals. Regularly engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesising the contributions of others as well as noticing when someone is not participating and inviting them to engage. Assumes a formal leadership role and exercises it in a manner that demonstrates expert judgement, adaptability and a high level of responsibility.

Extensively and continuously guides the team to move forward by expertly articulating the merits of alternative ideas or proposals. Actively engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesising the contributions of others as well as noticing when someone is not participating and inviting them to engage. Assumes a formal leadership role and exercises it in a manner that demonstrates expert judgement, adaptability and exceedingly high level of responsibility.

Team commitment(Weighted score/total marks: …)

Always fails to complete assigned tasks by deadline; work accomplished is not at an appropriate standard or impedes the team’s progress. Does not demonstrate any level of responsibility and accountability to the team.

Often fails to complete assigned tasks by deadline; work accomplished is not at an appropriate standard or impedes the team’s progress. Does not demonstrate a high level of responsibility and accountability to the team.

Completes all assigned tasks by deadlines; work accomplished is acceptably thorough, comprehensive, and advances the team’s task. Demonstrates a satisfactory sense of high level of responsibility and accountability to the team and a high level of professionalism.

Completes all assigned tasks by deadlines; work accomplished is thorough, comprehensive, and advances the team’s task. Demonstrates a good sense of high level of responsibility and accountability to the team and a high level of

Completes all assigned tasks by or ahead of deadlines; work accomplished is very thorough, comprehensive, and advances the team’s task, indicative of a high functioning team. Generally proactively and expertly helps other team

Consistently completes all assigned tasks by or ahead of deadlines; work accomplished is exemplary thorough, comprehensive, and advances the team’s task, indicative of a high functioning team. Always proactively and expertly helps other team members complete their assigned tasks to a similar level of excellence. Demonstrates

professionalism. members complete their assigned tasks to a similar level of excellence. Demonstrates a consistently high sense of responsibility and accountability to the team, and an exceptional level of professionalism.

a consistently exemplary sense of responsibility and accountability to the team, and an exceptional level of professionalism.

Responds to Conflict(Weighted score/total marks: …)

Always fails to address major impasses or conflicts constructively and/or in a timely manner; demonstrates limited ability to choose appropriate strategies to resolve conflict.

Often fails to address major impasses or conflicts constructively and/or in a timely manner; demonstrates limited ability to choose appropriate strategies to resolve conflict.

Satisfactorily addresses major impasses or conflict directly and constructively in a timely manner, choosing appropriate strategies and helping to resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

Addresses major impasses or conflict directly and constructively in a timely manner, choosing appropriate strategies and helping to resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

Consistently addresses major impasses or conflicts expertly in a timely manner with a high degree of professionalism, helping to resolve them in a way that strengthens overall team cohesiveness and future effectiveness.

Consistently and brilliantly addresses major impasses or conflicts expertly in a timely manner with a high degree of professionalism, helping to resolve them in a way that strengthens overall team cohesiveness and future effectiveness.

Application of knowledge and skills(Weighted score/total marks: …)

Always does not apply knowledge and skills with expert judgment, a high level of responsibility, accountability and professionalism in collaboration with others in professional practice contexts and/or further learning.

Often does not apply knowledge and skills with expert judgment, a high level of responsibility, accountability and professionalism in collaboration with others in professional practice contexts and/or further learning.

Demonstrates acceptable creativity and initiative and applies knowledge and skills with expert judgement, adaptability, and a high level of responsibility, accountability and professionalism in collaboration with others in new situations in professional practice and/or further learning.

Demonstrates good creativity and initiative and applies knowledge and skills with expert judgement, adaptability, and a high level of responsibility, accountability and professionalism in collaboration with others in new situations in professional practice and/or further learning.

Mostly demonstrates a high level of creativity and initiative and applies knowledge and skills as well as generating novel information with a high level of authority, responsibility, expert judgement, professionalism and accountability in professional practice contexts in collaboration with others, in new situations in professional practice and/or further learning.

Consistently demonstrates a exceedingly high level of creativity and initiative and applies knowledge and skills as well as generating novel information with a high level of authority, responsibility, expert judgement, professionalism and accountability in professional practice contexts in collaboration with others, in new situations in professional practice and/or further learning.









Table 10 Deakin Graduate Learning Outcome 8: Global citizenship (AQF level 9) - Engaging ethically and productively in the professional context and with diverse communities and cultures in a global context




improvement




expectations



Cultural self- awareness(Weighted score/total marks: …)

Does not recognise or clearly articulate own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases).

Does not consistently recognise or clearly articulate own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases).

Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases).

Expertly articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases).

Expertly articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases) resulting in a shift in self-description.

Skilfully and expertly articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases) resulting in a shift in self-description.

Diversity of Communities and Cultures(Weighted score/total marks: …)

Does not reflect on how own attitudes and beliefs differ from those of other cultures and communities or demonstrate evidence of adjustment in own attitudes and beliefs as a result of working within and engaging with diverse communities and cultures.

Does not often reflect on how own attitudes and beliefs differ from those of other cultures and communities or demonstrate evidence of adjustment in own attitudes and beliefs as a result of working within and engaging with diverse communities and cultures.

Satisfactorily consistently reflects on how own attitudes and beliefs differ from those of other cultures and communities. Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from a diversity of communities and cultures. Promotes others’ engagement with diversity.

Fairly consistently reflects on how own attitudes and beliefs differ from those of other cultures and communities. Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from a diversity of communities and cultures. Promotes others’ engagement with diversity.

Demonstrates expert knowledge of the diversity of beliefs of other cultures and communities; actively assumes a leadership role that influences others and enables a positive cultural change within the professional context that embraces diversity.

Demonstrates outstandingly expert knowledge of the diversity of beliefs of other cultures and communities; Consistently and actively assumes a leadership role that influences others and enables a positive cultural change within the professional context that embraces diversity.

Knowledge of cultural worldview frameworks(Weighted score/total marks: …)

Demonstrates no understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates limited understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates a acceptable level of understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates a high level of understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates very good sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates extraordinarily sophisticated and deep understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Empathy(Weighted score/total marks: …)

Views the experience of others very poorly and does so through own cultural worldview. Demonstrates no ability to recognise the feelings of another cultural group.

Views the experience of others but usually does so through own cultural worldview. Demonstrates limited ability to recognise the feelings of another cultural group.

Satisfactorily demonstrates an expert understanding of the intellectual and emotional dimensions of more than one worldview which consistently informs interactions. Reasonably demonstrates an ability to recognise the feelings of another cultural group and act in a supportive manner.

Very well demonstrates an expert understanding of the intellectual and emotional dimensions of more than one worldview which consistently informs interactions. Consistently demonstrates an ability to recognise the feelings of another cultural group and act in a supportive manner.

Skilfully interprets intercultural experience from the perspectives of own and several other worldviews, in both national and international contexts, acts consistently in a supportive manner that recognises the feelings of other cultural groups and influences and leads positive change in others awareness of other cultural perspectives.

Skilfully and superbly interprets intercultural experience from the perspectives of own and several other worldviews, in both national and international contexts, acts very consistently in a supportive manner that recognises the feelings of other cultural groups and influences and leads positive change in others awareness of other cultural perspectives.

Civic engagement(Weighted score/total marks: …)

Shows no interest in or engagement with civic issues in local, national and international contexts. Does not actively participate in and engage appropriately with local communities.

Shows limited interest in or engagement with civic issues in local, national and international contexts. Limited active participation in and engage appropriately with local communities.

Is somewhat interested in and informed about civic issues in local, national and international contexts. Actively participates in and engages appropriately with local communities in ways that make a positive contribution or impact, demonstrating adaptability, responsibility and accountability.

Is reasonably interested in and informed about civic issues in local, national and international contexts. Very actively participates in and engages appropriately with local communities in ways that make a positive contribution or impact, demonstrating adaptability, responsibility and accountability.

Takes a leadership role in engagement with civic issues in local, national and/or international contexts. Makes a positive contribution or impact to local, national and/or international communities, demonstrating a high level of judgement, adaptability, responsibility and accountability as an expert and leading practitioner or scholar.

Takes a proactive leadership role in engagement with civic issues in local, national and/or international contexts. Makes a highly positive contribution or impact to local, national and/or international communities, demonstrating a high level of judgement, adaptability, responsibility and accountability as an expert and leading practitioner or scholar.

Ethical Self-Awareness(Weighted score/total marks: …)

Shows no ability to critically analyse and discuss core beliefs and their origins.

Shows limited ability to critically analyse and discuss core beliefs and their origins.

Can satisfactorily critically analyse and discuss core beliefs and their origins with depth and clarity, demonstrating expert judgment with respect to ethics of situations or issues.

Can reasonably critically analyse and discuss core beliefs and their origins with depth and clarity, demonstrating expert judgment with respect to ethics of situations or issues.

Can skilfully critically analyse and discuss core beliefs and their origins with considerable depth and clarity and a high level of insight, demonstrating authoritative judgement with respect to ethics of situations or issues.

Can brilliantly critically analyse and discuss core beliefs and their origins with considerable depth and clarity and a high level of insight, demonstrating authoritative judgement with respect to ethics of situations or issues.

Ethical Issue Recognition(Weighted score/total marks: …)

Demonstrates no ability to effectively apply ethical perspectives to an ethical question.

Demonstrates limited ability to effectively apply ethical perspectives to an ethical question.

Can satisfactorily apply ethical perspectives to an ethical question and is able to consider many of the implications of the application. Can satisfactorily state, explain and defend an ethical position as well as the objections to, assumptions and implications of that position.

Can very well apply ethical perspectives to an ethical question and is able to consider many of the implications of the application. Can state, explain and defend an ethical position as well as the objections to, assumptions and implications of that position.

Can expertly apply ethical perspectives to an ethical question and is able to consider full implications of the application. Can expertly state, explain and skilfully defend an ethical position as well as the objections to, assumptions and implications of that position.

Can consistently and expertly apply ethical perspectives to an ethical question and is able to consider full implications of the application. Can authoritatively state, explain and skilfully defend an ethical position as well as the objections to, assumptions and implications of that position.

Adaptability(Weighted score/total marks: …)

Demonstrates no ability to adapt knowledge and skills to diverse contexts including culturally diverse contexts.

Demonstrates limited ability to adapt knowledge and skills to diverse contexts including culturally diverse contexts.

Satisfactorily adapts knowledge and skills to diverse contexts, including culturally diverse contexts.

Expertly adapts knowledge and skills to diverse contexts, including culturally diverse contexts.

Expertly adapts knowledge and skills in a variety of ways to diverse and complex contexts, including culturally diverse contexts.

Consistently and outstandingly adapts knowledge and skills in a variety of ways to diverse contexts, including culturally diverse contexts.Consistently and expertly adapts knowledge and skills in a variety of ways to diverse and complex contexts, including culturally diverse contexts.









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