浅谈评估作业-指导留学生assignment

浅谈评估作业-留学生作业

 Assessment One – BRIEF 

Individual Assignment One (20%) 

问题和要求1. The question and requirements 

该评估作业要求独立完成。This assessment task is to be undertaken individually.   http://www.ukassignment.org/dxassignment/

它用来评估你解决问题的能力，搜集和分析相关资料和书面沟通技巧。It is designed to assess your problem-solving skills, your capacity to source and analyse relevant information and your written communication skills. 

You should read all information provided on UTSOnline under the ‘Assessment One’ tab. You should use the library resources to access information that will support your analysis. 

Do not directly cite the ‘A Starting point…’ short paper found on UTSOnline. This is a positioning paper that has been provided for your information, to give you an overview of the competing perspectives. 

The task: In your own words, 

解释当前碳和天气的变化如何变成一个恶劣的问题。a. Explain how the current carbon and climate change debate can be interpreted as a wicked problem 

证明这个问题如何为工作带来机会。b. Demonstrate how this wicked problem poses an issue and/or opportunity for business 

 

In preparing your response, you should: 

自己的参照材料应该是自己独立调查的。a. justify the statements you are making by referring to sources of information you have independently researched 

举例子支持你的观点。b. provide examples to support your points 

至少参考5个出版刊物c. refer to at least five sources from published literature 

d. present your references using the Harvard system of referencing 

e. limit your response to 600 words – not including references (give or take 10%). 简介的文字陈述你的观点是评估的重要的能力。The ability to present your point of view within a prescribed number of words is an important skill which will be assessed in this task. 

f. edit your work prior to submitting it to ensure it is written with accurate grammatical structure, spelling and punctuation. 

 

必须在3月23日下午5点前通过UTSOnline提交你的作业。You must submit your final work through Turnitin on UTSOnline by 5pm on Friday 23rd March. 作业会根据一下标准评估。Work will be assessed according to the criteria summarised in Table 1 (pto). 

评估标准2. Assessment Criteria. 

Table 1 provides a detailed description of each assessment criteria. Table 2 indicates the maximum mark awarded and the weighting as a % of the total assessment mark attributed to each of the criteria. 

Table One: Assessment Criteria BELOW EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONS GRADE Z → P → C D → HD 1. Identifies the characteristics of a wicked problem Does not identify the key characteristics of a wicked problem Provides details of some or all of the characteristics with limited reference to supporting evidence Provides comprehensive details of characteristics illustrated with supporting examples
2. Relates the wicked problem to business issues Provides no connection with business practice Provides limited application of the concept to identified business practice Provides extensive analysis of the concept in relation to identified business practice
重要的分析没有分析方法3. Critical analytical approach No / little evidence of a critical or analytical approach. e.g. The writing is often subjective; lacks logic; overlooks bias, inconsistencies, omissions of sources; includes no/ little interpretation. Evidence of a critical or analytical approach. e.g. The writing is mainly objective; logical; with minimal bias, inconsistencies and omissions reflected from sources; includes interpretation. Evidence of a predominantly critical and analytical approach. e.g. The writing is objective and logical throughout; recognises bias, inconsistencies and omissions in sources; includes comprehensive interpretation.
文章结构没有逻辑性。4. Text Structure Predominant lack of logical sequence appropriate to the task interferes with meaning. e.g. inclusion of irrelevant material detracts from main thesis; paragraphs not used or contain unrelated or undeveloped ideas/points; omission of necessary links. Majority of text is logically sequenced in accordance with the task allowing for smooth reading. e.g. most material is relevant to main thesis; most paragraphs are used to introduce, develop and exemplify separate ideas/points; there are clear links between most paragraphs. Whole of text is logically sequenced throughout, assisting comprehension of text. e.g. text is concise, with no irrelevant material;’ effective use of paragraphs throughout, which introduce, develop and exemplify separate ideas/points; clear and effective links between paragraphs.
语法、标点、读写错误。5. Usage Literacy errors that interfere with the reading and credibility of the text. e.g. Errors in spelling, grammar and /or punctuation; repetitive, simplistic or run-on sentences. Acceptable standard of literacy. e.g. Minimal errors in spelling, grammar and punctuation; sentence structure mainly varied and correct. High standard of literacy e.g. effective language choices; minimal errors in spelling, grammar, punctuation; sentence structure varied and correct throughout; clear and concise expression of ideas.
6. Support/ Exhibits Referencing Material not identified or supported e.g. Many claims within text or appendix are not supported with properly cited material; Many omissions in identification or labeling of outside material; inclusion of irrelevant addenda. Material identified and/or supported e.g. Most claims within text or appendix are supported with properly cited material; there are some omissions in identification of outside material. Material identified and supported as necessary e.g. Claims within text or appendix are supported with documentation or citation as necessary; outside material is properly identified/labelled. 

 

Table Two: Weighting of Assessment Criteria Criteria Number Total Maximum Marks Awarded for this/these Criteria % of total mark