| DDIN001 PERSONAL RESEARCH PROJECT ASSIGNMENT CRITERIA | ||||||||
| CRITERIA | F0 | F1 | F2 | F3 | P | C | D | HD |
| Progress Milestone Requirements Completion of Week 1 homework tasks | Did not submit | Your interim submission in Week 2 was submitted late without approved special consideration and/or your submission was unsatisfactory. The work did not meet any of the basic requirements of the brief. | Your interim submission in Week 2 did not meet a number of the basic requirements of the brief. | Your interim submission in Week 2 did not meet one of the basic requirements of the assignment (i.e. Description of chosen broad theme OR four catalogued research items OR written captions OR written annotations OR references in the Harvard style). | A satisfactory interim submission was presented in Week 2. All minimum requirements were met, though you did not extend your research beyond these benchmarks in any significant way. | A good interim submission was presented in Week 2. All minimum requirements were met, and you had begun to extend your research beyond these benchmarks (additional research items collected OR expanded annotations). | A strong interim submission was presented in Week 2. All minimum requirements were met, and you had extended your research beyond these benchmarks in several ways (additional research items collected AND expanded annotations). | An excellent interim submission was presented in Week 2. All minimum requirements were met, and you significantly extended your research beyond these benchmarks in numerous ways (additional research items collected AND expanded annotations AND formulating clear connections between your research items moving towards a refined theme for further examination). |
| Attitudes and Values Manage project development and complete the assignment within a given timeframe, lecture and class attendance and participation in activities. Commitment to the self directed nature of the research process: student extends research beyond set class work and weekly research quotas. | Did not submit | Student did not complete the assignment within the timeframe, and lecture, class attendance and participation was unsatisfactory. Student showed no commitment to the self-directed nature of the research process, and did not extend themselves beyond set class work and weekly research quotas. | Student did not complete the assignment within the timeframe, and lecture, class attendance and participation was unsatisfactory. Student showed little commitment to the self-directed nature of the research process, and did not extend themselves beyond set class work and weekly research quotas. | Student did not complete the assignment within the timeframe, and missed some lectures and classes. Participation in activities was minimal. Student showed some commitment to the self-directed nature of the research process, however did not extend themselves beyond set class work and weekly research quotas. | Student successfully completed the assignment within the timeframe, and attendance and participation in activities was satisfactory. Student showed some commitment to the self directed nature of the research process, however did not extend themselves beyond set class work and weekly research quotas. | Good approach to project management and successful completion of assignment within the timeframe. Student attended the majority of lectures and classes with a good level of participation in activities. Student demonstrated commitment to the self-directed nature of the research process, extending themselves beyond set class work and weekly research quotas on occasion. | Strong approach to project management and successful completion within the timeframe. Consistent lecture and class attendance and enthusiastic participation in activities. Student demonstrated commitment to the self directed nature of the research process, extending themselves beyond set class work and weekly research quotas. | Excellent approach to project management and successful completion within the timeframe. Consistent lecture and class attendance and enthusiastic participation in activities. Student demonstrated unwavering commitment to the self-directed nature of the research process, extending themselves beyond set class work and weekly research quotas. |
| Knowledge Domain and Concepts Conceptual and developmental approach to research process – evident in diversity of research fields, understanding of the material researched, and sustained, critical and thoughtful engagement with the material. Visual curiosity is evident in the selection of research imagery: the student makes personal visual associations in the research process, extending beyond the literal. | Did not submit | The submission demonstrates a disregard for the conceptual and developmental approach to research. No effort has been made to engage with the process, resulting in an unclear collection of materials. | A conceptual and developmental approach to the research process is lacking. Research materials lack relevance to the field of study and have been drawn from extremely limited fields. There is a very limited understanding of the research materials and their relationship to the chosen theme is not demonstrated. There is no evidence of a sustained and critical engagement with the research materials. Collected research materials present a cursory response to the theme being explored. No effort has been made to engage with the research process creatively. | A conceptual and developmental approach to the research process is lacking. Research materials lack relevance to the field of study or have been drawn from extremely limited fields. There is limited understanding of the research materials and their relationship to the chosen theme is not demonstrated. There is little evidence of a sustained and critical engagement with the research materials. Collected research materials present a cursory response to the theme being explored. Little effort has been made to engage with the research process creatively. | A conceptual and developmental approach to the research process is sometimes evident. Research materials are relevant, but have been drawn from a narrow variety of fields. There is a simplistic understanding of the research materials and their relationship to the chosen theme. There is some evidence of sustained and critical engagement with the research materials, though this could have been extended further. Collected research materials remain overly literal or obvious. Some effort has been made to engage with the research process creatively. | A conceptual and developmental approach to the research process is evident. Research materials are relevant, and have been drawn from diverse fields. There is a good understanding of the research materials and their relationship to the chosen theme. There is evidence of a sustained, critical engagement with the research materials. Collected research materials are relevant and begin to move beyond the literal or obvious. There is some evidence of breadcrumb research or online to offline transitions or chance encounters. Sustained effort has been made to engage with the research process creatively. | A broad range of conceptual and developmental approaches to the research process is evident. Research materials are relevant, and have been drawn from diverse fields. There is evidence of expanded, student led research beyond the requirements in the brief. Evidence of breadcrumb research or online to offline transitions or chance encounters are apparent. There is a strong understanding of the research materials, and their relationship to the chosen theme is very well developed. There is clear evidence of a sustained, critical engagement with the research materials, with all items receiving high levels of attention. All research materials are relevant and move beyond the literal and obvious. Sustained effort has been made to engage with the research process creatively. | An advanced range of conceptual and developmental approaches to the research process is evident. Research materials are relevant, and have been drawn from diverse fields. There is extensive evidence of expanded, student led research well beyond the requirements in the brief. Evidence of breadcrumb research, online to offline transitions, and chance encounters are all apparent. There is an excellent understanding of the research materials, and their relationship to the chosen theme is convincingly displayed. There is clear evidence of an expanded, critical engagement with the research materials, with all items receiving very high levels of attention. All research materials are highly relevant and move well beyond the literal and obvious. All items suggesting a lateral approach to the research theme. Excellent effort has been made to engage with the research process creatively. |
| Critical Thinking, Creativity and Analytic Skills Creative strategies evident in the written annotations: the student creatively and independently responds to the selected research items. Critical thinking evidenced in written annotations: the student is able to discern reputable, academic sources. Annotations are coherent, and have a clear relationship with the corresponding research item, as well as the broader research theme being explored. | Did not submit | Written annotations demonstrate no creative or critical engagement with the research process. | Written annotations provide a limited description of the research items and may lack clarity. No effort has been made to respond to the research items in a creative manner. The items collected demonstrate no critical awareness, with almost all items drawn from less reputable sources (wikipedia, facebook, etc) | Written annotations provide a basic description of the research items and may lack clarity. Little effort has been made to respond to the research items in a creative manner. The items collected demonstrate limited critical awareness, with many items drawn from less reputable sources (wikipedia, facebook, etc) | Written annotations provide a mostly clear description of the research items, with some personal responses that engage with the items in a creative manner. The items collected demonstrate some critical awareness, with many items drawn from less reputable sources (wikipedia, facebook, etc) | Written annotations begin to move beyond the literal. In addition to a factual description of the research item, there is evidence of a creative response to the material. The items collected demonstrate good critical awareness, with many items drawn from reputable sources. | Written annotations move beyond the literal. In addition to a factual description of the research item, there is strong evidence of a personal, creative response that extends the reader’s understanding. The items collected demonstrate strong critical awareness, and come from reputable sources. The student has started to adopt a position in relation to these sources. | Written annotations move well beyond the literal. In addition to a clear, factual description of the research item, there is evidence of a personal, creative response that extends the reader’s understanding and builds on the theme being explored. The annotation takes a lateral approach to the research item, drawing out ideas that would not have been immediately apparent. The items collected demonstrate an excellent level of critical awareness, and come from reputable sources. A sustained, critical position is adopted by the student when responding to these sources. |
| Practical and Professional Skills Proficiency with Adobe InDesign, and attention to detail in presentation of assignment. Sourcing and processing of high quality image content (predominantly from offline sources). Correct academic referencing procedures are adhered to (in text citations and final bibliography in Harvard style). | Did not submit | No effort has been made to achieve basic professional standards. The use of InDesign is unconsidered, the quality of images collected is poor and academic referencing has been ignored. | An unsatisfactory proficiency with Adobe InDesign is apparent: images are placed incorrectly with pixelation or distortion; fonts are not applied thoughtfully and consistently; page layout is unclear. AND Unsatisfactory level of attention to detail has been paid to the collection of high quality visual material: many items have not been scanned or photographed effectively. AND Correct referencing procedures have not been adhered to. | An unsatisfactory proficiency with Adobe InDesign is apparent: images are placed incorrectly with pixelation or distortion; fonts are not applied thoughtfully and consistently; page layout is unclear. OR An unsatisfactory level of attention to detail has been paid to the collection of high quality visual material: many items have not been scanned or photographed effectively. OR Correct referencing procedures have not been adhered to. | Basic proficiency with Adobe InDesign is demonstrated: a majority of images are placed correctly without pixelation or distortion; fonts are generally applied thoughtfully and consistently; page layout is mostly clear. A satisfactory level of attention to detail has been paid to the collection of high quality visual material: a majority of items have been scanned or photographed effectively. Correct referencing procedures have been mostly adhered to: a majority of in-text citations and references appear in the Harvard style. | Good proficiency with Adobe InDesign is demonstrated: images are placed correctly without pixelation or distortion; fonts are applied thoughtfully and consistently; page layout is clear. A good level of attention to detail has been paid to the collection of high quality visual material: items have been scanned or photographed effectively. Correct referencing procedures have been adhered to: a majority of in-text citations and references appear in the Harvard style. | Strong Adobe InDesign skills are demonstrated: all images are placed correctly without pixelation or distortion; fonts are applied thoughtfully and consistently; page layout is clear and has been developed beyond the basic template provided. Strong attention to detail has been paid to the collection of high quality visual material: all items have been scanned or photographed effectively, with preliminary thought given to their visual treatment (i.e. thoughtful cropping, experiments with desaturation etc). Correct referencing procedures have been adhered to: all in-text citations and references appear in the Harvard style. | Excellent Adobe InDesign skills are demonstrated: all images are placed in a thoughtful and experimental way without pixelation or distortion; fonts are appropriate to the ideas being explored and are applied thoughtfully and consistently; page layout is clear and has been developed and refined beyond the basic template provided. Excellent attention to detail has been paid to the collection of high quality visual material: all items have been scanned or photographed effectively, with extensive thought given to their visual treatment (i.e. thoughtful cropping, experiments with desaturation etc), Correct referencing procedures have been adhered to: all in-text citations and references appear in the Harvard style. |