BUS301 Assessment Number 3: Presentation and Summary (Individual)
Submission due: Week 13 (7 June 2021); Weightage: 30%
The assignment is an Individual assignment.
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Task: Presentation and Summary
Each student is required to prepare a 1000-words summary proposing the ways in which digital businesses might be conducted in the future. This could be written on the same company chosen for Assessment 2 (Gap analysis). Also, based on the summary, each student is required to make a 5-minute presentation with voice recording.
Summary (in MS word)- 20 marks
Presentation (in MS PPT) – 10 marks
Total marks – 30. Refer to the marking rubrics (next page) for more details.
| ULO | Criteria | High distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail 0-49% |
| a, b, c | Content (20%) | Covers topic in-depth with details and examples. Subject knowledge is excellent. | Presentation suggested a comprehensive understanding of the conceptual content. | Includes essential knowledge about the topic. Subject knowledge appears to be good. | Includes essential information about the topic but there are 1-2 factual errors. | Content is minimal OR there are several factual errors. |
| Source (10%) | Source information collected for all graphics, facts and quotes. All documented in desired format. | Source information collected for all graphics, facts and quotes. Most documented in desired format. | Source information collected for graphics, facts and quotes, but few documented in desired format. | Source information collected for graphics, facts and quotes, but not documented in desired format. | Very little or no source information was collected. | |
| Communication (20%) | Communicated clearly, structured coherently and convincingly to achieve case aim. A professional audience would comprehend the total message. | Achieve the case aim, with Sophisticated design, providing clear structure. | Communicates clearly, structure presentation coherently to achieve aim, but could have been more consistent throughout. | Communicate clearly with some evidence of design and emergent structure to achieve aim. | Did not communicate clearly or structure presentation coherently to achieve aim. | |
| Engaging the Audience in the Q&A session through professional delivery (10%) | Spoke in a way that includes the audience Audible speech. Voice used effectively (porting understanding) They were able to answer all questions with elaboration of the theme. Deals with difficult or poorly framed questions from the audience. | Maintaining eye contact for the greater part of the Q&A session. They were able to answer all questions with elaboration of the theme. | Delivery engaged audience (e.g. made some eye contact). Voice used effectively. (emphasized key points.) Answered all audience questions clearly. | Intermittent eye contact with audience. Speech just audible without attempt to modulate voice to situation. Attempted to answer simpler audience questions. | Delivery did not engage audience (e.g. insufficient eye contact. Could not answer audience questions clearly. | |
| Using Tools and Technology (20%) | Used tools creatively and with artistry. (e.g. visual aids are clear), accurate and provided maximum possible impact, such that the audience is likely to remember this presentation for some weeks. | Used tolls effectively. Visual aids are clear, accurate. They added value to the presentation and audience experience of the presentation. | Use tools effectively (e.g. visual aids are clear, uncluttered and accurate). | Some evidence of thoughtful design in selection of tools. | Did not used tools effectively (e.g. visual aids are cluttered, unclear and inaccurate) Tools were not relevant, or not used appropriately. | |
| Language (20%) | Uses a wide range of vocabulary and grammatical structures with full flexibility and accuracy Produces rare minor errors only as ‘slips’ Pronunciation is effortless to understand | Uses a wide range of vocabulary and grammatical structures flexibly to convey precise meanings Mostly produces error-free sentences Pronunciation is easy to understand throughout | Uses a sufficient range of vocabulary and complex sentence forms to allow some flexibility Frequently produces error-free sentences, though some grammatical mistakes persist Pronunciation can be understood with some effort | Uses an adequate range of vocabulary for the task and a mix of simple and complex sentence forms Makes some errors with complex sentence forms, but they do not impede communication Can generally be understood throughout, though mispronunciation reduces clarity at times | Uses a limited range of vocabulary and grammatical structures which are minimally adequate for the task May make noticeable errors which cause some comprehension problems Frequently mispronounces words or sounds which causes difficulty for the audience |
BUS301 Assessment 3 – Rubric for Presentation
BUS301 Assessment 3 – Rubric for Summary
| ULO | Criteria | High distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail 0-49% |
| a, b, c | Content with evidence (25%) | Content is relevant, indicated original thinking. Content concisely written with excellent demonstration (e.g. examples) of terminology. Clear demonstration of wider reading and inclusion of additional extensive reliable evidence beyond the minimum; correct referencing. | Content indicates original thinking weaved into the essay with claims well supported with appropriate and consistent referencing. | Content is mostly relevant and concisely written with demonstration of terminology. Some evidence of wider reading and inclusion of additional reliable evidence beyond the minimum; correct referencing. | Adequate relevant content with original thinking; relatively concisely written; adequate use of terminology. Minimum number of reliable evidence used; good attempt at correct referencing. | Little relevant content; limited concise writing; limited use of terminology. Shows some coherence but ideas are vague with little evidence of original thinking. |
| Analysis Sequencing (25%) | Analyses and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought. | Analyses and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought. | Analyses and support are provided in a fairly logical order that makes it reasonably easy to follow the author’s train of thought. | A few of the support details or analyses are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. | Many of the support details or analyses are not in an expected or logical order, distracting the reader and making the essay seem very confusing. | |
| Research (25%) | Provided a highly coherent argument and a sophisticated explanation of the value of research approach. Utilised a range of literature which is expertly integrated into your discussion. | Provided a coherent and well argued explanation of the value of research approach and the value of the method you used. Arguments are well supported by a good range of the relevant literature. | Provided a reasonable argument for the value of a research approach and for the method you used. Draws on an adequate range of literature which is well integrated to support key points. | Work would have been strengthened by providing a more coherent argument for the value of research approach and for the method. Work would also benefit by using more course literature to support key points. | Did not provide either a clear argument for the use of research approach or argument for the method used. Work does not provide sufficient evidence of integrating the literature to support key points. | |
| Language (25%) | Uses a wide range of vocabulary and grammatical structures with full flexibility and accuracy. Rare minor errors occur only as ‘slips’. | Uses a wide range of vocabulary and grammatical structures to convey precise meanings. The majority of sentences are error-free. | Uses a sufficient range of vocabulary and complex sentence forms to allow some precision. May produce occasional errors in word choice, spelling, word formation, grammar and punctuation. | Uses an adequate range of vocabulary and a mix of simple and complex sentence forms for the task. Makes some errors in spelling, word formation, grammar and punctuation but they do not impede communication. | Uses a limited range of vocabulary and grammatical structures which are minimally adequate for the task. May make noticeable errors in spelling, word formation, grammar and punctuation that may cause some difficulty for the reader. |
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