SNPG925 Assessment Details
OVERVIEW
| Assessment Item | Form of Assessment | Due Date | Return/Feedback Due Date | Weighting |
| Formative assessment | Leadership theory quiz | Open: Monday 25/7/22 9am (Week 1) Closes: Friday 12/8/22 (Week 3) 4pm | Immediate | 0% |
| Assessment 1 | Assignment ‘Leadership poem/ creative writing’ | Thursday 18/8/22 5pm (Week 4) | 15 working days | 25% |
| Assessment 2 | Assignment ‘Leadership Practices Inventory’ | Thursday 15/9/22 5pm (Week 8) | 15 working days | 25% |
| Assessment 3 | Part A: ‘Analysis’ Part B: ‘Creative Representation’ | Thursday 13/10/22 5pm (Week 11) | Release of results | 50% |
| Total Marks | 100% |
| Assessment 1 | Assignment ‘Leadership poem/ creative writing’ |
| Due date | Thursday 18 August 2022 5pm (Week 4) |
| Weighting | 25% |
| Submission | Your assignment will be submitted into a Turnitin submission box within the SNPG925 Moodle site. You will have the opportunity to review and re- submit your assignment up to the due date and time. To learn more about how to use Turnitin please access the resources at the following link: http://www.uow.edu.au/dvca/ltc/tel/resourcehub/students/index.html |
| Type of Collaboration | Individual |
| Length | 500 words |
| Details | Multiple health policies, inquiries and documents have identified leadership as being critical to the provision of healthcare. Analyse how and why developing individuals as leaders can influence and impact health service delivery at all levels. You are then to create a poem/creative writing that demonstrates your analysis of literature and application to healthcare. Your poem/creative writing needs to: Identify key leadership issues for the individual, healthcare teams and health services.Synthesise your findings to demonstrate the impact of leadership on individuals and health services.Draw on current literature to inform your writing. A list of sources that informed your writing is to be provided in a bibliography (minimum 15 clearly linked sources) rather than cited in the poem/creative writing. That is, do not put any references in the poem/creative writing. This bibliography does not contribute to the word count. NOTE: Examples of poems/creative writing are in Moodle. |
| Style and format | APA 7 referencing system A summary of the APA 7 can be accessed on the Library website at https://uow.libguides.com/refcite/apa-7 |
| Subject Learning Outcomes | 1,2,3,5 |
| Marking Criteria | See Rubric pages 4-7 |
| Assignment 1 Rubric – Leadership poem/creative writing | |||||||||||
| Criteria | High Distinction 100% | High Distinction 85% | Distinction 80% | Distinction 75% | Credit 70% | Credit 65% | Pass 60% | Pass 50% | Fail 45% | Fail 25% | Fail 0% |
| Overview of literature 35% | |||||||||||
| Identifies current and relevant leadership issues from the literature | Extensive critique of contemporar y, emerging and important leadership issues in the healthcare context. Demonstrat es vast insight and awareness of the deeper subtler aspects of the chosen topic. Profound insight provided on developing individuals as leaders clearly drawn from evidence- based literature. | Thorough critique of contemporar y, emerging and important leadership issues in the healthcare context. Demonstrate s deep insight into chosen topic. High-level insight provided on developing individuals as leaders clearly drawn from evidence- based literature. | Clear analysis of contemporar y and important leadership issues in the healthcare context. Evidence of an awareness and understandin g of deeper and more subtle aspects of the topic. There is strong explicit evidence of originality and independent thought in relation to developing individuals as leaders. | Clear analysis of important leadership issues in the healthcare context. Evidence of an awareness and understan ding of deeper and more subtle aspects of the topic. Clear evidence with examples of originality and independe nt thought relative to developing individuals | Discusses contempor ary and important leadership issues in the healthcare context. Discusses the impact of developing individuals as leaders with an example. | Presents contempor ary and important leadership issues in the healthcare context. Discusses generally the impact of developing individuals as leaders. | Fundamental knowledge evident of the topic. Impact of developing individuals a leaders broadly discussed. | There is basic knowledge of the topic. Some loose discussion and connection around the impact of developing individuals as leaders. | There is limited knowledge of the topic. Minimal evidence or discussion of impact of developing individuals as leaders. | Poor unsubstantiat ed discussion of impact of developing individuals as leaders. | No evidence of topic or developing individuals as leaders. |
| Application to healthcare 35% | |||||||||||
| Application of how key leadership issues impact individual, healthcare teams and health service delivery. | Demonstrates outstanding understandin g and insight into the impact of leadership development on individuals, teams and health care services. Multiple examples are provided and distinctly linked to illustrate influence. Explicitly connects leadership theory to practice. | Demonstrates deep and insightful understandin g as the impact of leadership development on individuals, teams and health care services. Three (3) examples are provided and clearly linked to illustrate influence. Overt connection of leadership theory to practice. | Demonstrates high level understandin g of the impact of leadership on individuals, teams and health care services. Two (2) or more examples are provided and sufficiently linked to illustrate influence. Overt connection of leadership theory to practice. | Clear understandin g demonstrated on the impact of leadership on individuals, teams and health care services. Two (2) or three (3) examples are provided and linked to illustrate influence. Specific connection of leadership to practice. | Some evidence indicating how leadership issues can impact individuals, teams and health care services. Two (2) examples are provided and linked to illustrate influence. Some connection of leadership to practice is evident. | Identifies how leadership issues can impact individuals, teams and health care services. One or two examples are used to illustrate this. Discusses leadership theory application to practice broadly. | Basic discussion on leadership developmen t in two (2) of the following – individuals, teams, health care services. There is one (1) example provided. Leadership theory superficially applied. | There is some discussion about leadership developmen t, but superficial application on its influence on individuals, teams and health care services. There is one (1) or no example provided. Leadership theory superficially applied or absent. | There is inaccurate discussion as to how leadership impacts healthcare at any level. Links to practice poor or missing. | There is minimal inaccurate discussion as to how leadership impacts healthcare at any level. Links to practice missing. | No application to health care. |
| Expression and academic writing 20% | |||||||||||
| Poem or creative writing is authentic and clearly expresses ideas | Exemplary writing with very high levels of authenticity and independent thought. Ideas communicated convincingly. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all style requirements. Exemplary writing with very high levels of authenticity and creativity. Ideas are clearly expressed and in the creative writing genre. | Exemplary writing demonstrating an authentic and objective approach. Ideas are clearly expressed. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all style requirements. | Evidence of superior academic writing skills. Authentic and original writing that clearly synthesises the key points of the assignment. Expression is clear. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar and syntax < 5 minor errors. Meets all style requirements. Authentic and highly creative writing that clearly synthesises the key points of the assignment. Expression and genre are excellent. | Authentic and original writing that visibly integrates the key requirements of the assignment. Clearly communicates key points. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar and syntax < 5 minor errors. Meets all style requirements. | Evidence of sound academic writing. Authentic and original writing that clearly addresses the key points of the assignment. Paragraphs are 5- 7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements. Authentic and creative writing that clearly addresses the key points of the assignment. Expression and genre are satisfactory. | Original writing that demonstrates clear academic writing and addresses most of the key points required for the assignment. Expression is satisfactory. Paragraphs are 5- 7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements. | Authentic writing that attempts to show independent thought. Expression is satisfactory. Clear paragraphs. Some sentences may be too long/short. Meets almost all style requirements including spacing, page numbers, font, headings. Authentic writing that attempts to show creativity. May struggle with expression or genre. | Authentic writing that attempts to show independent thought. May struggle with expression. Attempts to use paragraphs. Readability may be difficult at times due to sentence structure and formation of ideas. Meets almost all style requirements including spacing, page numbers, font, headings. | Lacks authenticity. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are consistently too short or too long. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. Lacks authenticity. | Lacks authenticity. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are difficult to follow. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. | Lacks authenticity. Disorganised and lacks any sense of cohesion and alignment. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. |
| Literature sources and referencing 10% | |||||||||||
| Wide range of contemporary and relevant sources are used in text and listed in bibliography. Uses APA 7 style. | Sources are appropriate, contemporary and from a range of journals and databases. Complies with all the referencing style requirements. There are no errors in referencing throughout. | Sources are appropriate, contemporary and from a range of journals and databases. APA 7 referencing style is consistently accurate. Less than 5 minor referencing errors. | Sources are appropriate, mostly contemporary and from a narrow range of journals and databases. Complies with referencing style requirements. Some referencing errors in bibliography. | Sources are mostly relevant however there are too few to demonstrate wide reading. Attempts to use APA 7 style. Some errors in bibliography. | Sources are limited and/or inappropriate. Bibliography contains major errors (>10). | Sources are inappropriate and/or absent. Bibliography contains major errors (>10). | Sources are absent. Absent bibliography. |
Please note: When using this rubric you must fulfil all the lower criteria before being awarded a higher grade.
| Assessment 2 | Assignment ‘Leadership Practices Inventory’ |
| Due date | Thursday 15 September 2022 5pm (Week 8) |
| Weighting | 25% |
| Submission | Your assignment will be submitted into a Turnitin submission box within the SNPG925 Moodle site. You will have the opportunity to review and re- submit your assignment up to the due date and time. To learn more about how to use Turnitin please access the resources at the following link: http://www.uow.edu.au/dvca/ltc/tel/resourcehub/students/index.html |
| Type of Collaboration | Individual |
| Length | 700 words |
| Details | Complete your own personal Leadership Practices Inventory (LPI) (Kouzes & Posner, 2013). Analyse your LPI results and align them to ONE contemporary leadership theory (must be later than 1980). Your analysis must demonstrate: Alignment of your personal LPI results with the chosen contemporary leadership theory.Use and incorporation of current literature.A clear relationship between your LPI analysis and your chosen contemporary leadership theory. NOTE: An example is provided in Moodle for you to see how I have begun to address the key elements of this assignment. |
| Style and format | APA 7 referencing system A summary of the APA 7 can be accessed on the Library website at https://uow.libguides.com/refcite/apa-7 |
| Subject Learning Outcomes | 1,2,6 |
| Marking Criteria | See Rubric pages 9-12 |
| Assignment 2 Rubric – Leadership Practices Inventory | |||||||||||
| Criteria | High Distinction 100% | High Distinction 85% | Distinction 80% | Distinction 75% | Credit 70% | Credit 65% | Pass 60% | Pass 50% | Fail 45% | Fail 25% | Fail 0% |
| Analysis of LPI and alignment to theory 50% | |||||||||||
| Kouzes & Posner LPI (2013) analysed in terms of contempora ry leadership theory. | Outstanding evaluation and critique of personal leadership behaviours within the LPI. Deeply considers leadership theory in relation to personal LPI results. Analysis and synthesis of contemporary leadership theory is integrated and strongly linked to results. | Excellent evaluation and critique of personal leadership behaviours within the LPI. Contemporary leadership theory overtly aligned to LPI results and analysed clearly in context. There is evidence of highly developed analytical and evaluative skills. | High-level analysis of LPI. Strong links made to personal behaviours and leadership. Contemporary leadership theory linked seamlessly with LPI results demonstrating relationship between the two. | Strong analysis of LPI with overt links made to personal behaviours and leadership. Contemporary leadership theory linked directly with LPI results so links are clear between the two. | Strong analysis of LPI results and personal leadership behaviours. Clear links between LPI results and contempora ry leadership theory. | Analysis of LPI results evident, applied personally. Links apparent between LPI results and contempora ry leadership theory. | Simple analysis of LPI results and personal leadership behaviours. Contemporary leadership theory referred to but not used sufficiently to demonstrate links and/or guide analysis. | Basic discussion of LPI results and personal leadership behaviours. Leadership theory may not be contemporary, referred to in limited manner with lack of detail or linkage to results. | Poor analysis of LPI results. Contemporary leadership theory used inappropriately in relation to LPI results. | Very limited reference to LPI results. Contemporary leadership theory used inappropriately and minimally in relation to LPI results. | Absent analysis of LPI results. Contemporary leadership theory not used in relation to LPI results. |
| Demonstrates imagination and independent thought. There is evidence of highly developed analytical and evaluative skills. |
| Connection and synthesis of literature 30% | |||||||||||
| How well is evidence from current literature connected to LPI results and leadership theory? | Analysis and synthesis of the main ideas from literature are integrated and strongly linked to results and relationship to leadership theory. Demonstrates critical thinking and independent thought. There is evidence of highly developed synthesis skills. | Evidence from current literature clear and accurate throughout entire paper. Linkage to LPI results and leadership theory seamless and reveal high order thinking. | Clear evidence of well- developed analytical and evaluative skills connecting literature to LPI and contemporary leadership theory. Clear comparisons are well drawn. | Analysis using evidence is clear. Application to LPI and leadership theory is consistent and clear. | Well- reasoned argument based on broad evidence. Evidence of analytical and evaluative skills. Evidence of evaluation and syntheses of ideas in terms of related literature. | Discussion clearly threaded with current evidence to assert argument. Evidence of analysis with lower level synthesis. | Sound argument based on evidence. Some evidence of analytical and evaluative skills. Basic understanding of the topic. | Loose argument that uses evidence but not always correctly. Limited understanding of the topic. | Inappropriate evidence incorporated into work. There is minimal evidence of critique or synthesis of the LPI and contemporary leadership theory. | Inappropriate use of evidence poorly incorporated into work. There is poor or no evidence of critique or synthesis of the LPI and contemporary leadership theory. | No evidence incorporated into work. There is no evidence of critique or synthesis of the LPI and contemporary leadership theory. |
| Expression and academic writing 10% |
| Writing is authentic and clearly expresses ideas. Uses correct spelling and paragraph structure throughout. Structured as per UOW assessment Handbook. | Exemplary writing with very high levels of authenticity and independent thought. Ideas communicated convincingly. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all style requirements. | Exemplary writing demonstrating an authentic and objective approach. Ideas are clearly expressed. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all style requirements. | Evidence of superior academic writing skills. Authentic and original writing that clearly synthesises the key points of the assignment. Expression is clear. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar and syntax < 5 minor errors. Meets all style requirements. | Authentic and original writing that visibly integrates the key requirements of the assignment. Clearly communicates key points. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar and syntax < 5 minor errors. Meets all style requirements. | Evidence of sound academic writing. Authentic and original writing that clearly addresses the key points of the assignment. Paragraphs are 5- 7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements. | Original writing that demonstrates clear academic writing and addresses most of the key points required for the assignment. Expression is satisfactory. Paragraphs are 5- 7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements. | Authentic writing that attempts to show independent thought. Expression is satisfactory. Clear paragraphs. Some sentences may be too long/short. Meets almost all style requirements including spacing, page numbers, font, headings. | Authentic writing that attempts to show independent thought. May struggle with expression. Attempts to use paragraphs. Readability may be difficult at times due to sentence structure and formation of ideas. Meets almost all style requirements including spacing, page numbers, font, headings. | Lacks authenticity. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are consistently too short or too long. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. | Lacks authenticity. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are difficult to follow. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. | Lacks authenticity. Disorganised and lacks any sense of cohesion and alignment. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. |
| Literature sources and referencing 10% | |||||||||||
| Wide range of contempor ary and relevant sources are used in text and listed in reference list. Uses APA 7 style. | Sources are appropriate, contemporary and from a range of journals and databases. Complies with all the referencing style requirements. There are no errors in referencing throughout. | Sources are appropriate, contemporary and from a range of journals and databases. APA 7 referencing style is consistently accurate. Less than 5 minor referencing errors. | Sources are appropriate, mostly contemporary and from a narrow range of journals and databases. Complies with referencing style requirements. Some referencing errors in in-text and/or referencing list. | Sources are mostly relevant however there are too few to demonstrate wide reading. Attempts to use APA 7 style. Some errors in in-text and/or referencing list. | Sources are limited and/or inappropriate. In-text referencing and/or reference list contains major errors (>10). | Sources are inappropriate and/or absent. In-text referencing may be absent and/or reference list and contains major errors (>10). | Sources are absent. Absent in-text referencing and/or reference list. |
Please note: When using this rubric you must fulfil all the lower criteria before being awarded a higher grade.
| Assessment 3 | Assignment ‘Analysis and Creative Representation |
| Due date | Thursday 13 October 2022 5pm (Week 11) |
| Weighting | 50% |
| Submission | Your assignment will be submitted into a Turnitin submission box within the SNPG925 Moodle site. You will have the opportunity to review and re- submit your assignment up to the due date and time. To learn more about how to use Turnitin please access the resources at: http://www.uow.edu.au/dvca/ltc/tel/resourcehub/students/index.html |
| Type of Collaboration | Individual |
| Length | Part A: 500 words Part B: Creative representation + 100 words |
| Details | This assessment has TWO parts which includes a written assignment (Part A) and a creative representation (Part B). Part A: Analysis Using ONE contemporary leadership theory: Analyse how the principles of the theory contribute to the development of your own leadership abilities.Use current literature to support your analysis. Part B: Creative representation Create and present a creative representation of your future leadership development. The representation is a creative analysis of how you plan to develop and grow your own leadership skills using the chosen contemporary leadership theory as a model.The creative representation can be presented in a variety of ways.You may choose any presentation format with the exception of PowerPoint (or other similar programs), these are not acceptable.Provide a brief explanation of the ideas presented in the creative presentation – 100 words maximum. It is an expectation that all participants are able to share their creative representation in the final online workshop. We will be sharing screens to see others creative representations. |
| Style and format | APA 7 referencing system A summary of the APA 7 can be accessed on the Library website at https://uow.libguides.com/refcite/apa-7 |
| Subject Learning Outcomes | 1,4,5,6 |
| Marking Criteria | See Rubric pages 14-18 |
| Assignment 3 Rubric – Analysis and Creative Representation | |||||||||||
| Criteria | High Distinction 100% | High Distinction 85% | Distinction 80% | Distinction 75% | Credit 70% | Credit 65% | Pass 60% | Pass 50% | Fail 45% | Fail 25% | Fail 0% |
| Part A: Analysis of theory and development of personal leadership 40% | |||||||||||
| Analysis of contempora ry leadership theory principles to personal leadership growth and developmen t. How well is evidence from current literature connected to personal developmen t and leadership theory? | Deeply considers leadership theory application in practice. Analysis and synthesis of the main ideas from literature are integrated and strongly linked to personal leadership development. Demonstrate s imagination and independent thought. There is evidence of highly developed analytical and evaluative skills. | Strong clear analysis of leadership theory and relevance to practice. Reveals key aspects of current literature in relation to personal leadership development. Authentic and independent thought overt throughout. | Clear evidence of well- developed analytical and evaluative skills of literature and theory. Strong and realistic application to personal leadership development strategies. Evidence of a deep awareness of the subtle aspects of personal leadership and comparisons are well drawn. | Clear analysis throughout paper demonstrati ng links from evidence to personal leadership growth. Expresses personal leadership growth requirement clearly. | Well- reasoned argument based on broad evidence. Evidence of analytical and evaluative skills. Evidence of evaluation and synthesis of ideas in terms of related literature, personal developme nt and theory. | Discussion based on some evidence. Some evidence of analytical and evaluative skills. | Sound argument based on evidence. Limited evidence of analytical and evaluative skills. Limited application to personal developmen t of leadership abilities and growth. | Broad discussion that demonstrate d basic evaluative skills. Limited links to personal leadership development made. | Limited and unfounded discussion. Poor links to leadership development. | Minimal discussion of leadership theory or leadership development. The arrangement of content is haphazard and difficult to follow. | There is no evidence of critique or analysis of the topic surrounding development of individual leadership. |
| Part A: Connection to creative representation 10% | |||||||||||
| Connection of creative representati on to ideas for personal leadership developmen t outlined in analysis. | Analysis and synthesis of key relevant ideas for personal leadership development are seamlessly integrated and strongly linked to creative representatio n. Text connects visual to future growth and makes explicit connections to the healthcare environment. | Analysis and synthesis of the main ideas for personal leadership development are integrated and strongly linked to creative representatio n. Text connects visual to future growth and makes explicit connections to the healthcare environment. | Clear evidence of strong authentic links from analysis of personal leadership development to creative representatio n. Comparisons are well drawn. Text connects visual to future growth and makes key connections to the healthcare environment. | Clear evidence of well- developed links from analysis of personal leadership development to creative representatio n. Comparisons are drawn. Text connects visual to future growth and makes connections to the healthcare environment. | Well-reasoned links demonstrating good level of analysis of personal leadership development to creative representation . Text connects visual to future growth and makes logical connections to the healthcare environment. | Well-reasoned links from analysis of personal leadership development to creative representation . Text connects visual loosely to future growth and makes basic but logical connections to the healthcare environment. | Sound links based on analysis of personal leadership development to creative representatio n. Text describes visual with weak connections to future growth and to the healthcare environmen t. | Basic links with limited analysis of personal leadership developmen t to creative representati on. Text describes visual poorly and with limited connections to future growth and to the healthcare environmen t. | There is limited evidence of critique or analysis of personal leadership development to creative representatio n. Text neglects to synthesise visual with future growth. Makes irrelevant or inadequate connections to themselves and the healthcare environment. | There is very limited evidence of critique or analysis of personal leadership development to creative representatio n. Fails to make connections to self or the healthcare environment. | There is no evidence of critique or analysis of personal leadership development to creative representatio n. Fails to make connections to self or the healthcare environment. |
| Part B: Creative representation of future leadership development 30% | |||||||||||
| Authentic and unique creative representati on based on future growth as a leader. | An eye- catching, exemplary, authentic and unique visual representatio n demonstratin g high levels of creativity and imagination. Deep and insightful understandin g as to how future leadership will be developed is evident. | An outstanding, authentic and unique visual representation demonstrating high levels of creativity and imagination. Strong and overt insight as to how future leadership will be developed is evident. | There is superior evidence of an authentic and unique level of imagination and creativity presented in the visual presentation. Application to personal development clearly evident. | There is evidence of an authentic and unique level of imagination and creativity presented in the visual presentation. Application to personal development evident. | There is evidence of a high level of authentic creativity and imagination presented. Clear links to future leadership developmen t is made. | Strong level of authentic creativity and imagination presented. Clear links to future leadership developmen t is made. | There is satisfactor y imaginatio n and effort evident in the creative presentati on. Links to future developm ent present. | Low level of creativity demonstrate d. May not be original idea. Basic links to future developmen t present. | Creative representatio n is not presented imaginatively and/or there is little effort in using creativity to demonstrate leadership development. | Creative representatio n is not presented imaginatively and/or there is no effort in using creativity to demonstrate leadership development. | Creative representatio n absent. |
| Expression and academic writing 10% | |||||||||||
| Writing is authentic and clearly expresses ideas. Uses correct spelling and paragraph structure throughout. Structured as per UOW assessment Handbook. | Exemplary writing with very high levels of authenticity and independent thought. Ideas communicated convincingly. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all style requirements. | Exemplary writing demonstrating an authentic and objective approach. Ideas are clearly expressed. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all style requirements. | Evidence of superior academic writing skills. Authentic and original writing that clearly synthesises the key points of the assignment. Expression is clear. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar and syntax < 5 minor errors. Meets all style requirements. | Authentic and original writing that visibly integrates the key requirements of the assignment. Clearly communicates key points. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar and syntax < 5 minor errors. Meets all style requirements. | Evidence of sound academic writing. Authentic and original writing that clearly addresses the key points of the assignment. Paragraphs are 5- 7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements. | Original writing that demonstrates clear academic writing and addresses most of the key points required for the assignment. Expression is satisfactory. Paragraphs are 5- 7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements. | Authentic writing that attempts to show independent thought. Expression is satisfactory. Clear paragraphs. Some sentences may be too long/short. Meets almost all style requirements including spacing, page numbers, font, headings. | Authentic writing that attempts to show independent thought. May struggle with expression. Attempts to use paragraphs. Readability may be difficult at times due to sentence structure and formation of ideas. Meets almost all style requirements including spacing, page numbers, font, headings. | Lacks authenticity. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are consistently too short or too long. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. | Lacks authenticity. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are difficult to follow. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. | Lacks authenticity. Disorganised and lacks any sense of cohesion and alignment. Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook. |
| Literature sources and referencing 10% | |||||||||||
| Wide range of contempor ary and relevant sources are used in text and listed in reference list. Uses APA 7 style. | Sources are appropriate, contemporary and from a range of journals and databases. Complies with all the referencing style requirements. There are no errors in referencing throughout. | Sources are appropriate, contemporary and from a range of journals and databases. APA 7 referencing style is consistently accurate. Less than 5 minor referencing errors. | Sources are appropriate, mostly contemporary and from a narrow range of journals and databases. Complies with referencing style requirements. Some referencing errors in in-text and/or referencing list. | Sources are mostly relevant however there are too few to demonstrate wide reading. Attempts to use APA 7 style. Some errors in in-text and/or referencing list. | Sources are limited and/or inappropriate. In-text referencing and/or reference list contains major errors (>10). | Sources are inappropriate and/or absent. In-text referencing may be absent and/or reference list and contains major errors (>10). | Sources are absent. Absent in- text referencing and/or reference list. |
Please note: When using this rubric you must fulfil all the lower criteria before being awarded a higher grade.
Get expert help for SNPG925: Effective Leadership in Health and many more. 24X7 help, plag free solution. Order online now!
