The following criteria sheets can be used as a guide for SCIE3221 student supervisors to assist them in marking.
Different criteria may be applied to different types of projects (e.g. modifications may be required for field- and computer-based studies).
Please contact the course coordinator Dr Nick Lavidis (lavidis@uq.edu.au) if you have any questions.
Criteria Sheet
SCIE3221 Research Skills
30% course assessment
Criteria
DISCIPLINARY
KNOWLEDGE
Note: Descriptions refer to the top standard of each grade.
30-25
24-19
18-13
Name:
zM
12-7
6-1
 demonstrated accurate mastery
of key facts, concepts and
theories (FCT)
 comprehensive understanding of
all relevant content
 frequently
demonstrated accurate
mastery of key FCT
 understanding of
relevant content
 demonstrated mostly
accurate mastery of key
FCT
 understanding of key
aspects of content
 demonstrated limited
mastery of key FCT
 limited understanding of
relevant content
 accurate mastery of key
FCT not evident
 minimal understanding of
relevant content
 asked questions which probed
the application of concepts &
analysis and interpretation of
data
 able to make & justify mature
professional judgements about
all aspects of the project
 able to integrate key concepts,
identify key gaps in
understanding & suggest
appropriate experimental
designs
 asked questions related
to application of
concepts & analysis
and interpretation of
data
 made & justified mature
professional
judgements about most
aspects of the project
 able to integrate key
concepts, identify gaps
in understandings &
suggest feasible
experimental designs
 competently completed
relevant experimental
techniques & data
management
 some questions related  limited questions which
concepts & analysis and
related to concepts &
interpretation of data
analysis and
interpretation of data
 sometimes made
professional judgements  limited evidence of
about some aspects of
professional judgements
the project
about aspects of the
project
 able to integrate key
concepts, identify gaps
 limited ability to identify
in understandings &
gaps in understandings
suggest sound
& suggest experimental
experimental designs
designs
 minimal questions which
related to concepts &
analysis and
interpretation of data
 minimal evidence of
judgements about
aspects of the project
 minimal ability to
integration to identify
gaps in understandings &
suggest experimental
designs
 soundly completed
relevant experimental
techniques & data
management
 uneven skills in
completing relevant
experimental techniques
& data management
 limited skills in
completing of relevant
experimental techniques
& data management
 participated with limited
interest, industry &
commitment
 limited independence &
co-operation
 limited compliance OHS
 minimal participation with
interest, industry or
commitment
 minimal independence &
co-operation
 did not comply with OHS
( /8)
INQUIRY
SKILLS
( /7)
MANIPULATION
SKILLS
 skilfully completed relevant
experimental techniques & data
management
( /8)
PROFESSIONAL
ATTITUDE
( /7)
 participated fully with sustained
interest, industry & mature
commitment
 worked independently & cooperatively with colleagues and
all staff at all times
 complied fully with OHS
Markers comment and Grade:
 participated with
 participated with some
interest, industry &
interest, industry &
mature commitment
commitment
 worked independently
 worked independently,
and co-operatively most
co-operatively but
of the time
unevenly
 complied fully with OHS  complied fully with OHS
SCIE3221 Record Keeping
20% course assessment
Criteria
CONTENT
( /10)
( /10)
Name:
Note: Descriptions refer to the top standard of each grade.
10-9
8-7
6-5
 daily & accurate recording of  daily & accurate
 daily & accurate
experimental or project
details & data or weekly
consultation with supervisor
for theoretical projects
 regular & insightful
comments about the project
 all relevant details enabling
replication
recording of
experimental details &
data or regular
consultation with
supervisor for
theoretical projects
 comments about the
project are irregular
 some relevant details
enabling replication
 complies fully with UQ
FORMAT
Criteria Sheet
recording of
experimental details &
data or weekly
consultation with
supervisor for
theoretical projects
 regular & comments
about the project
 most relevant details
enabling replication
 complies fully with UQ
Record Keeping Checklist
Record Keeping
 supporting graphics (Tables,
Checklist
Graphs, diagrams) are
 supporting graphics
included
(Tables, Graphs,
 all would be easily
diagrams) are included
comprehended by a
 large majority would be
colleague in the discipline
easily comprehended
by a colleague in the
discipline
Markers comment and Grade:
 mostly complies with
UQ Record Keeping
Checklist
 supporting graphics
(Tables, Graphs,
diagrams) are
included
 most would be
comprehended by a
colleague in the
discipline
4-3
 daily recording of






2-1
 minimal recordings of
experimental details &
experimental details &
data but some
data or little contact
inaccuracies or
with supervisor
sporadic consultation  no comments about
with supervisor for
the project
theoretical projects
 no relevant details
which enable
very few comments
replication
about the project
few relevant details
which enable
replication
limited compliance
 minimal compliance
with UQ Record
with UQ Record
Keeping Checklist
Keeping Checklist
supporting graphics
 supporting graphics
(Tables, Graphs,
(Tables, Graphs,
diagrams) are not
diagrams) are not
included
included
little would be
 almost none would be
comprehended by a
comprehended by a
colleague in the
colleague in the
discipline
discipline
Criteria Sheet
SCIE3221 Research Report
40% course assessment
Criteria
DATA
( /10)
REASONING
( /10)
REFERENCING
( /10)
WRITING
( /10)
Note: Descriptions refer to the top standard of each grade.
10-9

8-7

 experimental evidence (if
applicable) was critically
discussed in relation to
hypotheses or key research
questions (KRQ)
 findings were correctly
interpreted
 logical flow was sustained &
strongly evident
 theoretical and practical
implications of findings were
thoroughly and cohesively
addressed
 able to accurately & consistently
cite and use key literature
 experimental evidence
(if applicable) was
discussed in relation to
hypotheses or KRQ
 findings were correctly
interpreted
 logical flow was evident
 theoretical and practical
implications were
addressed

 able to consistently cite
and use key literature

 writing conformed consistently
to the conventions of style
 accurate, clear and concise
language was used throughout
 grammar, syntax and spelling
were of a very high standard
 mostly conformed to the
conventions of style
 most language was
accurate, clear, concise
 grammar, syntax and
spelling were of high
standard


high quality data were
appropriately recorded,
analysed
data presented with appropriate
use of figures & tables
main sources of error were
clearly identified and
comprehensively discussed
Markers comment and Grade:

6-5
data were appropriately
recorded & analysed
data presented with
appropriate use of
figures & tables
sources of error were
identified with some
discussion

Name:









data were
appropriately recorded
but analysis was
limited
data presented with
appropriate use of
figures & tables
main sources of error
were identified, with
limited discussion
experimental evidence
(if applicable) was
discussed but with
little connection to
hypotheses or KRQ
findings were soundly
interpreted
logical flow was
uneven
theoretical and
practical implications
were addressed
unevenly
able to cite and use
key
literature
but
some inaccuracies
unevenly conformed
to the conventions of
style
language was often
inaccurate or unclear
or not cohesive
grammar, syntax and
spelling mostly sound
4-3



poor quality data were
recorded & analysis
was uneven
limited presentation of
data
sources of error were
not identified but not
discussed
2-1



poor quality data were
recorded & analysis
was limited
minimal presentation
of data
sources of error were
not identified
 experimental evidence
( if applicable)
discussed uncritically
 interpretations of
findings had
significant errors
 logical flow was
limited
 theoretical and
practical implications
were poorly
addressed
 experimental evidence
(if applicable) was
lacking
 minimal interpretation
of findings had
significant errors
 logical flow was
minimal
 theoretical and
practical implications
were lacking
 inconsistent
and/or
inaccurate citation and
use of key literature
 conformed poorly to
the conventions of
style
 language was often
inaccurate and
unclear and not
cohesive in places
 grammar, syntax and
spelling were uneven
 minimal citations and
use of key literature
 conformed poorly to
the conventions of
style
 language was largely
inaccurate and
unclear and not
cohesive
 grammar, syntax and
spelling were poor
Oral Presentation
Criteria Sheet
10% course assessment
Note: Descriptions refer to the top standard of each grade.
SCIE3221
Name:
DESIGN* - UQ guidelines for effective PowerPoint design - http://askit.uq.edu.au/itanswers/microsoftoffice/powerpoint/design.html
Criteria
10-9
 all content is correct &
CONTENT
( /6)
DESIGN *
( /2)
DELIVERY
( /2)
logically developed
8-7
 most content is
correct & logically
developed
Research Questions
 hypotheses &/or Key
(KRQ) clearly, explicitly
Research Questions
stated
(KRQ) clearly stated
 all conclusions were
 most conclusions
plausible
were plausible
 all questions answered
 most questions
thoroughly
answered thoroughly
 conforms very well and
 conforms well and
consistently to the
consistently to the
principles of effective
principles of
PowerPoint design
effective PowerPoint
design
 presentation was clear &  presentation was clear
thoroughly prepared
& well prepared
 speech is clear, audible &  speech is clear &
engaging
audible throughout
 hypotheses &/or Key
Markers comment and Grade:
6-5
4-3
2-1
 some content is
 limited content is
 minimal content is
correct & logically
developed
 hypotheses and/or
KRQ mostly implied
 some conclusions
were plausible
 most questions
answered but not in
depth
 conforms consistently
to the principles of
effective PowerPoint
design
correct &/or logically
developed
 hypotheses and/or
KRQ mostly implied
 few conclusions were
plausible
 some questions
answered but not in
depth
 conforms
inconsistently to the
principles of effective
PowerPoint design
correct &/or logically
developed
 hypotheses and/or
KRQ clearly omitted
 no conclusions were
plausible
 the very few
questions answered
lacked depth
 principles of effective
PowerPoint design
are poorly followed
 presentation was clear  presentation with
 presentation with
& soundly prepared
limited clarity &
 speech is mostly clear
preparation
& audible
 speech often unclear
or inaudible
minimal clarity &
preparation
 speech unclear or
inaudible