| Digital Information Competency | |||
| Criterion 10 | Exceed expectations 9-8 | Meet expectations 7-6 | Below expectations 5-4 |
| Collaborative Learning Skills | |||
| Making personal notes | |||
| Focus and commitment to task | |||
| Organisational effort put in | |||
| Asking questions & listening to others | |||
| Coming up with new ideas & knowledge | |||
| Time Management | |||
| Preparedness of materials | |||
| Taking responsibility quality final result | |||
| Information skills | |||
| Research Plan | |||
| Designs a clear collaborative research plan and executes an effective search strategy | |||
| Research Question | |||
| Formulates a clear, specific, logical research question, problem, issue or hypothesis with key concepts and terms related to the RQ. | |||
| Finding, organizing, analysing and evaluating information | |||
| Identifies and uses extensive sources and formats (books, periodicals, multimedia resources) | |||
| Makes use of previous search results to broaden, narrow or redirect sources | |||
| Evaluates retrieved information according to the criteria of authority, accuracy, objectivity, currency and coverage | |||
| Has used library catalogs, online databases and internet search engines | |||
| Has organized information logically enabling sound discussion | |||
| Can analyse new and / or abstract data without guidance using techniques appropriate to the topic | |||
| Understanding ethical and legal issues surrounding information and information technology | |||
| Distinguishes prejudice, deception, or manipulation in retrieved materials | |||
| Explains in own words the concepts of plagiarism, copyright & authority | |||
| Incorporates ideas from studied work properly | |||
| Acknowledges the sources of information correctly using a citation format appropriate for the discipline (English MLA) | |||
| Paraphrases, summarises and quotes properly. Mentions sources, citing & referencing | |||
| Can critically review evidence supporting conclusions including reliability, validity and significance of these. | |||
| With minimum guidance can transform abstract data and concepts towards a given purpose and can design novel solutions. | |||
| Analytical and clear conclusions well grounded in theory and literature showing development of new concepts. | |||
| Academic Writing Skills | exten- sive | accep-table | un- able |
| Use of academic vocabulary | |||
| Use of nominalisations | |||
| Use of grammar and syntax | |||
| Use of punctuation | |||
| Correct spelling | |||
| Structuring paragraphs | |||
| Explanatory strategies | |||
| Constantly demonstrates application of critical analysis well integrated in the text | |||
| Using an objective voice | |||
| Using descriptive language | |||
| Using persuasive devices | |||
| Academic Speaking Skills | |||
| Exploring a topic | |||
| Expressing Ideas | |||
| Informing your peers | |||
| Taking turns | |||
| Asking questions | |||
| Using politeness in tone | |||
| Lowering your voice at all times |