1 Criteria Standards Matrix for Assessment of Individual Written Essay in OPSM 2000 Newcastle Business School – Student Name: Marker’s Name: Date: Assessment Criteria Standards Weight % Fail 0‐49 Pass 50‐64 Credit 65‐74 Distinction 75‐84 High Distinction 85‐100 Score Introduction 5% Background details are a random collection of information, unclear, or not clearly related to the topic. Thesis is unclear or absent. Introduction vaguely explains the background, but may lack detail. Thesis is vague or unclear Introduction adequately explains the background, but may lack detail. Thesis states the position. Introduction creates interest. Thesis clearly states the position. Well-developed introduction engages the reader and creates interest. Contains detailed background information on the industry & product. Thesis clearly states a significant and compelling position. Identification of main Points & quality of research Key supply chain processes, activities, functions & issues 10% Identifies and understands few of the supply chain processes and activities Identifies and understands some of the processes and activities in a supply chain Identifies and understands much of the main processes and activities in a supply chain Identifies & understands the majority of the main supply chain processes, activities and issues in the selected product/industry. Significant quality & quantity of concepts & principles used with relevant examples Identifies, investigates & understands all of the main supply chain processes, activities, functions and issues in the selected product/industry. Superior quality & quantity of concepts & principles used; with relevant examples Analysis & Theory Key supply chain processes, activities, functions & issues 6% Incomplete analysis of the key supply chain processes, activities, functions & issues Apparent analysis of some of the key supply chain processes, activities, functions & issues. Thorough analysis of much of the key supply chain processes, activities, functions & issues. Insightful and thorough analysis of the majority of the key supply chain processes, activities, functions & issues demonstrating critical analysis and application of theory Insightful and thorough analysis of all the key supply chain processes, activities, functions & issues. Well- developed critical analysis and application of theory. Supporting examples are concrete and detailed. The narrative is developed with a consistent and effective point-of- view, demonstrating knowledge in detail. 2 Presentation, Organization and Structure 3% No discernable organization. Transitions are not present. Limited discernable organization. Transitions are not present. Diagrammatic illustrations unclear, not valuable to the essay or not present Organization is clear. Transitions are present. Diagrammatic illustrations present but not of value to the essay Logical progression of ideas. Transitions are present equally throughout essay. Diagrammatic illustrations present. Logical progression of ideas with a clear structure that enhances the essay. Transitions are seamless and graceful. Insightful, valuable and labelled diagrammatic illustrations that are referred to in the essay Referencing & Style 3% Little or no references; significant referencing errors; did not use the Harvard method or APA style. Does not know how to reference web sources. Writing style is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction/punctuation & spelling. Basic level of referencing is undertaken in Harvard method or APA style with significant referencing errors including errors in citing web sources. Writing style is clear, but sentences may lack variety. Diction is appropriate Basic level of referencing is undertaken in Harvard method or APA style with minor referencing errors including errors in citing web sources Writing style is clear and sentences have varied structure in places. Diction is consistent. Good quality of referencing with minimal referencing errors in-text or in the reference list. Used Harvard Method or APA style and references web sources. Writing style is clear and sentences have varied structure. Diction is consistent. Superior quality of referencing with no errors in-text or in the reference list. Used Harvard Method or APA style and perfectly references web sources. Writing style is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. Relationship of Assessment with Course and Course Learning Outcomes 3% No recognition of how the essay relates to, and/or assesses course learning outcomes. No ability to recognize the relevant course learning outcomes being assessed. No ability to link any part of the essay to personal learning outcomes in SCM. No ability in recognizing the relevance of the essay to personal lifestyles and an inability to apply learning from the essay to wider goals. Negligible or no recognition of how the essay relates to, and assesses course learning outcomes. Minimal ability to recognize the relevant course learning outcomes being assessed. Negligible or no ability to link any part of the essay to personal learning outcomes in SCM. Difficulty in recognizing the relevance of the essay to personal lifestyles and in the inability to apply learning from the essay to wider goals. Limited recognition and some explanation of how the essay may link into, and assess course learning outcomes. Identifies a limited number of the relevant course learning outcomes being assessed. Links a limited part of the essay task to personal learning outcomes in SCM. Some difficulty in recognizing the relevance of the essay to personal lifestyles and in the ability to apply learning from the essay to wider goals. Quality recognition and explanation of how the essay links into, relates with, and assesses course learning outcomes. Identifies most of the relevant course learning outcomes being assessed. Links research in the essay task to personal learning outcomes in SCM. Recognizes the relevance of the essay to personal lifestyles and applies learning from the essay to wider goals Quality recognition and excellent explanation of how the essay links into, relates with, and assesses course learning outcomes. Identifies the entire relevant course learning outcomes being assessed. Comprehensively links research in the essay task to personal learning outcomes in SCM. Recognizes the relevance of the essay to personal lifestyles and applies learning from the essay to wider goals 3 Written Feedback Comments