Marking Criteria for 307 Presentations

Course Code	LSEC 307
Task Title	Presentation
Course Teacher	Julie Wallace
Student Name		Final Grade
Student ID No

Total %		Performance indicators
	Objective criteria	No grade	F (0-59%)	D (60%-64%)	C (65%-74%)	B (75%-84%)	A (85%-100%)
Language 60%	English	According to descriptors below.
Skills 40%	Visual aids	No evidence 0%	The visual aids do not enhance the presentation and/or contain many text errors. 5.9%	The visual aids enhance the presentation but contain many text errors. 6.4%	The visual aids enhance the presentation but contain a few text errors. 7.4%	The visual aids enhance the presentation with no text errors. 8.4%	The visual aids enhance the presentation in an imaginative and creative way with no text errors.10%
	Organisation	No evidence 0%	Audience cannot understand presentation as there is no sequence of information. 5.9%	Audience has difficulty following presentation because of organisation. 6.4%	Student presents information in a logical sequence which audience can follow. 7.4 %	Student presents information in logical, interesting sequence which audience can follow easily. 8.4%	Student presents information in logical, interesting, imaginative and creative sequence which audience can follow easily. 10%
	Content	No evidence 0%	Student does not have grasp of information. Cannot answer questions about subject. 5.9%	Student is uncomfortable with information and is able to answer only rudimentary questions. 6.4%	Student is at ease with answers to all anticipated questions but fails to elaborate. 7.4%	Student is at ease with answers to all anticipated questions and can elaborate. 8.4%	Student shows subject mastery by answering any questions with full explanations and elaboration. 10%
	Eye contact	No evidence 0%	Student reads only from a prepared script with no eye contact. 5.9%	Student occasionally makes eye contact, but still reads most of a prepared script. 6.4%	Student maintains eye contact an acceptable amount of the time but frequently returns to notes. 7.4%	Student maintains eye contact most of the time and occasionally returns to notes. 8.4%	Student maintains eye contact the vast majority of time and any occasional reference to notes is not distracting. 10%
Overall comments:

HCT Oral Communication Descriptors

Bands	Communicative Range	Overall Fluency	Accuracy and Appropriacy	Pronunciation, intonation and stress	Raw Score
	x2	x1	x1	x1
9	Can converse relevantly and interestingly on a wide range of academic and non academic topics both inside and outside own sphere with other educated native speakers. Uses a wide range of cohesive and sequencing devices in extended discourse accurately and appropriately.	Fluency comparable to that of an educated native speaker, with total flexibility to adapt to change of topic and conversational context.	Wide range of vocabulary and idiom, stylistic and structural language features are used appropriately and accurately.	Only a slight accent may be noticeable which in no way intrudes on the communication. Intonation and stress patterns comparable with native speaker.	60
8	Can converse effectively on all academic and non academic topics which relate to own experience and interests. Can sustain well organised, extended discourse involving speculation, argumentation, description and narration. Meaning is precisely conveyed.	Converses fluently with no barrier to communication. Flexible enough to adapt to change of topic and conversational context.	Accurate use of a wide range of linguistic features, including complex sentences, cohesive devices and modifiers. Only occasional slight inappropriacies or ‘slips of the tongue’ may occur.	Accent may be noticeable, but does not affect communication. Intonation and stress patterns approach native speaker level.	60
7	Can communicate competently on a wide range of academic and non academic topics which relate to own experience and interests. Extended discourse is organised and suitable cohesion used. Can use abstract speculative and argumentative language effectively in some, but not all, contexts. Meaning is clearly conveyed.	Generally fluent, with occasional pauses for repair, circumlocution or ‘searching’. Can cope with switches of topic and adapt to some extent to changes in conversational context.	Fairly accurate use of a wide range of linguistic features, including complex sentences, cohesive devices and modifiers. Some linguistic errors, and lexical inappropriacies but meaning is not impaired.	Intonation appropriate. Fully intelligible. L1 stress patterns and accent may be noticeable but no strain is felt in communication.	55
6	Can communicate satisfactorily on general, vocational and social topics. Can present information confidently but abstract speculation and argument may break down under pressure. Can deal with longer and more complex description and narration.	Hesitations rare, usually only when searching for unfamiliar vocabulary. Flexible enough to cope with topic switches.	Can form complex sentences reasonably accurately. Vocabulary adequate to express finer meaning and to modify.	Intonation appropriate. Fully intelligible. L1 stress patterns and accent are noticeable but no strain is felt in communication.	45
5.5					40
5	Can initiate and sustain extended conversation on general topics. Cannot handle abstract topics, argument or speculation. Recognises and expresses attitude, though not finely. Can elicit and leave a telephone message satisfactorily.	Hesitations occur as speaker searches for vocabulary, but repair strategies are developed enough to keep the conversation going at near normal speed.	Basic sentence structure usually correct, but errors occur in more complex sentences. Basic tenses used appropriately. Vocabulary inadequate for abstract discussion or fine description.	Mainly intelligible. Uses intonation appropriate to the context. Interlocutor may occasionally request repetition and clarification.	30
4	Can initiate and sustain conversation on everyday topics. Can give and elicit simple information face to face and, in a more limited way, on the telephone. Can describe a simple process or series of events.	Shows more spontaneity when on familiar ground, but hesitations still occur and rephrasing and prompting is still needed.	Can use basic sentence and question forms, although with many inaccuracies. Cannot form complex sentences. Can use basic sequencers. Vocabulary sufficient for everyday and work related needs.	Reasonably comprehensible to native speakers, though interlocutor may feel some strain, and misunderstanding may still occur.	20

Marking criteria for Meetings, Agendas, and Minutes

Task Title	Preparing for the workplace - meetings
Course Teacher
Student Name		Final Grade
Student ID No	.

Feedback key: Excellent (E), Good (G), Satisfactory (S), Unsatisfactory (U), Incomplete (I)

Specific Guidelines	Feedback
	E	G	S	U	I
Agenda and minutes: ·         Produce a group agenda in a suitable format, which includes appropriate information ·         Participants, venue, time, date, any preparation included ·         Objectives stated ·         Produce group minutes in suitable format with all information included	10	7	4	2	0
Comment:
Participation in meeting: ·          Meeting was opened and closed in an appropriate manner ·         Communication skills demonstrated – listening, turn-taking, analysing, summarising ·         All attendees contributed ·         Discussion relevant to the agenda ·         Action items specified	20	17	14	7	0
Comment:
Reflective statement: ·         Individually written ·         Reflective statement shows a depth of response and consideration of the task.	10	7	4	2	0
Comment:
Use of spoken language during meeting according to appropriate spoken linguistic conventions: ·         Clarity and appropriateness of language ·         Spoken interaction appropriate for business meeting ·         Effective communication of message ·         Language level as per HCT target band	See HCT banding descriptors Raw score ________
Comment:
Presentation of individually written reflective response according to appropriate written linguistic conventions: ·         Clarity and appropriateness of sentence structure, vocabulary use, spelling and punctuation as per target band	See HCT banding descriptors Raw score ________

HCT Written Communication Descriptors

Bands	Communicative Quality and Coherence	Structural Accuracy	Lexical Range and Accuracy	Mechanics	Raw Score
	x2	x1	x1	x1
9	Extremely clear, well organised, and logical with plentiful ideas and support material from the writer. Text flows seamlessly.	A wide range of structures used accurately and confidently.	A wide range of vocabulary used accurately and confidently.	Rare slips rather than errors may occur.	30
8	Well organised, clear and logical presentation and development of ideas with adequate and relevant support material. Text flows well causing no strain to the reader.	A good range of sentence structures are shown , with confident control.	Confident choice and use of vocabulary with only rare ‘off key’ notes to indicate that  this may be a non-native speaker.	Very few minor errors occur and these are not significant.	30
7	Well organised with a clear and overall progression of ideas. Content is sufficient to the task but could be expanded more and may contain slight irrelevancies. Well controlled use of a range of cohesive devices.	An adequate range of simple and complex sentences occur with adequate control shown.	Vocabulary generally appropriately used and adequate to the task. Occasional awkwardness caused by word, idiom or register choice.	Occasional non-intrusive spelling and punctuation errors.	25
6	Main and subsidiary points are clear and well organised, but may contain minor irrelevancies or inappropriacies.  A range of cohesive devices used, though not always accurately.	Generally accurate use of sentence structure, though range of complex sentences is limited.	Vocabulary choice generally adequate in general topics or own specialist area, but may be inadequate to express a wide range of ideas with precision. Most of the time, appropriate choice of words, idioms and register give the text a feeling of fluency.	Occasional errors in spelling may still occur. Uses capital letters, full stops, commas, apostrophes, brackets, and bullets, with only occasional unobtrusive errors. (Spelling fully accurate if using Spell Checker or copying from a text.)	20
5.5					15
5	Overall meaning of simple and more complex communications adequately conveyed though clarity will vary. Organisation of text contributes to overall clarity. Wider range of cohesive devices is attempted.	Simple sentences generally correct and some complex sentences can be used, but not often accurately. Errors in subject verb agreement may still occur.	Vocabulary generally appropriate but limited to  familiar contexts. Occasionally, appropriate choice of words, idioms and register gives glimpses of fluency.	Spelling errors still intrude, but do not impair meaning. Uses capital letters, full stops commas and apostrophes appropriately, with only occasional errors. (Almost fully accurate if using Spell Checker or copying from text.)	10
4	Meaning clear in straightforward communications; where the content is more complex meaning comes through only intermittently. Simple cohesive devices used appropriately.	Can construct simple sentences but errors in subject verb agreement and word order are frequent. Appropriate choice of basic tenses.	Range of  vocabulary  becomes wider but may be inappropriate. Text is stilted.	Spelling errors intrude though words are mainly recognisable with effort. Uses capital letters and full stops almost without error. Commas and apostrophes missing or misused. (Almost fully accurate when using Spell Checker or copying text.)	5

HCT Oral Communication Descriptors

Bands	Communicative Range	Overall Fluency	Accuracy and Appropriacy	Pronunciation, intonation and stress	Raw Score
	x2	x1	x1	x1
9	Can converse relevantly and interestingly on a wide range of academic and non academic topics both inside and outside own sphere with other educated native speakers. Uses a wide range of cohesive and sequencing devices in extended discourse accurately and appropriately.	Fluency comparable to that of an educated native speaker, with total flexibility to adapt to change of topic and conversational context.	Wide range of vocabulary and idiom, stylistic and structural language features are used appropriately and accurately.	Only a slight accent may be noticeable which in no way intrudes on the communication. Intonation and stress patterns comparable with native speaker.	30
8	Can converse effectively on all academic and non academic topics which relate to own experience and interests. Can sustain well organised, extended discourse involving speculation, argumentation, description and narration. Meaning is precisely conveyed.	Converses fluently with no barrier to communication. Flexible enough to adapt to change of topic and conversational context.	Accurate use of a wide range of linguistic features, including complex sentences, cohesive devices and modifiers. Only occasional slight inappropriacies or ‘slips of the tongue’ may occur.	Accent may be noticeable, but does not affect communication. Intonation and stress patterns approach native speaker level.	30
7	Can communicate competently on a wide range of academic and non academic topics which relate to own experience and interests. Extended discourse is organised and suitable cohesion used. Can use abstract speculative and argumentative language effectively in some, but not all, contexts. Meaning is clearly conveyed.	Generally fluent, with occasional pauses for repair, circumlocution or ‘searching’. Can cope with switches of topic and adapt to some extent to changes in conversational context.	Fairly accurate use of a wide range of linguistic features, including complex sentences, cohesive devices and modifiers. Some linguistic errors, and lexical inappropriacies but meaning is not impaired.	Intonation appropriate. Fully intelligible. L1 stress patterns and accent may be noticeable but no strain is felt in communication.	25
6	Can communicate satisfactorily on general, vocational and social topics. Can present information confidently but abstract speculation and argument may break down under pressure. Can deal with longer and more complex description and narration.	Hesitations rare, usually only when searching for unfamiliar vocabulary. Flexible enough to cope with topic switches.	Can form complex sentences reasonably accurately. Vocabulary adequate to express finer meaning and to modify.	Intonation appropriate. Fully intelligible. L1 stress patterns and accent are noticeable but no strain is felt in communication.	20
5.5					15
5	Can initiate and sustain extended conversation on general topics. Cannot handle abstract topics, argument or speculation. Recognises and expresses attitude, though not finely. Can elicit and leave a telephone message satisfactorily.	Hesitations occur as speaker searches for vocabulary, but repair strategies are developed enough to keep the conversation going at near normal speed.	Basic sentence structure usually correct, but errors occur in more complex sentences. Basic tenses used appropriately. Vocabulary inadequate for abstract discussion or fine description.	Mainly intelligible. Uses intonation appropriate to the context. Interlocutor may occasionally request repetition and clarification.	10
4	Can initiate and sustain conversation on everyday topics. Can give and elicit simple information face to face and, in a more limited way, on the telephone. Can describe a simple process or series of events.	Shows more spontaneity when on familiar ground, but hesitations still occur and rephrasing and prompting is still needed.	Can use basic sentence and question forms, although with many inaccuracies. Cannot form complex sentences. Can use basic sequencers. Vocabulary sufficient for everyday and work related needs.	Reasonably comprehensible to native speakers, though interlocutor may feel some strain, and misunderstanding may still occur.	5