improvement project Spelling Checker

Marking guide
Assessment criteria
Outstanding 85-100%
Excellent 75-84.5%
Very good 65-74.5%
Satisfactory 50-64.5 %
Unsatisfactory –poor/Fail Less than 49.5%
Introduction (10%)

Provides a clear overview of why the improvement project was needed that conveys to the reader the direction the assignment will take.
All main ideas are clearly and succinctly introduced, clearly conveys direction of project.
Majority of points are clearly covered in introduction.
Majority of points are covered but the introduction of ideas is unclear.
Some points are introduced but introduction tends to go off track, wander, or is too brief
Unclear from introduction what the essay is about.
Part 1: Background & context (20%)

The aim/rationale of project are clearly described. This section mounts a convincing argument for the intervention. Initial audit/observation against a known standard, guidance or the literature Includes detail of the staffing and resources, project team, history of current practices and workplace readiness for this improvement is discussed.
Outstanding understanding of organisation and needs is conveyed
Excellent or detailed understanding of organisation needs is conveyed
Comprehensive understanding of organisation and needs is conveyed but one of the main points is absent
Some good points are made specific to organisation/needs but two or more of the main points missing
Vague and unclear description about the organisation and needs
Part 2: Strategy (20%)

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The improvement strategy (intervention) is explained. Discussion and analysis of stakeholders, engagement, implementation strategy for the intervention, analysis of barriers and obstacles and communication strategies are outlined and justified
Exceptional discussion of strategy appropriate to workplace, all points considered.
Extensive discussion of the strategy appropriate to workplace, most points considered but would benefit from more detail in some areas.
Comprehensive discussion of strategy however at times the reader must guess or assume meaning
Satisfactory description of strategy but ideas do not link, limited discussion of tools, resources and strategies.
Superficial awareness. Lacking clarity. Contradictory arguments
Part 3: Evaluation (20% )

Demonstrates understanding of how the intervention is/was evaluated or measured, includes discussion of evaluation method, clearly identifying what the intervention is being measured against. Evaluation method reflects the aims and objectives of the project.
Exceptional knowledge of the evaluation processes used/suggested or effectiveness of strategy
Excellent knowledge of the evaluation processes used/suggested or effectiveness of strategy
Comprehensive discussion of evaluation processes used/suggested or effectiveness of the strategy, but some further analysis is needed
Some good points noted but unclear how the strategy was to be evaluated/effectiveness of the strategy. Some of the evaluation methods are not appropriate to project aims and objectives.
Strategy or evaluation not discussed or method not appropriate to project aims and objectives. Vague or no reference to evaluation
Part 4: Conclusion (10%)

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Summarises and draws together the findings and outcomes of the project.
Exceptionally clear and confident conclusion, succinctly draws together main findings, implications
Excellent conclusion and does not over state points
Very good conclusion however overstates or fails to conclude some points
conclusion too brief or does not have a logical flow, or introduces new points
Conclusion unclear or absent
Evidence & quality of expression (20%)

The student uses a wide range of resources and literature which range from scholarly journals, guidelines and appropriate websites. Writing clearly communicates ideas and knowledge. Assignment includes a reference list to demonstrate scope of evidence used.
Outstanding and extensive use of literature with an exceptional ability to communicate complex ideas to the reader. No grammatical or spelling errors.
Excellent understanding of the literature and the student can clearly express a range of ideas. Occasional grammatical, spelling or punctuation error.
Comprehensive understanding and range of literature. Writing is clear, concise and professional. Most ideas transition from one paragraph to the other
Some good sources used but other sources of evidence could have been used, or evidence have been better integrated within the report. Expression is at times awkward or unclear. Either too wordy or too brief to be clear.
Insufficient, limited or inappropriate use of literature. Writing is difficult to follow. Over reliance on quotes without linking the quote to the ideas in the paragraph.

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