Exercise and metabolic disease/assessment overview

Assessment weighting

Activity Task	Due	Summative*	Learning Outcomes	Generic Skills
Activity 1	End week 4 (decontextualise)	15%	1, 3 (decontextualise)	1, 2, 3, 4, 5, 6 (decontextualise)
Activity 2	Start week 9 (decontextualise)	-	1, 3 (decontextualise)	1, 2, 3, 4, 5, 6, 8, 9, 10 (decontextualise)
Activity 3	End week 12 (decontextualise)	30%	1	1, 2, 3, 4, 5, 6, 8, 9, 10 (decontextualise)
Reflection Activity	End week 14 (decontextualise)	25%	1, 2, 3 (decontextualise)	1, 3, 6, 9, 10 (decontextualise)
Exam		30%

Assessment marking rubric

Activity 1

Criteria and Qualities	Weight	<50%	65-75%	>85%
Clarity	25	Annotations are unclear and confusing throughout	Language generally provides the reader with an understanding of the paper and the points raised in the annotations. Use of annotations are not always clear	The language is clear and expressive. All parts (structured sentence or dot points) provide the reader with a clear understanding of the main points
Relevance	25	Few, if any, references are related to the topic. There is inadequate primary/original references or scientifically supported literature	The references cover the topic but the relationship to your topic is not always clear. There is adequate use of original, scientific research	Your references clearly relate to your topic and provide mainly original scientific references.
Analysis	50	All annotations are lacking in completeness, thought, and/or critique	Annotations are generally well written but some are lacking in completeness, thought, and /or critique	All annotations are thoughtful, complete, and well critiqued

Activity 2 and 3

Criteria and Qualities	Weight	<50%	65-75%	>85%
Clarity	10	Intention of resource unclear. Convoluted expression. Numerous mechanical errors (punctuation, grammar, spelling, web-based errors)	Few mechanical errors. Resource is ambiguous in few sections	Resource is crisp, clear and succinct. No or very few mechanical errors
Clarity - Flow	10	No apparent direction to review, subtopics appear disjointed	Structure has general direction but does not always flow to specific conclusions. Relevance to problem is sometimes clear	Structure is intuitive and general ideas flow to specific conclusions. Relevance to the problem is always clear
Clarity - Presentation	10	Text is unclear with inappropriate use of text or images and other media. No or little aesthetic appeal	Use of text, images and other media is predominately clear with some minor issues present. Aesthetics are mostly good	Clear and appropriate use of text and images. Innovative and effective use of other media (e.g. use of multi-media and/or social media). Aesthetically appealing
Relevance	30	Few relevant studies included, inappropriate content and argument	Not all major parts of literature are included with some redundancy. Sources are mostly cited where specific statements are made. Significance of subject is not always clear. Issues with critiquing of literature are present	Coverage is in depth without redundancy. References are cited when specific statements are made. Significant to the subject is clear. Appropriate critique of literature thorough and clear. Any alternative views acknowledged
Synthesis and Application	35	There is no indication that information was synthesize to provide conclusions. No relevance to real world application	Conclusions/recommendations are good but lack insight and not expressed in a succinct manner. Application to the real world are limited and not completely supported by the review	Succinct and precise conclusions and recommendations made. Insights into the problem and gaps in the literature are appropriate. Conclusions and application to the real world are strongly supported in the review
Referencing	15	Referencing inconsistent or no referencing. Reader not provided with opportunities to follow up further information	Few omissions or inconsistencies in references. Opportunities to provide further information are lacking	Referencing complete and consistent. Reader provided with many links for further readings and information

Reflection Activity

Criteria and Qualities	Weight	<50%	65-75%	>85%
Clarity	20	Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately	A number of lapses in clarity and accuracy	The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader
Relevance	25	Most of the reflection is irrelevant to student and/or purposes of the activity/reflection questions	Student makes attempts to demonstrate relevance, but the relevance is not always clear to the reader	The learning experience being reflected upon is relevant and meaningful to student and course learning goals
Analysis	25	Reflection does not move beyond description of the learning experience(s)	Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but lacks depth of analysis	The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts
Interconnections	30	No attempt to demonstrate connections to previous learning, external literature or experience	There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences	The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals

References

Adapted from:Steven Jones, Coordinator, Office of Service Learning, IUPUI. http://ctl.iupui.edu/common/uploads/library/CSL/CSL529447.doc Accessed 5:15pm 10/10/2010.