Holistic rubrics are best used when making an overall or holistic judgement about the quality of the response by considering all the criteria together. 

Analytic rubrics are best used when making judgements about each criterion separately, then weighting and combining each judgement to make an overall decision on the quality of the response. 

Presentation has a creative introduction that catches the audience’s attention and the conclusion concisely summarises the interactions. Comprehensive but succinct explanation about the behaviour of major and minor ions in seawater and their impact on a range of different marine habitats, from a physical, biological and chemical oceanography perspective. The presentation engages and sustains audiences’ interest with the use of highly effective presentation techniques (e.g. pitch, volume, pace of voice). References have been incorporated logically and insightfully, with accurate documentation that meets APA7. 

Presentation has a well-developed introduction that catches the audience’s attention and the conclusion outlines the interactions. Detailed explanation about the behaviour of major and minor ions in seawater and their impact on at least three (3) different marine habitats, from a physical, biological and chemical oceanography perspective. The presentation engages audiences’ interest. References are used logically, proficiently and are accurately documented following APA7, with one or two minor errors. 

Presentation considers the audience and has a clear introduction and conclusion that restates the interactions. Clear explanation about the behaviour of major and minor ions in seawater and their impact on three (3) different marine habitats, from a physical, biological and chemical oceanography perspective. The presentation is easy to follow and somewhat engaging. References are appropriately incorporated and most are correctly documented using APA7.

Presentation targets the general audience and the introduction and conclusion are related to the topic.  Demonstrates a working understanding about the behaviour of major and minor ions in seawater and their impact on at least two (2) different marine habitats, from a physical, biological and chemical oceanography perspective. The presentation is disjointed in some parts. References require better incorporation, but generally meet the requirements of APA7. 

Presentation needs more development and the audience is not appropriately addressed. Introduction and conclusion are ineffective with no use of transitions. Unclear explanation about the behaviour of major and minor ions in seawater and their impact on different marine habitats, from a physical, biological and chemical oceanography perspective.  The presentation can be difficult to follow and requires better structure. References inappropriate or unclear and require more accurate documentation to meet the requirements of APA7. 

Presentation doesn’t consider the audience and lacks a logical plan, introduction or conclusion. Does not explain the behaviour of major and minor ions in seawater, or their impact different marine habitats, from a physical, biological and chemical oceanography perspective and includes irrelevant information. The presentation is hard to understand and has no clear structure. References have not be included and/or do not follow the APA7 standard. 

Demonstrates knowledge of the selected fundamental principle of physics. (ULO1)

30%

Effectively explains the physics principle using detailed real-world applications across various fields. Effectively incorporates scientific terminology and demonstrates a strong understanding of the subject matter.

Clearly explains the physics principle using real-world examples, some areas may lack depth. Appropriately incorporates scientific terminology and concepts.

Adequate explanation of the physics principle with limited depth. Real-world applications are mentioned, but their connection to various fields lacks specificity. Scientific terminology and concepts are included, minor inaccuracies or omissions may exist.

Limited overview of the physics principle lacking detail and clarity. Real-world applications are mentioned, but their connection to fields is unclear. Limited use of scientific terminology and concepts, includes inaccuracies or misconceptions.

Superficial or unclear explanation of the physics principle. Limited or no real-world applications are mentioned.  Scientific terminology and concepts are missing.

Discusses how the selected principle of physics is applied to create emerging technology of interest. (ULO2)

40%

Demonstrates a comprehensive and insightful understanding of how the principle is integrated into an emerging technology.

Clearly and persuasively explains technical and conceptual connections between the principle and applications to the emerging technology, using appropriate varied examples and evidence.

Demonstrates a well-developed understanding of how the principle is relevant to an emerging technology.

Provides a clear and relevant explanation of the relationship between the principle and emerging technology, with supporting examples and evidence.

Demonstrates a clear understanding of how the principle contributes to an emerging technology.

Describes connections between the physics principle and emerging technology factually, using examples and evidence.

Demonstrates a working understanding of how the principle contributes to an emerging technology.

Connects the physics principle to emerging technology using at least one basic example and evidence.

Demonstrates a superficial understanding of how the principle contributes to an emerging technology.

Limited description of how the physics principle connects to emerging technology. Example/s and evidence are unclear.

Demonstrates a poor understanding of how the principle relates to an emerging technology.

Does not explain how the physics principle connects to an emerging technology, and/or provides irrelevant examples and misunderstands evidence.

Communicates properties of motions, waves, and mechanics to a non-expert audience. (ULO2)

20%

Seamlessly conveys complex concepts to a non-expert audience with exceptional clarity, precision, and creativity. Effectively uses appropriate examples, analogies, and visual aids to illustrate complex concepts.

Demonstrates exceptional skill in adapting language and style to suit the audience and purpose of the presentation.

Conveys complex concepts to a non-expert audience, demonstrating a high level of clarity and accuracy. Uses appropriate examples, analogies, and visual aids to illustrate complex concepts.

Demonstrates skill in adapting language and style to suit the audience and purpose of the presentation.

Conveys complex concepts to a non-expert audience clearly. Uses mostly helpful examples, analogies, or visual aids to illustrate complex concepts.

Adapts language and style to suit the audience and purpose of the presentation, with some minor lapses.

Generally, conveys complex concepts to a non-expert audience. Uses some examples, analogies, or visual aids to illustrate complex concepts.

Generally adapts language and style to suit the audience and purpose of the presentation, with lapses at times.

Relays complex concepts with limited clarity and effectiveness. Uses few or inappropriate examples, analogies, or visual aids to illustrate complex concepts.

Adapts some of the language or style to suit the audience and purpose of the presentation but there are notable gaps in the delivery.

Inadequately explains complex concepts, lacking clarity and coherence. Missing appropriate examples, analogies, or visual aids to illustrate complex concepts.

Communication is inappropriate for the audience and purpose of the presentation.

Supporting evidence and academic integrity 
(ULO1)

10%

Correctly and consistently uses a variety of highly relevant sources to support arguments and ideas.

Always adheres to referencing conventions, consistently demonstrates an outstanding ability to integrate sources into the work in a seamless and sophisticated way.

Uses a range of relevant sources to support arguments and ideas.

Adheres to referencing conventions with a high degree of accuracy, demonstrates the ability to always integrate sources into the work effectively.

Uses mostly relevant sources to support arguments and ideas.

Adheres to referencing conventions with minor lapses, demonstrates the ability to integrate sources into the work appropriately.

Uses a few relevant sources to support arguments and ideas.

Follows referencing conventions with few errors, demonstrates the ability to integrate sources into the work correctly.

Limited use of relevant sources to support arguments and ideas.

Attempts to follow referencing conventions with many omissions or errors, demonstrates a limited ability to integrate sources into the work correctly.

Relevant sources have not been used to support arguments and ideas.

Referencing conventions not followed, sources integrated into the work not listed.

• Suit small, simple assessment tasks with few interrelated criteria or a single unit learning outcome (ULO)
• Useful for assessing higher-order, interrelated skills, and knowledge 
• Useful for tasks that are holistic in nature e.g. works of art, creative writing, engineering design, projects 
• May be more authentic in nature 
• Can be quicker to develop 

• Suits large complex tasks with multiple discreet criteria and unit learning outcomes (ULOs)
• Useful when assessing discrete skills and knowledge 
• Provides direct feedback on set criteria and specific strengths and weaknesses 
• Easier to moderate marking in large classes with a large number of markers

• More difficult to moderate in large classes with a large number of markers 
• Provides less detailed feedback 
• Can produce a biased result if markers are not clear on what is required 
• Difficult to determine whether multiple, discrete learning outcomes have been achieved 

• Too many criteria can over-partition a task so that the result is biased towards small skills 
• Can produce a biased result - where criteria are not carefully selected or weighted 
• Can focus on detailed, lower-level skills rather than deeper understanding and knowledge 
• Can take more time to develop

Oral presentations, creative performances, short blog entries/discussion board posts, portfolios, and multimedia projects. 

Essays, lab reports, prac reports, literature reviews, case studies, reflective journals, and annotated bibliographies.