FIT3174 IT Strategy and Governance
Assignment 1: Group Assignment
Criteria N (fail) Pass (P) Credit (C) Distinction (D) High Distinction (HD)
Depth of analysis.
Does the report demonstrate
the students’ ability to carry
out a critical analysis on the
assigned topics?
⬜ The report has not
adequately responded to
the assigned topics and task
requirements.
⬜ The report does not
contain enough information
about the topics and task
requirements to adequately
build the intellectual
foundations for this unit.
⬜ The report
generally responds to the
assigned topics though
there may be some
inconsistencies in the
discussions.
⬜ The report contains
an adequate discussion
about the purpose of the
assigned topics. There is
evidence of a general
understanding of the
intellectual foundations of this
unit, though there may be
traces of misconceptions.
⬜ The report generally
responds to the assigned
topics and task requirement
though there may be some
consistencies in the
discussions.
⬜ The analysis
demonstrated emerging
fluency in key concepts.
⬜ The report contains
an adequate discussion
about the assigned topics.
⬜ There is evidence of
a good understanding of the
intellectual foundations of this
unit.
⬜ The report responds
clearly and systematically to
the assigned topics and task
requirements, addressing all
topics/sub- topics relating to
the assignment.
⬜ The report contains
clearly structured
information and discussion
about the assigned topics.
⬜ The analysis shows
the ability to master key
concepts with some
originality.
⬜ There is evidence
of an excellent
understanding of the
intellectual foundations of
this unit.
⬜ The report
responds clearly and
systematically to the
assigned topics and task
requirements; discussions
include not just the
topics/subtopics but also
related topics e.g.,
considering emerging
issues/concepts or
technologies.
⬜ The report
contains clearly structured
information and
discussion about the
assigned topics. The
analysis demonstrates
originality, creativity, and
sophisticated thinking,
which not only shows an
excellent understanding of
the intellectual
foundations of this unit,
but also a strong ability to
bring these further (e.g.,
identifying main issues,
limitations, and
implications) and make
intellectual contributions to
related research or
practice.
⬜ The analysis
shows exceptional skills in
integrating key concepts
with originality.
Criteria N (fail) Pass (P) Credit (C) Distinction (D) High Distinction (HD)
Completeness and
correctness of arguments.
Are the arguments made by
the students well-reasoned
and evidence-based?
⬜ There is no clear
argument developed based
on the assigned topics.
Where arguments are
presented, there is no
evidence to back up claims.
There is thus a lack of
evidence that demonstrates
the students’ ability to
formulate ideas critically.
⬜ There are
arguments developed based
on the assigned topics. The
report contains evidence
drawn on the literature to
support the arguments.
However, some claims may
appear weak due to
insufficient support of quality
evidence or inconsistencies
in the arguments.
⬜ There are
arguments developed based
on the assigned topics,
which demonstrates a good
understanding of the
assigned topics. The
development of the
arguments draws upon
sufficient evidence from the
literature, though the
narrative may lack depth
(e.g., claims may need
stronger logic or broader
perspectives).
⬜ There are
arguments developed based
on the assigned topics,
which demonstrates a deep
understanding of the
assigned topics. The
development of the
arguments draws upon solid
evidence from a range of
literature, showing strong
academic rigor and validity.
The narrative is
sophisticated and
compelling.
⬜ There are
arguments developed based
on the assigned topics,
which demonstrates an
excellent understanding of
the assigned topics. The
development of the
arguments draws upon solid
evidence from a wide range
of literature, showing
exceptional academic rigor
and validity.
⬜ The narrative is
sophisticated and
compelling. The precision
and originality of the
arguments may provoke
thinking and contribute to
further conversation on
relevant topics.
Clarity of expression.
Is the writing coherent
throughout the report?
Can the students
communicate ideas clearly
using the expected writing
style?
⬜ The report has a
poor structure and lacks
clarity (e.g., unclear links
between sentences and
sections, incomplete or
conflicting narrative, or lack
of logic).
⬜ The report exhibits
inadequate command of the
technical aspects of writing
(e.g., grammar, punctuation,
spelling, and language
expressions).
⬜ The report is not
presented following the
recommended writing style.
⬜ The report has a
clear structure, though lacks
clarity (e.g., unclear links
between sentences and
sections, incomplete or
conflicting narrative, or lack
of logic).
⬜ The report exhibits
emerging skills of the
technical aspects of writing
(e.g., grammar, punctuation,
spelling, and language
expressions), which is yet to
mature.
⬜ The report is
presented following the
recommended writing style,
though without consistency.
⬜ The report has a
clear structure and sufficient
clarity (e.g., adequate links
between sentences and
sections, complete and
consistent narrative, and
coherence in the flow),
though there are occasional
inconsistencies.
⬜ The report exhibits
good skills of the technical
aspects of writing (e.g.,
grammar, punctuation,
spelling, and language
expressions).
⬜ The report is
presented following the
recommended writing style,
though some errors may be
present.
⬜ The report has a
clear structure and good
clarity (e.g., adequate links
between sentences and
sections, complete and
consistent narrative, and
coherence in the flow).
⬜ The report exhibits
an excellent command of the
technical aspects of writing
(e.g., grammar, punctuation,
spelling, and language
expressions), which conveys
a scholarly voice.
⬜ The report is
presented following the
recommended writing style
in a consistent manner.
⬜ The report has a
clear structure and excellent
clarity (e.g., clear links
between sentences and
sections, complete,
consistent, and engaging
narrative, coherence in the
flow, and appropriate
signposting to guide
readers).
⬜ The report exhibits
an exceptional command of
the technical aspects of
writing (grammar,
punctuation, spelling, and
language expressions),
which conveys a scholarly
voice with a narrative that is
carefully carved for the
targeted audience (e.g.,
choice of words and
expressions)
⬜ The report is
presented following the
recommended writing style
in a consistent manner.
Use of appropriate
references to support
arguments.
Does the report draw on a
range of academic and other
sources to respond to the
task?
Does the report demonstrate
the students’ understanding of
the relevant literature?
Can the students form
arguments by synthesising the
existing literature?
⬜ It is not apparent
from the report that the
students have sourced a
range of relevant and
appropriate academic
articles or secondary
sources. There may be
evidence of over reliance on
non-academic or
inappropriate sources.
⬜ The report does not
convey adequate
understanding of the
sources used (e.g., poor
paraphrasing,
misinterpretations, and
overreliance on direct
quoting).
⬜ Where references
are included, there is a lack
of relevance.
⬜ It is apparent from
the report that the students
have sourced a range of
relevant and appropriate
academic articles and
secondary sources, though
the diversity can be
improved.
⬜ The report conveys
adequate understanding of
the sources used (e.g.,
appropriate paraphrasing
without overreliance on
direct quoting), though there
may be occasional
misinterpretation or misuse
of the sources.
⬜ The references are
mostly relevant to the
arguments, though some
inconsistencies are present.
⬜ It is apparent from
the report that the students
have sourced a range of
relevant and appropriate
academic articles and
secondary sources, which
are well balanced and
diverse.
⬜ The report conveys
a good understanding of the
sources used (e.g.,
appropriate paraphrasing
without overreliance on
direct quoting), though there
may be over-reliance on
some sources.
⬜ The report draws
on relevant literature
appropriately to support
arguments. The use of the
literature shows the
emerging ability to compare
and synthesise different
sources of literature, thus
formulating personal
critiques.
⬜ It is apparent from
the report that the students
have sourced a range of
relevant and appropriate
academic articles and
secondary sources, which
are well balanced and
diverse. The range of
literature included shows a
good awareness of the
development of the field(s)
related to the assigned
topics.
⬜ The report conveys
a good understanding of the
sources used (e.g.,
appropriate paraphrasing
without overreliance on
direct quoting), and the
arguments are developed
with a good choice and
balanced use of the sources.
⬜ The report draws
on relevant literature
appropriately to support
arguments. The use of the
literature shows an excellent
ability to compare and
synthesise different sources
of literature, thus formulating
personal critiques.
⬜ It is apparent from
the report that the students
have sourced a range of
relevant and appropriate
academic articles and
secondary sources, which
are well balanced and
diverse. The range of
literature included shows
excellent understanding of
the development of the
field(s) related to the
assigned topics.
⬜ The report conveys
an excellent understanding
of sources used (e.g.,
consistent, well-used
paraphrasing, and
appropriate use of direct
quoting to highlight certain
ideas or build arguments),
and the arguments are
developed with an excellent
choice and balanced use of
the sources.
⬜ The report draws
on relevant literature
appropriately to support
arguments. The use of the
literature is sophisticated,
which shows an exceptional
ability in comparing,
contrasting, and critiquing
arguments of different
authors and sources. The
report contains discussions
and/or recommendations
that the student formulates
based on their critical
analysis of the literature.