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1
BUSS5220
Responsible Business Mindset
Semester 1, 2022
Workshop Presentation Debate
Summary task information
This is a compulsory assignment, which includes all parts. You will be pre-assigned to an Assessment Group within
your workshop. Please note you cannot form groups outside of your timetabled workshop nor change groups
during the semester. Groups will be assigned in Week 2. Debates will commence in Week 3. Note there may be
some changes to groups until census date.
• Debate topic: In the Workshop Presentation Debate your group will be allocated one topic from one of the
four perspectives, this means your group will present a debate on this topic only once during the semester.
• Group contribution: Your group is required to complete all parts of the assignment task. Each group member
is expected to be involved in the preparation, drafting and proof checking all aspects of the group
assignment. Group members will be held jointly responsible for the entire presentation/submission and
awarded the same merit mark for the group component of the mark, so it is essential you work together as
a team and contribute equally. Also, please pay attention to academic honesty. In the event of a breach of
academic honesty a penalty will apply to all members irrespective of which member(s) caused the breach.
• Debate format, submission and due date: The debate will be a ‘live’ pre-prepared presentation and will
take place in the workshop of the topic week that your group has been assigned to. Your group will present
your debate topic during this workshop. You will need to submit your power-point slides (PPTX format)
and your Peer Evaluation form through the ‘Submit Assignment’ button located in the ‘Assignments’ tab in
Canvas by 8pm (AEST/AEDT) on the day prior to your Workshop Presentation Debate. Detailed
instructions below. No submissions will be accepted via email.
• Marking process: The Workshop Presentation Debate will be marked out of a total of 30 marks during the
workshop. Marks will be released as one batch at the end of semester at the same time for all students.
There are two components:
• 1) The individual component is worth 20 marks, is based on your individual debate delivery.
• 2) The group component is worth 10 marks and all group members will receive the same group mark based
on LO1, LO2, LO4 and LO5.
• Questions about the assignment: All assignment queries must be posted to the specially assigned
‘Assignment’ forum on Canvas. This provides an opportunity for all students to have access to the same
information.
• Group communication: We recommend communication between the group members about the assignment
should take place in your assigned Assessment Group page in Canvas. Take a look at this student-focused
video on Canvas Groups.
2
Detailed task information
Your assigned group is required to prepare and present a Workshop Presentation Debate in the assigned
topic week during your workshop.
What is a debate?
A debate is a formal contest between two sides, arguing a discussion statement known as the “Debate Topic”.
Shaw (2012) believes that debates stimulate critical thinking and can be a highly effective way to actively
engage students in research. The debate in its typical format supports flexibility, reflection, interpersonal and
teamwork skill development. The interactivity of this format allows for peer motivation, and also result in a
significant understanding of the course content and the development of knowledge communities among students.
Traditionally debates are performed live and debate sides are from different groups. However, we are
deliberately getting you to pre-plan and prepare your debate and work together as a group on two different
sides of a Debate Topic because Responsible Business issues often require an understanding of both sides of
the argument to appreciate the complexities and challenges. This will enhance your critical thinking skills in
developing convincing arguments and learning the art of negotiation. The aim is not to settle but present both
sides of the argument as convincingly as possible.
How will students be assigned to groups and debate topics?
Students will be pre-assigned to Assessment Groups and to a Debate Topic from topic 3-13 which designates
the week your debate will take place. In our week 2 workshop we will spend time developing our debate skills
as part of in-class debate skills activity and you will be notiiefd of your assigned Debate Topic.
How will the debate be structured?
Your Assessment Group will split into two sides – a ‘For’ side and an ‘Against’ side. Ideally there will be an
equal number of students on each side. Of course if there are 5 in a group – one side will be 3 students and
one side will have 2 students. We have provided more guidance on this below.
You will work together to present both sides of an argument for your designated Debate Topic, based on the
lecture materials and resources provided. You can choose to draw on additional relevant references if you like.
Emphasis should be on presenting compelling arguments for both sides. Don’t waste time on mini lecture recaps
etc.
Here is a summary of the roles and order of speakers:
3
How long will the debate be?
Your debate should be 20-21 minutes in total.
− For groups of 4 students: 4x ~5 minute mini presentations, commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal, new
arguments and summary, and finally (4) ‘against/negative’ side rebuttal, new arguments and summary.
− For groups of 5 students: 5x ~4 minute mini presentations, commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal and
new arguments, (4) ‘against/negative’ side rebuttal and new arguments, and finally (5) both
‘for/affirmative’ and ‘against/negative’ side summaries.
− For groups of 6 students: 6x ~3.5 minute mini presentations commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal and
new arguments, (4) ‘against/negative’ side rebuttal and new arguments, (5) ‘for/affirmative’ side
summary, and finally (6) ‘against/negative’ side summary.
− For groups of 7 students: 7x ~3 minute mini presentations commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal and
new arguments, (4) ‘against/negative’ side rebuttal and new arguments, (5) final rebuttals and final new
arguments for both sides (6) ‘for/affirmative’ side summary, and finally (7) ‘against/negative’ side
summary.
You will be cut off at 21 minutes and penalties will apply for exceeding the 21minutes time limit.
We will have a class vote then Q&A and high level feedback after each Workshop Presentation Debate for
~10 mins.
How will we construct our debate arguments?
The arguments are made in 2-4 rounds depending on the number of group members as described above. You
must construct your arguments using the suggested references provided in the topic materials. You can also
draw from additional readings and resources that you have discovered in your own research. Each student
needs to contribute to the development of the content.
Each group will also need to make reference to at least one relevant Sustainable Development Goal (SDG)
and one related target. This could be done as part of the opening arguments for either or both sides. The key
is to successfully integrate the SDG target in a relevant and impactful way for business at some point in your
workshop presentation debate. Please ensure you complete the SDGs and Targets Skill Checker on Canvas to
help you understand what an SDG target is.
Can we use visual aids to present our debate?
Yes, visual aids such as power point are strongly encouraged. Presentations slide decks should be designed in a
way so that there are 1-2 slides per speaker with a maximum of 11 slides for both sides (for/against) of the
group including a title slide where you will include students names and speaking order.
We suggest one group member is responsible for sharing the slides via the Zoom "Share Screen" function, if the
debate is taking place online.
These slides will be submitted into the Canvas assignment section by 8pm (AEDT/AEST) on the day before you
present your debate.
How will each group member be kept accountable for participating?
This is a group task that requires collaboration and equal contribution of all members in preparing the debate!
To gauge team member contribution and participation, each group is required to submit a one page Peer
Evaluation form. In one form for the entire group each group member will rate the other group members in
terms of contribution to the task (i.e. peer evaluation). You do not need to rate your own performance. We
4
recommend you complete this task together as a group at one time (prior to your debate delivery) so everyone
is clear and agrees the contribution of each of the group members.
In the event there are issues with group members not contributing and participating fully in this task, and
reasonable attempts have been made to address these issues but have been unsuccessful, then your Workshop
Facilitator should be advised and the peer evaluation should then reflect this situation. It is therefore important
that your peer evaluation explanations are factual, legible and professional.
Note however, that a lack of documented action by the group to internally attempt and address group
concerns and a failure to alert your Workshop Facilitator prior to the presentation of your debate will not be
looked upon favourably and may result in all group members receiving a reduced assessment final mark for
the group component of the mark.
We expect it is the responsibility of all group members to contribute and participate equally in the
preparation and presentation of the debate. Because all group members will be given the same mark for the
group component of the mark, it is essential that you communicate clearly and early with each other. To help
with group communication we recommend using your designated Canvas Assessment Group discussion page to
document your ideas and discussions. It is important to communicate with your group members and designate
tasks, roles and responsibilities early. If you find a group member is not cooperating you need to first, try to
resolve this issue amongst the group and keep a formal record of these communications. If this approach does
not work you may wish to alert your Workshop Facilitator before the presentation date, who will help triage
the issue.
To reiterate, try to resolve team issues as early as possible during the course of the assignment. This is an
opportunity to practice working and communicating together in teams. Do not alert your Workshop Facilitator
or the teaching team after you have presented your debate that there were team issues, as it will be too late
to provide support to your team after the debate presentation.
Also note debate marks will not be released unless both the Powerpoint slide deck and the group’s peer
evaluation form are submitted. Failure to submit this form will result in the same late penalties as set out in
Section 8 of the Business School Postgraduate Handbook, 2021.
List of Assessment Groups, assigned topics and dates
5
Submission information
• You will need to submit your group’s powerpoint slides (PPTX file) and peer evaluation form (word
doc) through the Canvas assignment portal located in the ‘Assignments’ tab in Canvas by 8pm (AEDT/
AEST) on the day prior to your Workshop Presentation Debate.
• No submissions will be accepted via email.
• You will need to submit two files: one for your powerpoint slides and one for your peer evaluation.
• Your assignment will be checked using TurnItIn.
1. Name your files as follows for your specific workshop/Activity:
e.g. “XXXXXXXX_Tue_8am_Gigi”
where XXXXXXXX is the SID of the first speaker in this debate,
then Day/time of your tutorial and your workshop facilitator (WF),
so in this case your workshop is Tue 8am and Gigi is WF.
2. Click on the Assignment button.
3. Click on the File upload tab.
4. Click on the Choose a file to upload button.
5. Locate the file in your computer and click on the Open button.
6. Check the box to acknowledge ‘I agree to the tool’s End-User Licence Agreement. This assignment
submission is my own, original work’.
7. Click on the Submit Assignment button***.
Repeat the above steps when you submit your Peer evaluation form in the different assignment portal
which is clearly stated on Assignment page.
***Note only one PPTX and one peer evaluation form needs to submitted per group on 8pm (AEDT/AEST) the day
before your actual debate.
***We recommend the group member responsible for any submissions takes a screenshot of the submission and
sends to the other group members to avoid any submission issues.
***Note Turnitin in Canvas does not automatically email a digital receipt. Once you have successfully submitted
your group’s assignment, take a screenshot of the submission details. We strongly recommend that you save this
screenshot as proof of your group’s submission. Should submission problems arise, you should contact the
University’s ICT Service Desk on 02 9351 2000 (option 2 for ICT) or email ict.support@sydney.edu.au
6
Marking rubric
High Distinction Distinction Credit
Pass
Fail
10 out of a possible total of 30 marks
Conceptual
understanding
(LO1)
The debate exhibits an
exceptional, consistent and
coherent narrative with two sides
clearly and thoughtfully argued.
The substantive content
demonstrates an outstanding level
of conceptual understanding. This
is evident through the advanced
application of domain specific
vocabulary and theory.
The debate exhibits an excellent
narrative with two sides clearly
argued. The substantive content
demonstrates a high level of
conceptual understanding. This is
evident through the appropriate
use of domain specific
vocabulary and theory.
The debate exhibits a good
narrative with two sides
argued to some degree of
coherence. The substantive
content, made evident through
the use of some domain
specific vocabulary and a
limited use of theory to
demonstrate a sound level of
conceptual understanding.
The debate exhibits a fair
narrative, but two sides were
not clearly argued. The
substantive content
demonstrates a satisfactory
level of conceptual
understanding. The use of
domain specific vocabulary
is limited and the is a lack of
depth of analysis and little to
no theory.
The debate exhibits an
inconsistent and incoherent
narrative. The substantive
content demonstrates a lack of
conceptual understanding. Also
defined as not meeting the
level of pass.
Critical
reflection
(LO2)
The debate indicates exceptional
development of your group’s own
well-developed reflections, that
are well-thought out and critical,
framed in your group’s own
words. The quality and depth of
your critical thinking was clearly
demonstrated by the high level of
correspondence between your for
and against arguments. There is a
skilful use of the debate format to
present critical and compelling
arguments from both sides. This
means that the critical reflections
are integrated through both sides
of the debate with all speakers.
The debate indicates an
excellent development of your
group’s own critical reflections.
The debate format is used
effectively to present critical
arguments from both sides with
strong correspondence between
the for and against arguments in
a well-developed argument-
counter argument format.
Critical reflection are fairly well
integrated though both sides
and most speakers.
The debate indicates a good
attempt at the development
of some of your group’s own
critical reflections. The debate
format is used to present
arguments from both sides,
however in some instances
statements are not elaborated
or followed up. In some
instances there was a lack of
strong correspondence
between the for and against
arguments. Critical reflect
exists in some parts but is
limited.
The debate indicates
satisfactory development of
your group’s own reflections,
however deals with ideas
superficially rather than being
critically engaged with the
idea. The debate format is not
utilised to present arguments,
critical or otherwise from both
sides. Little or superficial
critical reflection.
The debate indicates no
development of your group’s
own reflections, critical or
otherwise. Also defined as not
meeting the level of pass.
7
Collaboration,
delivery and
presentation
(Group)
(LO4)
The debate reflects an exceptional
collaboration. It is obvious that
negotiation skills have been
executed to develop well-planned
arguments for both sides. The
delivery and presentation is
always clear and concise. This is
made evident through the
sophisticated use of appropriate
conversation markers referred to
points raised or to raised by other
speakers.
The debate reflects an excellent
collaborative effort and
negotiation skills reflected by a
sound set of arguments for both
sides. The delivery and
presentation is mostly clear
and concise and good use of
conversation markers to
structure the arguments and
overall coherence of the debate.
The debate reflects a good
collaborative effort (e.g. it
has been scripted). The
delivery and presentation is
sometimes clear and concise,
although the use of
conversation markers could
have been better (with more
clarity and cohesion).
The debate reflects fair to little
collaborative effort (e.g.
poorly scripted, ideas are
hard to follow). The delivery
and presentation is often not
clear and concise due to the
lack of conversation markers
referred to by other speakers.
It is difficult to tell if the
debate reflects a
collaborative effort. The
delivery and presentation is
unclear and not concise. Also
defined as not meeting the
level of pass.
Sustainable
Development
Goals (LO5)
The debate presentation
successfully integrates more than
one SDG and target in a relevant
and impactful way. The group
has provided robust evidence on
how business is meeting the SDG
target.
The debate presentation
integrates at least one SDG and
target in a relevant way. The
group has provided some
evidence on how business is
meeting the SDG target.
The debate presentation
contains at least one SDG and
target. Relevance is not clearly
established and justified in an
integrated way.
The debate presentation
contains at some SDG
information but relevance is
not established and justified.
SDG targets are not
mentioned.
The debate presentation fails
to mention any SDG
information. Also defined as
not meeting the level of pass.
20 out of a possible total of 30 marks
Collaboration,
delivery and
presentation
(Individual)
(LO4)
The individual presents an
outstanding delivery that is highly
engaging (i.e. always speaks
with clarity, excellent volume,
grammar, pace of delivery, well-
positioned camera angle and
effectively uses presentation
tools). Where relevant, the
individual always responds to
questions in a relevant and
accurate manner and draws
exceptional conclusions.
The individual presents an
excellent delivery that is
engaging (i.e. mostly speaks
with clarity, excellent volume,
grammar, pace of delivery,
well-positioned camera angle
and effectively uses presentation
tools). Where relevant, the
individual always responds to
questions in a relevant manner
and draws conclusions.
The individual presents a good
delivery (i.e. sometimes
speaks with clarity, good
volume, grammar, pace of
delivery, and effectively uses
presentation tools). Where
relevant, the individual does
not always respond
adequately to questions and
does not always draw
adequate conclusions.
The individual does not make
an introduction and delivery is
poor (i.e. rarely speaks with
clarity, volume and grammar
issues, inconsistent pace of
delivery, poorly positioned
camera angle and not
effectively using presentation
tools). Where relevant, the
individual does not respond
adequately to questions and
nor draw adequate
conclusions.
The individual fails to make an
introduction and delivery. Also
defined as not meeting the
level of pass.
8
IMPORTANT NOTE: use the separate Peer Evaluation form (word document) provided in Canvas
– the below is an example only
Peer Evaluation
Unit of Study: BUSS5220 Responsible Business Mindset, Semester 1, 2022
Workshop day and time: TUES_____ / WED _____ / THU _____
Name of the Workshop Facilitator: ________________________________
Name SID
Speaker 1
Speaker 2
Speaker 3
Speaker 4
Speaker 5
Speaker 6
Speaker 7(if any)
- Please note that only ONE form of no more than TWO pages per group needs to be submitted.
- As a group you need to give an agreed rating on a scale of 0 to 100 to each group member
regarding contribution to the assignment, where 0 means no contribution and 50 means half a
contribution and 100 means full contribution (which is what we expect!).
- You are not required to rate your own contribution.
Group member
name
Actual tasks/activities performed by each individual
member (briefly)
Contribution
(out of 100)
1
2
3
4
5
6
7
- Below, please provide explanations for ratings of 79 or less, and if appropriate, describe how you
have attempted to encourage the group member to improve their performance.
9
- These comments are reviewed if students appeal their peer evaluation, so it is important that your
explanations are factual, legible and professional.
- This peer evaluation form is a formal component of your assessment for group work.
- All group members are to electronically sign here as an agreement to what is stated.
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
BUSS5220
Responsible Business Mindset
Semester 1, 2022
Workshop Presentation Debate
Summary task information
This is a compulsory assignment, which includes all parts. You will be pre-assigned to an Assessment Group within
your workshop. Please note you cannot form groups outside of your timetabled workshop nor change groups
during the semester. Groups will be assigned in Week 2. Debates will commence in Week 3. Note there may be
some changes to groups until census date.
• Debate topic: In the Workshop Presentation Debate your group will be allocated one topic from one of the
four perspectives, this means your group will present a debate on this topic only once during the semester.
• Group contribution: Your group is required to complete all parts of the assignment task. Each group member
is expected to be involved in the preparation, drafting and proof checking all aspects of the group
assignment. Group members will be held jointly responsible for the entire presentation/submission and
awarded the same merit mark for the group component of the mark, so it is essential you work together as
a team and contribute equally. Also, please pay attention to academic honesty. In the event of a breach of
academic honesty a penalty will apply to all members irrespective of which member(s) caused the breach.
• Debate format, submission and due date: The debate will be a ‘live’ pre-prepared presentation and will
take place in the workshop of the topic week that your group has been assigned to. Your group will present
your debate topic during this workshop. You will need to submit your power-point slides (PPTX format)
and your Peer Evaluation form through the ‘Submit Assignment’ button located in the ‘Assignments’ tab in
Canvas by 8pm (AEST/AEDT) on the day prior to your Workshop Presentation Debate. Detailed
instructions below. No submissions will be accepted via email.
• Marking process: The Workshop Presentation Debate will be marked out of a total of 30 marks during the
workshop. Marks will be released as one batch at the end of semester at the same time for all students.
There are two components:
• 1) The individual component is worth 20 marks, is based on your individual debate delivery.
• 2) The group component is worth 10 marks and all group members will receive the same group mark based
on LO1, LO2, LO4 and LO5.
• Questions about the assignment: All assignment queries must be posted to the specially assigned
‘Assignment’ forum on Canvas. This provides an opportunity for all students to have access to the same
information.
• Group communication: We recommend communication between the group members about the assignment
should take place in your assigned Assessment Group page in Canvas. Take a look at this student-focused
video on Canvas Groups.
2
Detailed task information
Your assigned group is required to prepare and present a Workshop Presentation Debate in the assigned
topic week during your workshop.
What is a debate?
A debate is a formal contest between two sides, arguing a discussion statement known as the “Debate Topic”.
Shaw (2012) believes that debates stimulate critical thinking and can be a highly effective way to actively
engage students in research. The debate in its typical format supports flexibility, reflection, interpersonal and
teamwork skill development. The interactivity of this format allows for peer motivation, and also result in a
significant understanding of the course content and the development of knowledge communities among students.
Traditionally debates are performed live and debate sides are from different groups. However, we are
deliberately getting you to pre-plan and prepare your debate and work together as a group on two different
sides of a Debate Topic because Responsible Business issues often require an understanding of both sides of
the argument to appreciate the complexities and challenges. This will enhance your critical thinking skills in
developing convincing arguments and learning the art of negotiation. The aim is not to settle but present both
sides of the argument as convincingly as possible.
How will students be assigned to groups and debate topics?
Students will be pre-assigned to Assessment Groups and to a Debate Topic from topic 3-13 which designates
the week your debate will take place. In our week 2 workshop we will spend time developing our debate skills
as part of in-class debate skills activity and you will be notiiefd of your assigned Debate Topic.
How will the debate be structured?
Your Assessment Group will split into two sides – a ‘For’ side and an ‘Against’ side. Ideally there will be an
equal number of students on each side. Of course if there are 5 in a group – one side will be 3 students and
one side will have 2 students. We have provided more guidance on this below.
You will work together to present both sides of an argument for your designated Debate Topic, based on the
lecture materials and resources provided. You can choose to draw on additional relevant references if you like.
Emphasis should be on presenting compelling arguments for both sides. Don’t waste time on mini lecture recaps
etc.
Here is a summary of the roles and order of speakers:
3
How long will the debate be?
Your debate should be 20-21 minutes in total.
− For groups of 4 students: 4x ~5 minute mini presentations, commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal, new
arguments and summary, and finally (4) ‘against/negative’ side rebuttal, new arguments and summary.
− For groups of 5 students: 5x ~4 minute mini presentations, commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal and
new arguments, (4) ‘against/negative’ side rebuttal and new arguments, and finally (5) both
‘for/affirmative’ and ‘against/negative’ side summaries.
− For groups of 6 students: 6x ~3.5 minute mini presentations commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal and
new arguments, (4) ‘against/negative’ side rebuttal and new arguments, (5) ‘for/affirmative’ side
summary, and finally (6) ‘against/negative’ side summary.
− For groups of 7 students: 7x ~3 minute mini presentations commencing with the (1) ‘for/affirmative’ side
opening arguments, (2) ‘against/negative’ side opening arguments, (3) ‘for/affirmative’ side rebuttal and
new arguments, (4) ‘against/negative’ side rebuttal and new arguments, (5) final rebuttals and final new
arguments for both sides (6) ‘for/affirmative’ side summary, and finally (7) ‘against/negative’ side
summary.
You will be cut off at 21 minutes and penalties will apply for exceeding the 21minutes time limit.
We will have a class vote then Q&A and high level feedback after each Workshop Presentation Debate for
~10 mins.
How will we construct our debate arguments?
The arguments are made in 2-4 rounds depending on the number of group members as described above. You
must construct your arguments using the suggested references provided in the topic materials. You can also
draw from additional readings and resources that you have discovered in your own research. Each student
needs to contribute to the development of the content.
Each group will also need to make reference to at least one relevant Sustainable Development Goal (SDG)
and one related target. This could be done as part of the opening arguments for either or both sides. The key
is to successfully integrate the SDG target in a relevant and impactful way for business at some point in your
workshop presentation debate. Please ensure you complete the SDGs and Targets Skill Checker on Canvas to
help you understand what an SDG target is.
Can we use visual aids to present our debate?
Yes, visual aids such as power point are strongly encouraged. Presentations slide decks should be designed in a
way so that there are 1-2 slides per speaker with a maximum of 11 slides for both sides (for/against) of the
group including a title slide where you will include students names and speaking order.
We suggest one group member is responsible for sharing the slides via the Zoom "Share Screen" function, if the
debate is taking place online.
These slides will be submitted into the Canvas assignment section by 8pm (AEDT/AEST) on the day before you
present your debate.
How will each group member be kept accountable for participating?
This is a group task that requires collaboration and equal contribution of all members in preparing the debate!
To gauge team member contribution and participation, each group is required to submit a one page Peer
Evaluation form. In one form for the entire group each group member will rate the other group members in
terms of contribution to the task (i.e. peer evaluation). You do not need to rate your own performance. We
4
recommend you complete this task together as a group at one time (prior to your debate delivery) so everyone
is clear and agrees the contribution of each of the group members.
In the event there are issues with group members not contributing and participating fully in this task, and
reasonable attempts have been made to address these issues but have been unsuccessful, then your Workshop
Facilitator should be advised and the peer evaluation should then reflect this situation. It is therefore important
that your peer evaluation explanations are factual, legible and professional.
Note however, that a lack of documented action by the group to internally attempt and address group
concerns and a failure to alert your Workshop Facilitator prior to the presentation of your debate will not be
looked upon favourably and may result in all group members receiving a reduced assessment final mark for
the group component of the mark.
We expect it is the responsibility of all group members to contribute and participate equally in the
preparation and presentation of the debate. Because all group members will be given the same mark for the
group component of the mark, it is essential that you communicate clearly and early with each other. To help
with group communication we recommend using your designated Canvas Assessment Group discussion page to
document your ideas and discussions. It is important to communicate with your group members and designate
tasks, roles and responsibilities early. If you find a group member is not cooperating you need to first, try to
resolve this issue amongst the group and keep a formal record of these communications. If this approach does
not work you may wish to alert your Workshop Facilitator before the presentation date, who will help triage
the issue.
To reiterate, try to resolve team issues as early as possible during the course of the assignment. This is an
opportunity to practice working and communicating together in teams. Do not alert your Workshop Facilitator
or the teaching team after you have presented your debate that there were team issues, as it will be too late
to provide support to your team after the debate presentation.
Also note debate marks will not be released unless both the Powerpoint slide deck and the group’s peer
evaluation form are submitted. Failure to submit this form will result in the same late penalties as set out in
Section 8 of the Business School Postgraduate Handbook, 2021.
List of Assessment Groups, assigned topics and dates
5
Submission information
• You will need to submit your group’s powerpoint slides (PPTX file) and peer evaluation form (word
doc) through the Canvas assignment portal located in the ‘Assignments’ tab in Canvas by 8pm (AEDT/
AEST) on the day prior to your Workshop Presentation Debate.
• No submissions will be accepted via email.
• You will need to submit two files: one for your powerpoint slides and one for your peer evaluation.
• Your assignment will be checked using TurnItIn.
1. Name your files as follows for your specific workshop/Activity:
e.g. “XXXXXXXX_Tue_8am_Gigi”
where XXXXXXXX is the SID of the first speaker in this debate,
then Day/time of your tutorial and your workshop facilitator (WF),
so in this case your workshop is Tue 8am and Gigi is WF.
2. Click on the Assignment button.
3. Click on the File upload tab.
4. Click on the Choose a file to upload button.
5. Locate the file in your computer and click on the Open button.
6. Check the box to acknowledge ‘I agree to the tool’s End-User Licence Agreement. This assignment
submission is my own, original work’.
7. Click on the Submit Assignment button***.
Repeat the above steps when you submit your Peer evaluation form in the different assignment portal
which is clearly stated on Assignment page.
***Note only one PPTX and one peer evaluation form needs to submitted per group on 8pm (AEDT/AEST) the day
before your actual debate.
***We recommend the group member responsible for any submissions takes a screenshot of the submission and
sends to the other group members to avoid any submission issues.
***Note Turnitin in Canvas does not automatically email a digital receipt. Once you have successfully submitted
your group’s assignment, take a screenshot of the submission details. We strongly recommend that you save this
screenshot as proof of your group’s submission. Should submission problems arise, you should contact the
University’s ICT Service Desk on 02 9351 2000 (option 2 for ICT) or email ict.support@sydney.edu.au
6
Marking rubric
High Distinction Distinction Credit
Pass
Fail
10 out of a possible total of 30 marks
Conceptual
understanding
(LO1)
The debate exhibits an
exceptional, consistent and
coherent narrative with two sides
clearly and thoughtfully argued.
The substantive content
demonstrates an outstanding level
of conceptual understanding. This
is evident through the advanced
application of domain specific
vocabulary and theory.
The debate exhibits an excellent
narrative with two sides clearly
argued. The substantive content
demonstrates a high level of
conceptual understanding. This is
evident through the appropriate
use of domain specific
vocabulary and theory.
The debate exhibits a good
narrative with two sides
argued to some degree of
coherence. The substantive
content, made evident through
the use of some domain
specific vocabulary and a
limited use of theory to
demonstrate a sound level of
conceptual understanding.
The debate exhibits a fair
narrative, but two sides were
not clearly argued. The
substantive content
demonstrates a satisfactory
level of conceptual
understanding. The use of
domain specific vocabulary
is limited and the is a lack of
depth of analysis and little to
no theory.
The debate exhibits an
inconsistent and incoherent
narrative. The substantive
content demonstrates a lack of
conceptual understanding. Also
defined as not meeting the
level of pass.
Critical
reflection
(LO2)
The debate indicates exceptional
development of your group’s own
well-developed reflections, that
are well-thought out and critical,
framed in your group’s own
words. The quality and depth of
your critical thinking was clearly
demonstrated by the high level of
correspondence between your for
and against arguments. There is a
skilful use of the debate format to
present critical and compelling
arguments from both sides. This
means that the critical reflections
are integrated through both sides
of the debate with all speakers.
The debate indicates an
excellent development of your
group’s own critical reflections.
The debate format is used
effectively to present critical
arguments from both sides with
strong correspondence between
the for and against arguments in
a well-developed argument-
counter argument format.
Critical reflection are fairly well
integrated though both sides
and most speakers.
The debate indicates a good
attempt at the development
of some of your group’s own
critical reflections. The debate
format is used to present
arguments from both sides,
however in some instances
statements are not elaborated
or followed up. In some
instances there was a lack of
strong correspondence
between the for and against
arguments. Critical reflect
exists in some parts but is
limited.
The debate indicates
satisfactory development of
your group’s own reflections,
however deals with ideas
superficially rather than being
critically engaged with the
idea. The debate format is not
utilised to present arguments,
critical or otherwise from both
sides. Little or superficial
critical reflection.
The debate indicates no
development of your group’s
own reflections, critical or
otherwise. Also defined as not
meeting the level of pass.
7
Collaboration,
delivery and
presentation
(Group)
(LO4)
The debate reflects an exceptional
collaboration. It is obvious that
negotiation skills have been
executed to develop well-planned
arguments for both sides. The
delivery and presentation is
always clear and concise. This is
made evident through the
sophisticated use of appropriate
conversation markers referred to
points raised or to raised by other
speakers.
The debate reflects an excellent
collaborative effort and
negotiation skills reflected by a
sound set of arguments for both
sides. The delivery and
presentation is mostly clear
and concise and good use of
conversation markers to
structure the arguments and
overall coherence of the debate.
The debate reflects a good
collaborative effort (e.g. it
has been scripted). The
delivery and presentation is
sometimes clear and concise,
although the use of
conversation markers could
have been better (with more
clarity and cohesion).
The debate reflects fair to little
collaborative effort (e.g.
poorly scripted, ideas are
hard to follow). The delivery
and presentation is often not
clear and concise due to the
lack of conversation markers
referred to by other speakers.
It is difficult to tell if the
debate reflects a
collaborative effort. The
delivery and presentation is
unclear and not concise. Also
defined as not meeting the
level of pass.
Sustainable
Development
Goals (LO5)
The debate presentation
successfully integrates more than
one SDG and target in a relevant
and impactful way. The group
has provided robust evidence on
how business is meeting the SDG
target.
The debate presentation
integrates at least one SDG and
target in a relevant way. The
group has provided some
evidence on how business is
meeting the SDG target.
The debate presentation
contains at least one SDG and
target. Relevance is not clearly
established and justified in an
integrated way.
The debate presentation
contains at some SDG
information but relevance is
not established and justified.
SDG targets are not
mentioned.
The debate presentation fails
to mention any SDG
information. Also defined as
not meeting the level of pass.
20 out of a possible total of 30 marks
Collaboration,
delivery and
presentation
(Individual)
(LO4)
The individual presents an
outstanding delivery that is highly
engaging (i.e. always speaks
with clarity, excellent volume,
grammar, pace of delivery, well-
positioned camera angle and
effectively uses presentation
tools). Where relevant, the
individual always responds to
questions in a relevant and
accurate manner and draws
exceptional conclusions.
The individual presents an
excellent delivery that is
engaging (i.e. mostly speaks
with clarity, excellent volume,
grammar, pace of delivery,
well-positioned camera angle
and effectively uses presentation
tools). Where relevant, the
individual always responds to
questions in a relevant manner
and draws conclusions.
The individual presents a good
delivery (i.e. sometimes
speaks with clarity, good
volume, grammar, pace of
delivery, and effectively uses
presentation tools). Where
relevant, the individual does
not always respond
adequately to questions and
does not always draw
adequate conclusions.
The individual does not make
an introduction and delivery is
poor (i.e. rarely speaks with
clarity, volume and grammar
issues, inconsistent pace of
delivery, poorly positioned
camera angle and not
effectively using presentation
tools). Where relevant, the
individual does not respond
adequately to questions and
nor draw adequate
conclusions.
The individual fails to make an
introduction and delivery. Also
defined as not meeting the
level of pass.
8
IMPORTANT NOTE: use the separate Peer Evaluation form (word document) provided in Canvas
– the below is an example only
Peer Evaluation
Unit of Study: BUSS5220 Responsible Business Mindset, Semester 1, 2022
Workshop day and time: TUES_____ / WED _____ / THU _____
Name of the Workshop Facilitator: ________________________________
Name SID
Speaker 1
Speaker 2
Speaker 3
Speaker 4
Speaker 5
Speaker 6
Speaker 7(if any)
- Please note that only ONE form of no more than TWO pages per group needs to be submitted.
- As a group you need to give an agreed rating on a scale of 0 to 100 to each group member
regarding contribution to the assignment, where 0 means no contribution and 50 means half a
contribution and 100 means full contribution (which is what we expect!).
- You are not required to rate your own contribution.
Group member
name
Actual tasks/activities performed by each individual
member (briefly)
Contribution
(out of 100)
1
2
3
4
5
6
7
- Below, please provide explanations for ratings of 79 or less, and if appropriate, describe how you
have attempted to encourage the group member to improve their performance.
9
- These comments are reviewed if students appeal their peer evaluation, so it is important that your
explanations are factual, legible and professional.
- This peer evaluation form is a formal component of your assessment for group work.
- All group members are to electronically sign here as an agreement to what is stated.
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
Full name: ________________________ SID: _______________ Signature ____________________
