D-I.
Organise information / data using a simple prescribed structure and process.
Whether note-taking, essay or report writing or data recording, students at Level I require set structures and processes to follow. Such prescriptions model appropriate practice in a discipline, and are very useful for many students new to that discipline. It is often of little benefit for students to have a high degree of independence if they are not able to practice within appropriate disciplinary boundaries. It is appropriate for students to be given lower levels of autonomy, scaffolded with corresponding levels of structure before students are enabled to break out of disciplinary boundaries. At Level 1, students use given structures or procedures to organise single source of information or data, or simple structures/processes to organise information from more than one source.
| EXAMPLE CRITERIA | NATURE OF THE TASK | DISCIPLINE | YEAR LEVEL | FULL MARKING CRITERIA |
| Attempts note-taking framework, but information is undifferentiated |
Entry-level diagnostic of literature research skills |
Business Ethics |
Masters by Coursework |
BEmon_diagmc08 |
| Data gathered but not presented in report-writing structure |
Research paper |
Business Ethics |
Masters by Coursework |
BEmon_resrepmc08 |
| Introductory sentence present but not appropriate. Body of text partially organised |
Diagnostic legal scenario |
Busniess Law |
Masters by Coursework |
BLmel_assignmc08 |
|
Logical structure missing or inappropriate |
Research paper |
Business Law |
Masters by Coursework |
BLmel_diagmc08 |
| Attempts note-taking framework, but information is undifferentiated | Entry-level diagnostic of literature research skills | Electronic Engineering | Masters by Coursework | PHOTad_diagMast06 |
| Logical structure missing or inappropriate |
Research Paper | Electronic Engineering | Masters by Coursework | PHOTad_papermcMast07 |
|
Attempts note-taking framework, but information is undifferentiated |
Entry-level diagnostic of literature research skills | Human Biology | First Year | HBad_diag07 |
| Attempts note-taking framework, but information is undifferentiated. Report structure follows layout of notes |
Literature research skills |
Human Biology | First Year | |
| Report has beginning, middel and end. No explicit statement of aim |
Sourcing and Referencing Scientific Information | Human Biology | First Year |
HB_Lit rsd task 3 explanation HBad_Lit3mc07 |
| Produces partially-labelled drawings. Ideas not always presented in logical sequence |
Laboratory Research Skills | Human Biology | First Year | |
| Joint features not correllated with movements. Ideas not always presented in logical sequence |
Laboratory Research Skills |
Human Biology | First Year | |
| Figures partially labelled, but may be ambiguous. Ideas not always presented in logical sequence | Laboratory Research Skills |
Human Biology | First Year | |
| Data not presented in report structure |
Open Inquiry in Population Analysis and report | Human Biology |
First Year Second Semester |
HB_population analysis marking criteria HB_population analysis PDF |
| Numeracy skills audit completed |
Health Numeracy diagnostic | Nursing | First Year | NURSad_L1mc07 NurNu_level 1 full PDF |
| Basic strategies used to organise Wiki and poster, but with little connection between sections | Wiki and poster assignment | Oral Health | First Year | OH_wiki_poster08 |
| Attempts note-taking framework, but information is undifferentiated |
Entry-level diagnostic of literature research skills | Petroleum Engineering | First year | PEad_diagmc07 |
| Data-recording method lacks useful organisation |
Entry-level diagnostic of experimental design |
Psychology |
Third year |
PSYmac_diagmc05 |
