Level 4 (8-10 Marks)

Level 3 (7 Marks)

Level 2 (6 Marks)

Level 1 (1-5 Marks)

Knowledge/ Understanding

-shows a high to very high degree of understanding of ideas/concepts/ themes/information

-shows a consider- able degree of understanding of ideas/concepts/ themes/information

-shows a moderate degree of understanding of ideas/concepts/ themes/information

-shows an insufficient

degree of understanding of ideas/concepts/ themes/information

Thinking/ Inquiry

-uses critical/creative thinking skills to plan a panel discussion collaboratively

with a high to very high degree of effectiveness

-uses critical listening skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases) with a high degree of effectiveness

-uses critical/creative thinking skills to plan a panel discussion collaboratively

with a high degree of effectiveness

-uses critical listening skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases) with effectiveness

-uses critical/creative thinking skills to plan a panel discussion collaboratively with moderate effectiveness

-uses critical listening

skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases with a moderate degree of effectiveness

-uses critical/creative thinking skills to plan a panel discussion collaboratively

with insufficient effectiveness

-uses critical listening

skills (e.g., identifying main ideas and significant supporting details; note making; assessing validity of arguments and conclusions; making inferences; evaluating implicit and explicit ideas; detecting assumptions, omissions, biases with little or no effectiveness

Communication

-applies oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) with a high to very high degree of effectiveness

-uses academic theoretical language with a high to very high degree of effectiveness

-applies oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) with a sound degree of effectiveness

-uses academic theoretical language with a  sound degree of effectiveness

-applies oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing) with a moderate degree of effectiveness

-uses academic theoretical language with a moderate degree of effectiveness

-uses little application of  oral communication skills (e.g., correct grammar and sentence structure; rhetorical devices; voice projection; gestures; body language; timing)

-does not use academic theoretical language

Application

- organizes researched ideas and information coherently with a high to very high degree of effectiveness

- organizes researched ideas and information coherently with considerable effectiveness

- organizes researched ideas and information coherently with moderate effectiveness

- organizes researched ideas and information coherently with insufficient effectiveness