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If you do wish to use slides please use a screen capture rather than a projected image.
Physical presence Students must actually appear in their video — you must be visible as well as able to be heard. Audibility It is your responsibility to ensure that we can hear your presentation clearly. If you are recording using screen capture technology consider using speaker and headphones.
Technology You can record your video using one of the following: Detailed submission instructions are provided on iLearn. Please ensure that you are familiar with these instructions and submit before the deadline in case of technical issues.
A hardcopy submission is not required. When to submit The deadline for submission is 5pm Monday 7 May. Late submissions will be penalised xxxxxxx.
How to submit All videos must be submitted in an mp4 or wmv format Please make the video visible when you upload the video on ilearn. Not attempted Fail Pass Credit Distinction High Distinction Explanation of the role of ASIC and summary of findings from 30 June financial reports in relation to asset values and impairment testing Not attempted or entirely or significantly plagiarized from other sources.
Describes the role of ASIC and the majority of findings and is mostly correct, although significantly more detail may be needed. Correctly describes the role of ASIC and the majority on findings and details are mostly correct, although more detail may be needed.
Correctly describes the role of ASIC and nearly all the findings with adequate detail. Correctly describes the role of ASIC and all the findings with plentiful detail. Explanation incomplete or faulty in one or more aspects Writing is not very clear.
Mostly complete explanation including assets written down, amount, reason and analysis of disclosures Writes clearly. Explanation including assets written down, amount, reason and analysis of disclosures with minor omissions Writes clearly. Complete explanation including assets written down, amount, reason and analysis of disclosures 15 marks 0 marks 6 marks 8 marks 10 marks 12 marks 15 marks Critical analysis of the disclosures related to impairment satisfying the qualitative characteristics as per the conceptual framework.
Not attempted or entirely or significantly plagiarized from other sources. Analysis mostly accurate but more needed Includes nearly all relevant details. Analysis mostly accurate with adequate detail.
Includes relevant and possibly unusual details. Analysis accurate and insightful. Fails to follow assignment requirement. Occasionally meets the assignment requirement. Distract reader due to formatting errors.
Organisation causes some confusion.
Occasionally include formatting errors.English Composition 2 Rubric for Essays. Below is the rubric that is included with graded essays. The rubric defines the criteria used to evaluate essays and allows you to see at a glance the strengths of your essay and what aspects of the essay could be better.
It also presents information designed to help you strengthen your essays. ClassZone Book Finder.
Follow these simple steps to find online resources for your book. The full Persuasive writing marking guide ( MB) and the writing stimulus (KB) used to prompt the writing samples in the marking guide are both available for download.
Note: the Persuasive writing marking guide for remains current. Use of persuasive structures. Beginning writers can benefit from being taught how to use structured scaffolds. When grading a student essay with a rubric, it is best to read through the essay once before evaluating for grades.
Then reading through the piece a second time, determine where on the scale the writing sample falls for each of the criteria. The essay mostly follows all the assignment directions, including paper format.
Errors in spelling, punctuation, capitalization, usage, and grammar distract the reader and make the text difficult to read. Project 4-Classification of different types of milk & different milk products. However, it is suggested here that teachers could also frame similar projects to test skills of students.