DPST1051/ BLSC1342
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DPST1051/ BLSC1342 SCIENCE COMMUNICATION PROJECT RUBRIC
Visual Abstract (10 marks)
Criteria Excellent Very Good Satisfactory Unsatisfactory Not Completed
Organisation
and audience
Clear title and logical
organisation.
The main ideas are readily
understandable to a
DPST1051/ BLSC1342
student audience.
Organisation unclear in
places.
The main ideas are
easily understood by a
DPST1051/ BLSC1342
student audience.
Title clear but lacks logical
organisation.
Improvements in clarity and
organisation could enhance
understanding for a
DPST1051/ BLSC1342
student audience.
Title unclear and lacks
logical organisation.
Ideas not clearly articulated
for a DPST1051/
BLSC1342 student
audience.
No title and what is
present is not suitable
for a DPST1051/
BLSC1342 student
audience.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
Content and
effectiveness of
communication
Accurately and effectively
communicates the main
points of the mini literature
review.
Sufficient detail to
communicate the main
points without
overwhelming the viewer.
Accurately
communicates the main
points of the mini
literature review.
Outlines the main
points, while not
overwhelming the
viewer, some areas
contain superfluous text.
Represents the mini literature
review, but certain areas lack
specificity or accuracy.
Provides details to support the
overall message, but excess
text is overwhelming to the
viewer.
Lacks accuracy, failing to
effectively convey the mini
literature review’s nuances.
Lacks sufficient detail to
understand the main points
or contains an excessive
amount of text that
overwhelms the viewer.
Missing or incomplete,
with no evident portrayal
of the mini literature
review.
□ 4.0 □ 3.0 □ 2.0 □ 1.0 □ 0
Communicates
topic visually
Composition is visually
appealing and engaging
design for the viewer.
The incorporation of
images, text, graphs, or
icons significantly
contributes to the
comprehension of the main
points for the viewer,
enhancing the overall
effectiveness of the
communication.
Composition provides a
visually acceptable and
moderately engaging
design for the viewer.
Majority of images, text,
graphs, or icons
contribute to the
communication of the
main points for the
viewer, enhancing the
overall visual
experience.
Composition is somewhat
engaging but may benefit from
improvements in design and
visual appeal for clarity.
The incorporation of images,
text, graphs, or icons
moderately contributes to the
communication of the main
points.
Composition lacks evident
planning, resulting in a
visually unappealing and
less engaging design for
the viewer.
The incorporation of
images, text, graphs, or
icons minimally contributes
to the communication of the
main points for the viewer,
hindering the
communication of the
content.
The visual abstract is
missing or incomplete,
with no evident design
elements.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
References Relevant reference/s
included.
Relevant reference/s
included.
Relevant references included,
though there is room for
There is a lack of proper
references and citations are
The abstract is missing
references or citations.
References are correctly
cited in Harvard style.
References are mostly
cited correctly in
Harvard style, with
minor errors or
inconsistencies that do
not significantly impact
accuracy.
improvement in selection or
inclusion.
References are cited in
Harvard style with noticeable
errors that may affect
accuracy.
either absent or
significantly incorrect.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
Verbal Presentation (10 marks)
Criteria Excellent Very Good Satisfactory Unsatisfactory Not Completed
Content and
clarity
Clearly and articulately
communicates the key
concepts of the mini
literature review.
Presents information in a
logical and well- organised
manner that is easy to
understand for a
DPST1051/ BLSC1342
student audience.
Clearly and articulately
communicates the key
concepts of the mini
literature review.
Information is presented
in a well- organised
manner that is
understandable for
a DPST1051/
BLSC1342
student audience.
Communicates the key
concepts of the mini literature
review adequately, with room
for improvement in terms of
clarity and articulation.
Presents information in a
generally logical and organised
manner, providing a
satisfactory level of
understanding for a
DPST1051/ BLSC1342
student audience.
Struggles to communicate
the key concepts of the
mini literature review clearly
and articulately, hindering
understanding for the
audience.
Presents information in a
disorganised or unclear
manner, making it
challenging for a
DPST1051/ BLSC1342
student audience to
comprehend the content.
Presentation not
completed or
incomplete, with no
evident articulation of
key concepts.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
Engagement
Captivates and sustains the
audience’s attention
throughout the entire 3- minute presentation.
□ 2.0
Successfully captures
and maintains the
audience’s attention for
the majority of the 3- minute presentation.
□ 1.5
Generally captivates the
audience’s attention during
parts of the 3-minute
presentation.
□ 1.0
Struggles to consistently
captivate the audience’s
attention during the 3- minute presentation.
□ 0.5
Presentation not
completed or
incomplete, with no
evident audience
engagement.
□ 0
Delivery Speaks clearly and audibly,
maintaining an appropriate
pace and employing varied
tone to convey enthusiasm
effectively.
Demonstrates clear and
audible speech,
maintaining an
appropriate pace, and
utilising varied tone to
effectively convey
enthusiasm.
Presents information with
acceptable clarity and
audibility, with moments of
maintaining an appropriate
pace and employing varied
tone to convey some
enthusiasm.
Speech may lack clarity or
audibility, and there are
challenges in maintaining
an appropriate pace and
employing varied tone to
convey enthusiasm
effectively.
Presentation not
completed or
incomplete, or no
attempt to varied tone to
vary tone or display
enthusiasm.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
Integrates visual
representation
Actively refers to and
engages with the visual
abstract throughout the
presentation.
Demonstrates a high level
of alignment between
spoken content and visual
elements, contributing to a
cohesive and effective
presentation.
Actively refers to and
engages with the visual
abstract throughout the
presentation.
Good alignment
between spoken content
and visual elements.
Actively refers to and engages
with the visual abstract
throughout the presentation.
There is misalignment
between spoken content and
visual elements.
Does not actively reference
and engage with the visual
abstract during the
presentation.
Fails to maintain seamless
alignment between spoken
content and visual
elements, impacting the
overall coherence and
effectiveness of the
presentation.
Presentation not
completed or
incomplete, with no
evident interaction with
the visual abstract.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
Time
management
Effectively manages time
within the 3-minute limit,
covering all essential
points.
Manages time
effectively, staying within
10% of the allocated 3- minute limit while
covering key points.
Manages time effectively,
staying within 20% of the
allocated 3-minute limit while
covering key points.
Struggles to manage time
effectively, reaching the 4- minute limit and impacting
the completeness of the
presentation.
Presentation not
completed or
incomplete, with no
evident demonstration of
time management.
□ 2.0 □ 1.5 □ 1.0 □ 0.5 □ 0
Question time (5 marks)
Criteria Excellent Very Good Satisfactory Unsatisfactory Not Completed
Answers
questions
Demonstrates thorough
preparation to answer
questions, showcasing
depth of knowledge and
enhancing the overall
credibility of the
presentation.
□ 2.5
Is well-prepared to
answer questions,
contributing to the
credibility of the
presentation and
audience understanding.
□ 2.0
Is adequately prepared to
answer questions, but there
may be room for improvement
in depth of knowledge or clarity
of responses.
□ 1.50
Struggles to answer
questions effectively,
impacting the overall
credibility of the
presentation.
□ 1.0
Presentation not
completed or
incomplete, with no
evident handling of
questions.
□ 0
Asks questions Actively engages by asking
thoughtful, relevant
questions of other
presenters.
Actively engages by
asking questions of
other presenters, though
questions are broad
rather than relevant to
the specific topic.
Actively engages by asking
questions of other presenters
but questions are only vaguely
relevant to the topic.
Asks questions of other
presenters but no clear
thought has gone into
constructing the question or
it is completely irrelevant.
Did not ask questions of
other presenters.
□ 2.5 □ 2.0 □ 1.50 □ 1.0 □ 0
DPST1051/ BLSC1342最先出现在KJESSAY历史案例。