ENGG1600 is a course which embeds research into the undergraduate degree in first year. Assessment is authentic - no exam - instead students work towards a final conference at which they present and for which they have had to write a conference paper (using Nature guidelines).

Marking guide

Your presentation will be peer marked and your final mark will be an average of academic and tutor (50%), and student marks (50%). Criteria as below will be equally weighted.

Audience connection: Engages with audience and keeps attention throughout presentation.

  • 5 Speech fluid without long gaps. Almost 100% engagement. No memorisation/palm cards used.
  • 3 Some memorisation. Some stilted sections where audience and/ or engagement was lost.
  • 1 Memorisation evident and palm cards used (or over-reliance on Powerpoint slides).

Delivery: Adequate volume and projection, clear articulation, vocal variety, use of gestures/ body language/ eye contact, interest in audience and topic, appropriate use of AV media/ artefacts.

  • 5 Presents with a refined repertory of effective techniques including integrated use of AV media.
  • 3 Presents with most elements of effective delivery with the basic use of AV media.
  • 1 Fails to use elements of effective delivery or ineffective use of elements.

Structure: Gives audience sense of focus/ purpose, uses introduction/ development/ conclusion.

  • 5 Maintains a refined structure in relation to academic frameworks/ interest of audience.
  • 3 Establishes/ maintains clear purpose, provides transitions to clarify most segues.
  • 1 Rambling and disjointed speech with no clear focus and purpose.

Content

  • 5 Articulates applications, syntheses and/or evaluations of principles with valid evidence.
  • 3 Demonstrates appropriate application of ideas.
  • 1 Talks without really saying anything.

Q&A

  • 5 Demonstrates deep background knowledge; answers questions clearly and authoritatively.
  • 3 Shows some background knowledge; provides meaningful answers to questions.
  • 1 Fails to show background knowledge; answers to questions not meaningful to audience.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

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