ASSESSMENT GUIDE

COMM1180 Value Creation

Term 3, 2024

UNSW Business School 1

Assessment Summary

Assessment Task Weighting Due Date* Learning Outcomes

Assessment 1: Learning Community Challenges

On a weekly basis, students will work in groups during tutorials and respond to set

challenges for the week: solving problems, analysing information, responding to case

studies, and other tasks.

• Part A: Weekly peer evaluations

• Part B: Collaborative Learning Insights

(BCom students: myBCom course points for PLO4)

25% Part A: Weekly

Part B:

Week 5 and Week 10

CLO 1, 2, 3, 4, 5

Assessment 2: Individual Research Project

Students analyse a company of their choice in terms of their action, relationship to

stakeholders, value proposition and value creation.

25% Week 8

CLO 1, 2, 5

Assessment 3: Final Exam

The Final Exam consists of 2 parts, one asking students to solve quantitative financial

problems, the other to address qualitative problems from all areas of the course.

50% Exam period

CLO 1, 2, 4, 6

* Due dates are set at Sydney time (AEST/AEDT). If you are located in a different time-zone, you can use the time and date converter.

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Course Learning Outcomes (CLO)

CLO1:

Apply critical thinking and ethical decision making, to define and measure value from different

perspectives to know when value is (and is not) created.

CLO2: Compare basic strategies to create value for and from customers, and a recognition that such value

can be financial and non-financial.

CLO3: Collaborate effectively in a team to address business problems, incorporate different perspectives,

produce e quality work according to agreed plan, and provide constructive feedback

CLO4: Explain how to value financial assets and measure the value created or destroyed by investment

decisions.

CLO5: Explain how information systems enable strategies to drive value creation for organisations by

transforming people, processes, and technology.

Due Date Weighting Format Length/Duration Submission

Turnitin is an originality checking and plagiarism prevention tool that enables checking of submitted written work for

improper citation or misappropriated content. Each Turnitin assignment is checked against other students' work, the

Internet and key resources selected by your Course Coordinator.

If you are instructed to submit your assessment via Turnitin, you will find the link to the Turnitin submission in your

Moodle course site. You can submit your assessment well before the deadline and use the Similarity Report to

improve your academic writing skills before submitting your final version.

You can find out more information in the Turnitin information site for students.

The parameters for late submissions are outlined in the UNSW Assessment Implementation Procedure. If you submit

your assessments after the due date, you will incur penalties for late submission unless you have Special

Consideration (see below). Late submission is 5% per day (including weekends), calculated from the marks allocated

to that assessment (not your grade). Assessments will not be accepted more than 5 days late.

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You are expected to manage your time to meet assessment due dates. If you do require an extension to your

assessment, please make a request as early as possible before the due date via the special consideration portal on

myUNSW (My Student profile > Special Consideration). You can find more information on Special Consideration and

the application process below. Lecturers and tutors do not have the ability to grant extensions.

Special consideration is the process for assessing the impact of short-term events beyond your control (exceptional

circumstances), on your performance in a specific assessment task.

What are circumstances beyond my control?

These are exceptional circumstances or situations that may:

• Prevent you from completing a course requirement,

• Keep you from attending an assessment,

• Stop you from submitting an assessment,

• Significantly affect your assessment performance.

Available here is a list of circumstances that may be beyond your control. This is only a list of examples, and your

exact circumstances may not be listed.

You can find more detail and the application form on the Special Consideration site, or in the UNSW Special

Consideration Application and Assessment Information for Students.

Submission of your assessments in Turnitin is taken as indication of your agreement to the following statement. This

electronic consent replaces the assignment cover sheet.

I declare that this assessment item is my own work, except where acknowledged, and has not been

submitted for academic credit elsewhere, and acknowledge that the assessor of this item may, for

the purpose of assessing this item:

Reproduce this assessment item and provide a copy to another member of the University; and/or,

Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a

copy of the assessment item on its database for the purpose of future plagiarism checking).

I/we certify that I/we have read and understood the University Rules in respect of Student Academic

Misconduct.

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PART A – Peer Evaluations

PART B - Collaborative Learning Insights

Every Friday 11:59pm in W1-5,7-10

Week 5 and Week 10 (AEST)

10%

15% (6% + 9%)

Weekly submission of EXCEL template

2 x individual Turnitin submission

10 minutes per week

600 ±100 words in Week 5

800 ±100 words in Week 10

Via Moodle assignment link – see Moodle

Via Turnitin links – see Moodle

BCom students: myBCom course points for PLO4.

During your tutorial classes each week, you will form teams and collaborate with your peers to critically

analyse information, respond to case studies, and solve problems. Your tutor will shuffle teams across the

term to allow you to explore different group environments and to assume different roles within the group,

e.g. discussion leader, peer mentor, presenter, or note keeper.

Tutorials are essential for student learning, especially in the IFY, and thrive when students actively engage

with the material and each other. To foster this environment, we aim to incentivize students to come

prepared, communicate effectively, and support one another. This collaborative approach will help all group

members develop teamwork skills and achieve better academic outcomes.

There are two parts to this assessment task:

Peer Evaluation: Students will evaluate themselves (not assessed for marks) and their group members

(assessed for marks) weekly on three dimensions: 1) Preparedness; 2) Communication; and 3)

Supportiveness.

Collaborative Learning Insights: Students will write two short essays, due in Weeks 5 and Week 10,

evaluating and reflecting on their learning and contributions as group members. These essays will cover,

among other things, your roles taken within the group, personal growth along the three dimensions over the

term, and key moments of learning of course concepts.

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Purpose of the assessment

Part A is designed to incentivize you to come to tutorials prepared, actively participate in group discussions,

and support your peers in their learning journey. This will help you develop essential skills such as teamwork,

communication, leadership, and the ability to create a positive and inclusive community.

Evaluating yourself and your peers should only take a few minutes per week after the tutorial. Your

evaluations will be anonymous, and you will not see the individual scores assigned by your peers. Instead,

you will receive an indicative mark (an average of peer evaluations to date) after Week 5 and a final mark at

the end of the term. When evaluating your peers, please bear in mind that this assessment is not about the

correctness of your group’s output or the speed with which you arrived at the solution. Instead, you will be

assessing yourself and your peers based on three key criteria:

Preparedness: Consider how well you and your peers come prepared to the tutorials, having watched the

lecture and completed any pre-work. Evaluate their (your own) active participation in discussions and their

(your own) understanding of the material.

Communication: Assess how effectively you and your peers communicate within the group, listen to others,

and contribute to a positive group dynamic. Look for clear and respectful communication and efforts to

ensure everyone’s voice is heard.

Supportiveness: Evaluate how you and your peers support each other, help others understand the material,

and take on leadership roles. Recognize those who mentor their peers, provide constructive feedback, and

help the group stay focused and organized.

By focusing on these criteria, you will help create a learning environment where everyone can thrive. Your

honest and thoughtful evaluations are crucial in recognizing and rewarding the efforts of your peers.

Criteria \ Points 1 – 2 3 – 4 5

Preparedness

This criterion relates

to level of

preparedness for and

engagement during

tutorial activities

• Little preparation for tutorial

activities

• Minimal participation

• Often distracted or disengaged

• Adequate preparation for tutorial

activities (watched lectures and

has done pre-tutorial activities)

• Participates occasionally

• Shows some understanding of

the course material

• Very prepared for tutorial

activities

• Actively and constructively

participates

• Demonstrates thorough

understanding of course material

e.g. generates relevant ideas that

apply to the tutorial activities

Communication

This criterion is about

communication and

collaborative skills

• Communicates ineffectively or

inappropriately with team

members e.g. does not listen to

others

• Contributes minimally to

supporting collaboration in the

team, or undermines

cooperation in the team

• Communicates adequately with

team members

• Provides generally constructive

contributions to a collaborative

group dynamic

• Excellent communication, and

does so respectfully and

inclusively

• Positively influences and

enhances collaborative

atmosphere in the team

Supportiveness

This criterion relates

to behaviours which

support teammates

• Minimally supports and helps

others

• No or minimal involvement in

advancing discussions or

motivating the team

• Occasionally supports and helps

others

• Occasionally helps to guide and

advance discussions and

motivate the team

• Consistently supports and helps

others

• Actively supports team progress

and helps to enhance others’

understanding of material

discussed in tutorial

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How is your mark for Part A calculated?

Assuming you have regularly attended your tutorials and submitted a correct peer evaluation in a timely

manner every week, your mark for this component will be computed as follows:

1. Every week, for each criterion, the highest and lowest score of the evaluations by your peers with be

discarded to limit the influence of outliers, and the remaining scores will be averaged (this assumes

4 or more peers; with 3 peers, we keep the middle score plus the average of the highest and lowest

score; with 2 peers, we keep all scores). We then sum across the 3 criteria for a total score for the

week.

2. After week 5, we compute the average across the first 5 weeks and post an indicative mark in the

gradebook for your information (scaled to 10% of the course mark).

3. After week 10, we compute the average across the term to arrive at your mark (scaled to 10% of the

course mark).

Deductions and Special Considerations

• You can miss one tutorial and/or fail to submit one peer evaluation (out of 9) without deduction.

From the second non-submission, your grade will be subject to an absolute deduction of 1% of the

course grade (reducing the component mark for this assessment by 1 percentage point).

• Non-submissions with a valid Special Consideration (SC) will not trigger deductions. Please make it

very clear in your special consideration application for which week or weeks you are applying for SC.

Select “Assessment 1”, “Other” as type, and weight as “10%”.

• Students who collude with each other by assigning 5s across the board or punish their peers by

assigning only very low marks may be asked to explain their choices and are potentially subject the

same 1% deduction that applies if they did not submit. Such scores will be ignored for the purposes

of calculating the mark for your peers.

Note: Your self-assessment does not flow into the calculation of your mark, but it will help you at the end of

the term when you evaluate your own growth and progress along the 3 important dimensions of teamwork

over the course of the term. Check Part B below for details.

Step-by-Step guide for the weekly peer evaluation and submission

1. Every week, attend your tutorial, come prepared (e.g. watch the lecture), actively participate,

communicate, and support your peers in the group break-out activities. Make sure you and your

team members fill in their names in the shared worksheets on TEAMS, so you are able to find them

in the peer evaluations form later.

2. Download the EXCEL Template for that week, “COMM1180 PeerEval WeekXX_zID.xlsx” (where XX is

the number of the week), from the Moodle course page. Save it as a local copy and replace

in

the file name with your own zID (“z” followed by 7 digits). Do not copy the contained table into a new

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file or change the file in other unintended ways (this will change formatting and make your

submission invalid).

3. After the tutorial of that week (not during!), fill out the template by assigning scores to yourself and

your group members. Start by selecting the tutorial code, your name and the names of your group

members from the drop-down menus and then assign scores between 1 and 5 under the 3 criteria.

Assuming groups of 5, this requires a total of 5x3=15 scores. Provide a brief comment in cases

where you assign very low or very high marks to a peer.

4. Before the end of each week (Friday midnight), upload the file to a Moodle Assignment labelled

“Week XX Peer Evaluation Submission”.

Figure 1: EXCEL Peer Evaluation form. Select from menus or enter information in light cells. The shaded cells are pre-filled or fill

automatically once you enter your information.

Technical note on selecting peer names in the EXCEL template:

Make sure you use the specific template for that week only as each template is linked to the enrolment

data from the start of that week. To keep the length of the name drop-down lists reasonable, you must first

select the tutorial of the peer you are evaluating. Almost always, this will be the same code for all group

members, whichever the code of the tutorial is you are enrolled in, e.g. “T09A”. On rare occasions, students

from other tutorials may attend your tutorial (due to sickness of student or tutor). In these instances, the

visiting student should make it known to their peers, which tutorial they are from by adding the tutorial code

behind their name in the tutorial worksheet (e.g. “Brian Johnson (W18C)”). Sometimes, a student changes

tutorial enrolment in the time between when the template for that week was created and the time of the

tutorial. In these instances, those students again should denote their previous tutorial code to give their

peers a chance to find them in the drop-down list. Peers who enrolled in the course after the start of the

week may not be able to evaluate nor to be evaluated until the following week. This is an unfortunate

limitation of the system but necessary given the scale at which this class operates. We suggest that

students that cannot find themselves in this template for this reason contact the teaching team.

Fairness and Compliance

While your peers will not see your evaluation of them, it is important to be fair and kind. Evaluate your peers

based on their contributions, effort, and teamwork. Treat others as you want others to treat you! Briefly

reflect on your teamwork experience during the tutorial with the 3 criteria in mind. Judge the contributions

by your peers objectively and reward those that truly did a great job, e.g. those that were truly prepared, led

discussions well, or raised up their team members etc. Avoid letting personal feelings or assumptions

influence your judgment.

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If your valuation is honest and thoughtful there should be some variation across criteria as well as across

peers. It seems very unlikely that everybody deserves the same mark across the board, be it 5’s, 3’s or 1’s.

We understand the incentive to “play nice” and give each other very high marks. Please avoid filling out the

evaluation in the presence of your team members to avoid awkward moments or peer pressure. As a

reference, it would make sense that the average score assigned to your group would typically fall into the 3- 4 range, but this does not mean you should refrain from assigning 5s and 2s (or even the occasional 1)

when they are deserved.

Students who assign very low marks (1s) or very high marks (5s) to all their peers may be asked to explain

their scores and may be subject to deductions. The obvious danger in peer evaluations is that the group

colludes to lift each other’s marks up. This is fundamentally unfair to peers outside of your group that do

not collude.

Students that did not attend their tutorial in a particular week, must not submit a peer evaluation. The same

applies to students who cover for an absent peer by adding the peer’s name to the evaluation form.

Students that do either will be subject to a 2% deduction of the course grade per violation.

Personal accountability

In a class with over 1,000 students and up to 9 weekly submissions, resulting potentially in some 45,000+

evaluations, teaching team and tutors cannot check the correctness of every submission and alert students

to errors. Thus, it is your individual responsibility to ensure …

• … you have entered your full name into the weekly tutorial worksheet to allow your peers to identify

you. When you are visiting from a different tutorial or in the process of changing your enrolment, you

must let your peers know in which tutorial they might find your name. [Your peers cannot be asked

to search every tutorial for your name!]

• … you use the correct template for that week.

• … you save the file with your zID instead of the original template name, which is the same for all

students.

• … you do not edit the file in a way that interferes with its form or function, e.g. adding rows or

columns.

• … you enter valid entries into the respective cells, i.e. select names from the drop-down list and valid

numerical values for the scores.

• … you upload the completed and correctly named file by the due date of that week.

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Purpose of the Assessment

Part B is designed to help you learn from your teamwork experiences throughout the term, analyse your

contributions and identify areas of and for growth. By engaging in these types of reflections, you will gain a

deeper understanding of your development with regards to accountability, communication skills, and

leadership—key attributes that are highly valued in the job market.

Authentic scenario: Applying for a Role in Project Management

Imagine you are applying for the role of Project Manager. In this role, you will be expected to work

collaboratively with colleagues to manage projects, solve complex problems under time pressure, and

present suitable solutions to stakeholders – not too different from some of our in-tutorial activities. Hiring

managers may ask you to tell them about your previous teamwork experience, either as part of the written

application or during the interview process. This may involve you providing examples and recent evidence

of your ability to …

• … evaluate team dynamics: Understand how team members contribute to projects and identify

areas for improvement.

• … communicate effectively: Share ideas clearly and listen to feedback to ensure successful project

outcomes.

• … demonstrate leadership: Support your team and take initiative to lead projects to completion.

All of this requires the ability to reflect and show self-awareness, skills we are not automatically good at,

but which are crucial in honestly assessing your performance and growth. By becoming aware of your

strengths and weaknesses, you can provide a balanced and authentic account of your achievements and

demonstrate to potential employers that you have the introspective ability to learn from your experiences

and continuously improve.

Deliverables

Mid-Term Insight (guidance 600 words, due in Week 5): Imagine you are applying for a Project Manager

position, and the hiring manager asks you the following (based on your experiences with team dynamics so

far in the course):

1. Describe a notable event having to do with the actions or behaviour by one of your teammates (it

may help to look at the 3 criteria from the peer evaluations to jog your memory).

2. How did you feel about your interactions with your peers during that event?

3. Analyse what could have been improved before or during the event?

4. What insights did you gain about teamwork and your own skills so far? Identify a specific teamwork

skill (or skills) you wish to improve for the remainder of the term and outline your plan to achieve

this.

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End-of-Term Insight (guidance 800 words, due in Week 10):

Imagine now that the hiring manager asks

you the following (based on your entire term’s experience):

1. Describe a key learning experience during your tutorials where through the words or actions of a

peer you gained a deeper understanding of a Value Creation concept. What concept was this and

how did your understanding evolve?

2. Reflect on whether your feelings and your attitude towards group work have evolved over the term.

Were some of the fears you might have had at the start of the term realized?

3. Using your self-generated self-assessment data from the 9 weeks, evaluate how you have grown

along the 3 key criteria. What factors contributed to your growth? Were you successful in improving

the teamwork skill(s) that you set up to develop in the Mid-Term Insight? What was helping or

hindering you in this process? What might you do differently the next time you are working in a

team?

Include a well-formatted visual representation of your self-assessment data in this submission.

Final Thoughts

This assessment is more than just a reflective exercise; it’s an opportunity to prepare for your future career.

By understanding your strengths and areas for improvement, you will be better equipped to articulate your

value to potential employers and succeed in collaborative, problem-solving roles like project management.

Submission procedure

For both deliverables of Part B, please upload your word document to the respective Turnitin link provided

on the Moodle course page by the deadline.

Formatting

• While the questions/tasks may be numbered above, please do not use numbering or headers in your

document. It should read as one continuous piece of text.

• Each Insight should be in Calibri or Aptos font size 12 with 1.5 line spacing and normal sized

(2.54cm) margins all around. The footer must have the page numbers clearly indicated.

Referencing

• UNSW guide on Harvard referencing

Writing self-evaluation and reflections

When writing self-evaluation or reflections, think deeply about your experience, moving beyond just

recounting what happened. Frequently, it is useful to follow these steps:

1. Describe:

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o Briefly describe the key events. Consider what you did, when you did it, and who was

involved.

2. Express feelings:

o Reflect on your thoughts and feelings. Use phrases like "I think," "I feel," "I learned," "I

questioned," etc. Express how these experiences impacted you.

3. Evaluate and Analyse:

o Dive deeper into why things happened and how they came about. Ask yourself: Why did this

happen? How could it have been different? What if there was another way to approach it?

4. Conclude and formulate an action plan:

o Draw conclusions about what you learned from the experience. This includes identifying

what could have been done differently. How will you apply what you have learned in future

situations?

This process will help develop your reflective writing skills, allowing you to analyse and learn from your

experiences, not just describe them.

Supporting resources and links

• UNSW Reflective Writing Guide

• See Moodle course site for details of relevant Academic Skills workshops

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Criteria

% 

Fail 

Pass 

Credit 

Distinction 

High Distinction 

Depth of reflection 40%

Fails to address key

aspects; little to no

analysis or reflection.

Superficial reflection with

minimal analysis and vague

examples.

Addresses key aspects but

lacks depth, with limited

critical thinking or self- awareness.

Solid understanding with

relevant examples, though less

detailed or nuanced.

Deep and insightful analysis with

well-supported examples,

showing significant self- awareness and growth.

Relevance and use

of examples

40% Lacks relevant examples,

or examples do not

contribute to the

analysis.

Few or weak examples with

unclear connection to the

reflection

Includes examples, but they

may be general or only

somewhat relevant.

Relevant examples that

support the analysis but may

lack detail.

Specific and highly relevant

examples that effectively

enhance the reflection.

Clarity and

structure

20%

Poorly written,

disorganized, with

illogical presentation and

unclear language

Difficult to follow with poor

organization and unclear

expression.

Understandable but with

organizational issues;

language mostly appropriate

but may lack precision.

Clear and mostly well- organized, though some

transitions may be awkward.

Clearly written, well-organized,

and easy to follow with logical

transitions and appropriate

language.

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Tuesday 8PM of Week 8 (AEST)

25%

Pitch to corporate sponsor via video

Up to 4 minutes of video presentation plus transcript (with in-text citations and references)

Via Turnitin on Moodle course site

Scenario: You are a key member of a (fictitious) student club (or community group). Your job is to persuade

a for-profit corporation to sponsor your club or an event the club is putting on in a meaningful way. To this

end, you will need to submit a 4-minute video recording addressing a group of company representatives

(these may include representatives from Public Relations, Sales, Marketing, and Strategy).

You are required to centre your pitch on the following 2 key questions:

1) Why the club is interested in the company: Discuss the values, mission statement etc.

communicated by the company, their actions and value creation for stakeholders in a way that

plausibly connects the company to your club or cause [aim for 30% of speaking time].

2) Why the company should be interested in the club: Use AT LEAST ONE of the key concepts you

learned in the course from marketing, technology and/or pricing to convince the company that

supporting the club (event/cause) will create value for them, i.e. make financial sense for them. [aim

for 60% of speaking time].

Spend the remaining time on a very brief introduction of the club or cause (only to the extent necessary to

make the connection in Part 1 clear to the target audience) and a very short conclusion or final appeal at

the end.

How to approach this assessment?

• Choice of corporate sponsor: To enable you to do some research, your chosen company should be

large with a sufficiently visible public profile. Generally, publicly listed companies are the best

choice (annual reports, media interest). You are required to support your claims about the company

with sources.

• Preparation: Spend some time to research the company thoroughly to understand its values,

mission, and stakeholder engagement to adequately address Question 1. Also, get a sense of their

customer segments, products and business models to adequately address Question 2.

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• Basic structure: Outline and develop the key arguments at the centre of your pitch.

• Scripting: Given the short duration of your recording, avoid losing time to fillers (“uhm”, “ah”).

Writing a script, or at least very detailed bullet points is strongly encouraged.

• Clarity and Persuasion: Use clear, persuasive language and support your arguments with evidence

and/or examples.

• Timing: Practice your pitch to ensure it fits within the 4-minute timeframe before recording. Editing

and cutting a bad or too long delivery takes a lot more time than delivering your speech a few times.

Submissions that exceed the time limit by more than 10 seconds are subject to deductions.

• Style: Address the audience appropriately by selecting suitable demeanour, tone, language and

video background (i.e. don’t ask a bank for money while wearing a hoodie and doing your late-night

grocery run).

Additional tips:

• The assessment presents an authentic wrapper within which students can provide evidence for

their ability to research and critically analyse key documents/resources by a company, evaluate the

values and stakeholder relationships of a company, and most importantly, apply key learnings from

the course to the real world. Thus, make sure you address the underlying substance of the

assessment rather than get sidetracked by the delivery format.

• The focus of Question 2 is not quantitative. No calculations are required. Markers will pay a lot of

attention to the plausibility of your argument around value creation (e.g. new customers, new

products, new sales channels, new insights, different prices …) and its connection to course

concepts. Tell a convincing story.

• By contrast, do not spend a lot of time on devising an intricate backstory to the student club, cause

or event.

• Generally, you may assume that the sponsorship is solely financial. But in some cases, you may find

it useful to suggest to the company an alternative way of sponsoring if it connects to the value

creation argument in Question 2.

• Do not overload your pitch and stuff it with 10 course concepts. Strip it back to only what is

absolutely necessary to be coherent, logical and persuasive.

• Don’t rush your words. In public speaking, especially when trying to convince an audience, pauses

and speaking slowly are much more effective than the world’s best argument delivered in a flat,

rushed speech.

• As you will have to submit a transcript (annotated with sources) anyways, you might as well write it

beforehand.

• Note: No need to speak out loudly any in-text citations during your speech. Those would interrupt

the flow and are for the written, edited transcript only.

Submission instructions

• Upload i) an accessible video file OR link to your video file AND, ii) your edited transcript (including

appendix containing references and AI conversations, if any) to Turnitin at the same time.

• Video specifications:

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o File size must be less than 200MB for upload to Moodle. Accepted video file formats: .mov,

.mp4, .mpeg. Alternatively, upload your video to your UNSW OneDrive folder (sign in with

your [email protected]) and post the file-sharing link as your submission in Moodle.

o Accessibility and file-sharing permissions: It is your responsibility to check sharing

permissions and ensure markers can access the video. If your video cannot be accessed by

the tutor, it cannot be marked.

o Check and make sure video and audio quality are acceptable – your face must be clearly

visible and your voice must be clearly audible.

• Note: Videos are large files which take time to upload. Be aware of the submission deadline and

plan your upload. Make sure the video is accessible by markers.

• File sharing instructions:

o Microsoft OneDrive login and access instructions – UNSW IT

o How to share files using OneDrive – Microsoft

Formatting

• The video transcript needs to be in Calibri or Aptos font size 12 with 1.5 line spacing and normal

sized (2.54cm) margins all around. The footer must have the page numbers clearly indicated.

Referencing

• UNSW guide on Harvard referencing

Supporting resources and links

• 10 tips for speaking to an audience – UNSW Academic Skills Resources

• Academic Communication Essentials – UNSW Business School

• English Language Success – UNSW Academic Skills Toolkit

• UNSW Academic Skills Resource Library

• Microsoft OneDrive login and access instructions – UNSW IT

• How to share files using OneDrive – Microsoft

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Criteria

%  Fail 

Pass 

Credit 

Distinction 

High Distinction 

Analysis and

relevance of

company’s

values and

actions.

20%

Analysis of company’s values,

purpose, mission statement

and interactions with

stakeholders is incoherent or

incomplete.

Fails to explain how the

company is relevant to the club

(or community group).

Basic analysis of company’s

values, purpose, mission

statement and its interactions

with stakeholders.

Provides basic or incomplete

reasoning and justification of

the company’s relevance to the

club/group.

Relevant insights and clear

analysis of company’s values,

purpose, mission statement

and its interactions with

stakeholders.

Provides adequate reasoning

to support relevance of the

company to the club/group.

Thorough and insightful

analysis of company’s values,

purpose, mission statement

and its interactions with

stakeholders.

Convincing reasoning

supporting the relevance of

the company to the

club/group.

Perceptive and

comprehensive analysis of

company’s values, purpose,

mission statement and its

interactions with

stakeholders.

Very convincing reasoning to

support relevance of the

company to the club/group.

Application and

relevance of

value creation

concepts to the

company

40%

Inappropriate or incorrect

application of course

concepts, showing little

understanding of the company

and its market.

Fails to identify financial

benefits or fails to justify

relation to concept, relevance

to the student group, or

potential for added value.

Basic choice and superficial

application of at least one

course concept, with limited

understanding of the company

or its market.

Identifies some financial

benefits. However, their

relation to the concept(s), their

relevance to the student group,

or potential to add value are

minimally supported.

Appropriate choice and

application of at least one

course concept,

demonstrating broad

understanding of the company

and its market.

Identifies some financial

benefits related to both the

concept(s) and the student

group and provides a largely

plausible justification of their

potential to add value.

Good choice and

knowledgeable application of

at least one course concept,

demonstrating thorough

understanding of the company

and its market.

Identifies relevant financial

benefits related to both the

concept(s) and the student

group and provides a solid

justification of their potential to

add value.

Excellent choice and in-depth

application of at least one

course concept,

demonstrating profound

understanding of the company

and its market.

Identifies highly relevant and

strategic financial benefits

related to both the concept(s)

and the student group and

provides a very comprehensive

justification of their potential to

add value.

Communication

and audience

engagement

20%

Uses inappropriate language or

communication style for the

audience or is frequently

difficult to understand.

Minimal audience engagement,

with very limited eye contact

and vocal expression.

Uses basic language and

communication style

somewhat appropriate for the

audience. Speaks at a

generally suitable pace but

may have clarity issues.

Limited audience engagement,

with inconsistent degree of eye

contact and lack of vocal

expression.

Uses language and

communication style

appropriate for the audience.

Speaks at a suitable pace and

is easily understood.

Demonstrates good audience

engagement through relative

consistent eye contact and

vocal expression. Some areas

could be improved, such as the

pace of speaking or reliance on

notes.

Uses effective language and

communication style well- suited for the audience.

Speaks at a consistent and

appropriate pace, with clear

articulation and some effective

pauses.

Excellent audience

engagement, with strong eye

contact and expressive vocal

delivery. Minor areas for

improvement.

Uses highly effective and

engaging language and

communication style perfectly

suited for the audience.

Speaks at an ideal pace with

exceptional clarity, including

strategic use of pauses.

Outstanding audience

engagement, with excellent eye

contact and dynamic vocal

expression No significant areas

for improvement.

Transcript

quality and

evidence of

quality research

practices

15%

No transcript, transcript widely

deviates from speech or

contains numerous spelling

errors, repetitions, and filler

words.

Demonstrates poor research

practices with few or irrelevant

in-text citations and an

incorrectly formatted or

Transcript deviates noticeably

from speech or contains

several spelling errors,

repetitions, or filler words.

Demonstrates basic research

practices with some relevant

in-text citations and a mostly

correct reference list. Limited

breadth or depth in research.

Minor transcript deviations,

limited spelling errors,

repetitions, and filler words.

Demonstrates adequate

research practices with

appropriate and relevant in- text citations and a correctly

formatted reference list. Some

breadth or depth in research

may be lacking.

Transcript and speech align,

with minimal transcription

errors, repetitions, and filler

words.

Demonstrates strong research

practices with well-chosen and

relevant in-text citations and a

correctly formatted reference

list. Shows good breadth and

depth in research.

Transcript and speech align,

free of transcription errors,

repetitions, and filler words.

Demonstrates exceptional

research practices, in breadth

and depth, with highly relevant

and insightful in-text citations

and a perfectly formatted

reference list.

UNSW Business School 17

missing reference list. Lacks

breadth and depth in research.

Criteria

%  Unsatisfactory

Satisfactory

Video length &

quality

5%

Video length exceeds limit by

more than 10 seconds or is

less than 2/3 of the limit.

Recording audio or visual

quality are poor.

Video adheres to the time limit.

Audio is clear. Video is of a sufficiently high resolution.

Speaker’s face is well-lit, and eyes are visible.

UNSW Business School 18

Week 11 Final Exam Period

50%

Via Moodle course site

The Final Exam consists of two parts separated by a break. It will assess all the course content covered

during the teaching term. Students are expected to apply the ideas and concepts of this course into

practical settings.

One part will be administered as a quiz within Moodle. The other part will be conducted under an invigilated

environment. Additional information about the Final Exam will be provided over the course of the term.

Please check the course Moodle page for the latest information.

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