Page 39 - CAPE Green Engineering Syllabus 2016.docx_Neat

Assessment Criteria Marks
- Includes the 4 – 5 headings 4
- Includes 3 of the headings 3
- Includes 2 of the headings 2
- Includes 1 of the headings 1

Semi-structured interview schedule (2)
- 4 – 6 open-ended questions 2
- 1 – 3 open ended questions 1

Analysis and Discussion 14
- Relates to the 5 headings on the checklist
- Relates to 4 headings on the checklist 12 – 14
- Relates to 3 headings on the checklist 9 – 11
- Relates to 2 headings on the checklist 6–8
- Relates to 1 heading on the checklist 3–5
1–2

Conclusion 2
- Clear, based on finding(s), valid and
related to the purpose of the report 2
- Clear, based on finding(s) 1

Recommendation 5–6 6
- Very relevant to the issues identified 3–4 4
- Somewhat relevant to the issues identified 1–2
- Barely relevant to the issues identified 4

Presentation 3
- Excellent presentation using appropriate 1–2
tools (for example, pictures) with few
spelling and grammatical errors
- Good presentation using appropriate tools
with some spelling and grammatical errors
- Satisfactory presentation using
appropriate tools with some spelling and
grammatical errors

References 2 2
- Accurate and consistent use of 40
referencing style

Total

UNIT 2

Managing the Design Project

The design report and model comprise 30 per cent of the candidate’s total mark. Adequate class time
should be devoted, therefore, to Module 3 on which the design project is based. Teachers should
ensure that: sufficient time is allocated to the design of the solution and creation of the model; the
requirements of the School-Based Assessment are explained; the assessment criteria are discussed;

CXC A36/U2/16 35