| Learning Outcome | Beginner | Developing | Accomplished | Exemplary |
|---|
| Appropriate manipulation of information | This individual has only completed 3-6 bullet point sentences. Information is not being interpreted and it is a copy of content available in the resources given. Information is disordered which also represents no assimilation of learned content and terminology. | 7-9 bullet point sentences were completed.
The individual tried to interpret the information, however, some points are not clear, which can stand for a misreading of the collected resources. | The individual completed the 10 bullet point sentences requested for this task. Information is presented clearly and details support a general understanding of the chosen topic. | Not only the 10 sentences were completed but also extra arguments were prepared. Information is completely mastered and understood, not only to give the audience a clear idea of the issue but also to make appropriate links between data. |
| Research Methods | Resources are scarce. The individual did not look for other resources despite the given ones. No accurate or appropriate information regarding the chosen topic. Other topics beside the chosen one were not addressed. | Uses the given resources accordingly, providing appropriate information. Nevertheless, some examples are not well chosen. Alternative resources were searched but some are not related to the chosen topic or other relevant areas of Pilot Training Programme. | Chosen references are adequate but do not go much beyond what was given. Resources are on target and evidence of webquester's own research is present, however the resources are closely related to the samples provided, not much evidence of divergent research. | The individual brings relevant content resources but also stands out for suggesting resources which support innovative perspectives within the Pilot Trainning Programme. |
| Thinking & Content | Information is of little interest and is not supported. Individual gives no clear evidence of owning the topic chosen and facts are being presented without taking into consideration the other relevant areas in Pilot Training Programme. Did not write to an audience. | Some information is supported; however, it is not totally accurate. There is evidence of details but in some points they do not relate to the chosen topic. Audience is taken into consideration but language choice is not meant to influence others. | Written sentences are effective in the way that they inform the audience of the main ideas, but a personal point of view is not addressed. Language is not strong enough to influence others although content is organized. | The content is fully supported with accurate, appropriate and detailed information regarding the subject. Audience has the perception that the individual clearly has a stand on the issue and the written discourse shows argumentative preparedness. |
| Learning Outcome | Beginner | Developing | Accomplished | Exemplary |
|---|
| Leadership and Initiative | Group members played a passive role, generated few new ideas; tended to do only what they were told to do by others or did not seek help when needed. No leader stood out | Group members collectively generated ideas and discussed their views; No one group member stood out as a leader and there was no allocation of tasks. | Group members played an active role in generating new ideas, took initiative in getting tasks organised and completed, and sought help when needed. | The group members showed leadership by thoughtfully organising and dividing the work, checking on progress, or providing focus and direction for the project. |
| Facilitation and Support | Group members seemed incapable and unwilling to assist others, made nonconstructive criticisms toward the project or other group members, or distracted other members. | Group members seemed willing to assist others, made constructive criticisms toward the project and other group members, or distracted other members. At times could be more focused | Group members demonstrated excellent willingness to help other group members when asked, actively listened to the ideas of others, and helped create a positive work environment. | The group members actively checked with others to understand how each member was progressing and how he or she may be of help. |
| Analysis & Structure of concepts | Students did not demonstrate a clear understanding of the elements of the Potential Pilot Programme and there was little evidence as to how and why they should be structured from 1 to 5 | Students demonstrated a good understanding of the researched elements of the Potential Pilot Programme but found it difficult to collectively provide evidence as to how and why they should be structured from 1 to 5 | Students demonstrated a good understanding of the researched elements of the Potential Pilot Programme and displayed collaborative evidence as to how and why they should be structured from 1 to 5 | Students were able to concisely differentiate between the researched elements of the Potential Pilot Programme and analyse how and why the 5 elements should be structured from 1 most important to 5 least important |
| Learning Outcome | Beginner | Developing | Accomplished | Exemplary |
|---|
| Assimilating the role; understanding and striving for stated role objective, conceptualising the job function | Inconsistent demonstration of understanding of the role. Made some attempt to articulate but hampered by unclear role boundaries | The student had an approximate understanding of the role, lapsed occasionally into blurring of roles objective | The student understood the role and how it differentiated from others in the role play. Mixed use of language. Made several attempts to gain objectives stated in role description | With appropriate level of authority, student used language that demonstrated clear understanding of the role & its function, maintained disciplined confinement to the role, articulated consistently |
| Leadership and initiative | Failed to demonstrate leadership and was heavily compliant, could not articulate much beyond the example phraseology | Occasional attempts and leadership but without sufficient weight to overcome objections from others | Clearly demonstrated attempts to lead and restate the team’s goal in the exercise | Consistently was striving to restate the role objective and deployed several attempts to achieve leadership appropriate to the role in the ‘crisis’ |
| Listening, analysis & reacting to other roles being played | Was preoccupied with own role to the exclusion of full group participation. Couldn’t react or adapt to others, increasingly occupied a position of weakness | Understood and listened reasonably but often misunderstood other role player’s objectives. Occasional loss of focus and intent | Listened well but was inconsistent in reaction. Attempted to restate their role position but lacked appropriate authority | Continuously adapted to inputs from others, restating clearly reasoned argument for their role’s objective, maintained position of strength |
