1.1. The listed and cited literature of the literature survey and the exposition of the research reflects familiarity with relevant and recent trends in technologies, techniques, models and theories in the chosen field.
1.2. Models, principles, theories, techniques and methodologies in the chosen field are analysed, explained and juxtaposed correctly in oral presentations and the written record of research.
1.3. Information sources are used correctly and appropriately and includes a range of media.
information technology skills are applied effectively in information searches, data-analyses, data presentation and the production of the dissertation.
the appropriate mathematical and statistical methods are applied correctly to quantitative and qualitative data.
the inferences, interpretations and conclusions from measurements and statistical analyses are valid.
language and numeracy skills are applied effectively and correctly in clearly communicating the research problem, its investigation, outcome and recommendations.
knowledge and skills are correctly demonstrated in selecting, harvesting, preparation, storing and despatching of propagation material (eg seed, tubers, bulbs).
2.1. The use of literature surveys/experimentation/correlation/causal analysis is justified fully and correctly in oral presentation and the written record of research.
2.2. The research problem is clearly identified, defined and detailed in the research proposal.
the stated hypothesis directs the investigation.
logical interpretation of data reflects clear understanding of the relationship between facts in the study and the ability to evaluate contradictory information.
Integrated assessment:
A combination of formative assessment eg. Research papers and summative assessment in the form of a research dissertation are used. A graduate will be able to identify, assess, research, formulate, explain, interpret, discuss and solve advanced problems within the horticultural industry. Assessment practices, should integrate these elements and signify the competence of the learner. Formative assessment should be continuous.
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