(5–4.3) 

Comprehensive and succinct introduction that provides excellent background information that introduces the topic and outlines aim/s and direction of the assessment. 

(4.22–3.73) 

Clear and appropriate background that introduces the topic and outlines the aim/s and direction of the assessment. 

(3.72–3.23) 

An adequate and appropriate introduction that provides some background information that introduces the topic and outlines the aim/s and direction of the assessment. 

(3.22–2.48) 

An introduction has been attempted, however provides limited background information and the outline of the assessment’s aim/s and direction of the assessment is not clear. 

(2.47–0) 

The introduction has significant errors or omissions of background and the aim/s or the introduction is not evident or provided. The logical direction of the assessment is not evident. 

(5–4.3) 

Comprehensive and succinct conclusion that summarises the main points and brings the discussion to a logical close. 

(4.22–3.73) 

Clear and appropriate conclusion that summarises the main points and brings the discussion to a close. 

(3.72–3.23) 

An adequate and appropriate conclusion that outlines most of the main points and brings some sense of closure. 

(3.22–2.48) 

A conclusion has been attempted, summarises some of the main points and endeavours to bring the discussion to a close-there may be some incongruity. 

(2.47–0) 

The conclusion has significant errors or omissions with minimal or no summarisation of the key points. 

(20–16.9) 

Comprehensive and logical discussion of vicarious trauma.  

(16.8–15) 

Clear and logical discussion of vicarious trauma. 

(14.8–13) 

Satisfactorily and mostly logical discussion of vicarious trauma. 

(12.8–10) 

Adequate and mostly logical discussion of vicarious trauma. 

(9.8–0) 

Inadequate and/or illogical and/or no discussion of vicarious trauma . 

(20–16.9) 

Comprehensive and logical discussion of emotional and ethical challenges. 

(16.8–15) 

Clear and logical discussion of emotional and ethical challenges. 

(14.8–13) 

Satisfactory and mostly logical discussion of of emotional and ethical challenges. 

(12.8–10) 

Adequate and mostly logical discussion of of emotional and ethical challenges. 

(9.8–0) 

Inadequate and/or illogical and/or no discussion of emotional and ethical challenges. 

(15–12.79) 

Comprehensive and logical explanation of midwifery strategies.  

(12.6–11.3) 

Clear and logical explanation of midwifery strategies.  

(11.1–9.8) 

Satisfactory and mostly logical explanation of midwifery strategies.  

(9.6–7.5) 

Adequate and mostly logical explanation of midwifery strategies.  

(7.4–0) 

Inadequate and/or illogical and/or no explanation of midwifery strategies.  

(15–12.7) 

Comprehensive and logical explanation of self-care, managing personal risk, and peer support 

(12.6–11.3) 

Clear and logical explanation of self-care, managing personal risk, and peer support 

. 

(11.1–9.8) 

Satisfactory and mostly logical explanation of self-care, managing personal risk, and peer support . 

(9.6–7.5) 

Adequate and mostly logical explanation of self-care, managing personal risk, and peer support . 

(7.4–0) 

Inadequate and/or illogical and/or no explanation self-care, managing personal risk, and peer support. 

(10–8.5) 

Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Assessment is written using the student’s own words and is the student’s own work. 

(8.4–7.5) 

Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Assessment is written using the student’s own words and is the student’s own work. 

(7.4–6.5) 

Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Assessment is written using the student’s own words and is the student’s own work. 

(6.4–5) 

Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Assessment is written using the student’s own words and is the student’s own work. 

(4.9–0) 

Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. 

(5–4.25) 

Consistently accurate intext citations with no errors in APA 7th Edition referencing style to support and reflect all ideas, information, and quotations.   

(4.2–3.8) 

One consistent in-text citation error in APA 7th Edition referencing style identified. Intext citations support and reflect most ideas, information, and quotations.  

(3.75–3.55) 

Two consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect many ideas, information, and quotations. 

(3.50–2.5) 

Three consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect some ideas, information, and quotations. 

(2.4–0) 

Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited or no intext citations usedare used to support ideas, information, and quotations. 

(5–4.25) 

Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. 12 peer-reviewed references provided. Literature cited is published in the last 10 years and sourced from the CQUniversity library. 

(4.2–3.8) 

Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. 11 peer reviewed references provided. The majority of literature cited is published in the last 10 years and sourced from the CQUniversity library. 

(3.75–3.55) 

Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. 10 peer reviewed references provided. Most literature cited has been published in the last 10 years and sourced from the CQUniversity library. 

(3.50–2.5) 

Acknowledges some sources and/or meets APA (7th Edition) referencing standards with 3 errors. 9 peer reviewed references provided. Some literature cited is published in the last 10 years and sourced from the CQUniversity library. 

(2.4–0) 

Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. 

8 or less peer reviewed references provided. Some literature cited is published ≥10 years and/or not sourced from the CQUniversity library. 

(10–8.5) 

Content is very well organised, highly engaging, and aesthetically appealing and holds the audience’s attention. The slides are free of unnecessary detail, succinct and readable. The slides contain an extremely appealing array of script and graphics. Images are of high quality and highly relevant to the content. Language is appropriate for the target audience (pregnant women). 

(8.4–7.5) 

Content is well organised, engaging and aesthetically appealing and holds the audience’s attention The slides are free of unnecessary detail, succinct, and readable. The slides contain an appealing array of appropriate script and graphics. 

Images are of high quality and are relevant to the content. 

Language is appropriate for the target audience (pregnant women). 

(7.4–6.5) 

Content is mostly adequately organised, engaging and aesthetically appealing and holds the audience’s attention. The slides are mostly free of unnecessary detail, succinct, and readable. The slides contain mostly appropriate script and graphics. Mages are of good quality and are relevant to the content. 

Language is generally appropriate for the target audience (pregnant women). 

(6.4–5) 

Content is somewhat organised, engaging and aesthetically appropriate. The slides contain some unnecessary detail but are readable. The slides contain some appropriate script and graphics. Images are of good quality and are somewhat relevant to the content. Language is at times inappropriate for the target audience (pregnant women). 

(4.9–0) 

Organisation of content is limited and in parts is unengaging, and/or not aesthetically appealing and/or does not hold the audience’s attention. 

The slides contain unnecessary detail, are cluttered, and/or are not readable. The slides do not contain appropriate script and graphics.  

Images in some areas are of limited quality and/or not relevant to the content. Language is partially inappropriate for the target audience (pregnant women). 

(10–8.5) 

The presenter consistently engages the audience. The presenter speaks very clearly, demonstrating enthusiasm for the topic. Uses an extensive and rich vocabulary appropriate to the topic and audience. Each slide is comprehensively articulated and justified. The topic is very clearly presented. Language is consistently professional and appropriate for the target audience (healthcare professionals / peers). Consistently holds the attention of the audience with the use of direct eye contact. 

(8.4–7.5) 

The presenter readily engages the audience. The presenter speaks clearly, demonstrating enthusiasm for the topic. Each slide is clearly articulated and justified. Speaks clearly with minimal pauses or hesitation The topic is clearly presented. Language is professional and appropriate for the target audience (healthcare professionals / peers). Mostly consistent use of direct eye contact with the viewer. 

(7.4–6.5) 

The presenter engages the audience. The presenter speaks well and demonstrates some enthusiasm for the topic. Each slide is articulated and justified. Speech is mostly clear but has noticeable pauses and/or speaks too fast occasionally. Language is mostly professional and appropriate for the target audience (healthcare professionals / peers). Adequate eye contact was made with the viewer.  

(6.4–5) 

The presenter occasionally engages the audience. The presenter speaks well at times and attempts to demonstrate enthusiasm for the topic. Uses adequate vocabulary appropriate to topic. Each slide is discussed, and some justification is provided. Speech is low and/or unclear at times. Multiple pauses and/or speaks too fast on numerous occasions. The topic is presented but lacks clarity. Language is at times lacking professionalism and inappropriate for the target audience (healthcare professionals / peers). Demonstrates adequate engagement with topic during the discussion.  

(4.9–0) 

The presenter minimally or does not engage the audience in the presentation. The presenter does not speak clearly and/or demonstrate enthusiasm for the topic. Uses limited or inadequate vocabulary which is not appropriate to the topic. Each slide is not discussed or is poorly discussed, and/or poorly or not justified. The student was incoherent and/or spoke too quietly to hear and/or spoke too quickly. The topic is not clearly presented. Language is frequently lacking professionalism and inappropriate for the target audience (healthcare professionals / peers). Shows minimal/no engagement and/or negativity towards the topic during discussion.  

(10–8.5) 

Exceptional explanation of the topic’s importance and rationale for transitioning graduate midwives, illustrating a high level of understanding. 

(8.4–7.5) 

Thorough explanation of the rationale, highlighting key points relevant to the topic’s importance for transitioning graduate midwives. 

(7.4–6.5) 

Adequate explanation, covering essential aspects of the topic’s importance for transitioning graduate midwives. 

(6.4–5) 

A limited explanation, lacking depth or clarity of the topic’s importance for transitioning graduate midwives. 

(4.9–0) 

An inadequate or absent explanation of the topic’s importance for transitioning graduate midwives. 

(10–8.5) 

Comprehensive analysis illustrating a sophisticated understanding of how midwifery values and standards align with the topic. 

(8.4–7.5) 

Well-developed analysis, highlighting a strong connection between the topic and midwifery professional standards and values. 

(7.4–6.5) 

Adequate and broad analysis of the connection between the topic and midwifery professional standards and values. 

(6.4–5) 

Limited analysis of the connection between the topic and midwifery professional standards and values lacking depth or clarity. 

(4.9–0) 

Inadequate or absent analysis of the connection between the topic and midwifery professional standards and values. 

(20–16.9) 

Comprehensive and insightful evaluation of challenges and barriers associated with the chosen topic, considering personal, social, and organisational factors. 

(16.8–15) 

Well-developed and thorough evaluation of challenges and barriers associated with the chosen topic, considering a broad range of personal, social, and organisational factors. 

(14.8–13) 

Adequate and logical evaluation of challenges and barriers associated with the chosen topic, considering personal, social, and organisational factors but with some gaps or omissions. 

(12.8–10) 

Limited evaluation of the challenges and barriers associated with the chosen topic and range of personal, social, and organisational factors that lack depth or overlooks key factors. 

(9.8–0) 

Inadequate or absent evaluation of the challenges and barriers associated with the chosen topic and personal, social, and organisational factors. 

(20–16.9) 

Comprehensive analysis of supporting strategies, knowledge, and skills for graduate midwives, with clear relevance to the chosen topic. 

(16.8–15) 

Well-developed analysis, of supporting strategies, knowledge, and skills for graduate midwives, with a clear connection to the chosen topic. 

(14.8–13) 

Adequate analysis of supporting strategies, knowledge, and skills for graduate midwives, with some gaps or omissions. 

(12.8–10) 

Limited analysis of supporting strategies, knowledge, and skills for graduate midwives, lacking depth or overlooking key aspects. 

(9.8–0) 

Inadequate or missing analysis of supporting strategies, knowledge, and skills for graduate midwives illustrating a poor understanding of the topic. 

(10–8.5) 

Content is clearly related to the topic. The content comprehensively answers the question, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work.  

(8.4–7.5) 

Content is frequently clear and relevant to the topic. The content concisely answers the question and is presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work. 

(7.4–6.5) 

Content is mostly clear and appropriate to the topic. The content appropriately answers the question and is frequently presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work. 

(6.4–5) 

Content answers the question, the argument is at times repetitive or lacks cohesion and demonstrates a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work. 

(4.9–0) 

Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. The assessment deviates +/- 10% of the word limit. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. 

(5–4.25) 

Expertly integrates a minimum of 10 quality, relevant, current and valid references to support and reflect all ideas, and factual information, with all content supported by evidence. 

(4.2–3.8) 

Consistently integrates 9 quality, current, relevant, and valid references to support and reflect ideas, and factual information, with 1 exception. 

(3.75–3.55) 

Frequently integrates 8 quality, relevant, current, and valid references to support and reflect ideas, and factual information, with 2 exceptions. 

(3.50–2.5) 

Occasionally integrates 7 relevant, mostly current, and valid references to support and reflect ideas, and factual information, with 3 exceptions. 

(2.47–0) 

Acknowledges minimal (≤6) or no sources of relevant, current, and valid references to support and reflect ideas, with (≥ 4 exceptions. 

(5–4.25) 

Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. Literature cited is published in the last 10 years. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. 

(4.2–3.8) 

Acknowledges majority of sources of peer reviewed literature. Has 1 APA 7th Edition referencing error or references not provided. Literature cited is published in the last 10 years. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. 

(3.75–3.55) 

Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. Most of the literature cited is published in the last 10 years. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. 

(3.50–2.5) 

Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. Some of the literature cited is published in the last 10 years. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. 

(2.45–0) 

Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The majority of literature cited is published ≥10 years. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. 

(25–21.1) 

An articulate and comprehensive exploration of the topic's rationale and importance for transitioning graduate midwives, and potential impacts on personal well-being, stress management, and job satisfaction. 

(21–18.8) 

Thorough and well-developed explanation of the topic’s rationale, emphasising key points and importance for transitioning graduate midwives and potential impacts on personal well-being, stress management, and job satisfaction.  

(18.5–16.3) 

Adequate and logical explanation covering essential aspects of the topic's rationale and importance for transitioning graduate midwives and potential impacts on personal well-being, stress management, and job satisfaction.  

(16–12.5) 

A disjointed and limited explanation of the topic’s rationale and importance for transitioning graduate midwives and potential impacts on personal well-being, stress management, and job satisfaction lacking depth or clarity.  

(12.3–0) 

An inadequate or omitted explanation of the topic’s rationale and importance for transitioning graduate midwives and potential impacts on personal well-being, stress management, and job satisfaction. 

(25–21.1) 

A highly developed and insightful evaluation of challenges and barriers associated with the chosen topic, considering personal, social, and organisational factors. 

(21–18.8) 

A well-developed evaluation of challenges and barriers associated with the chosen topic, covering a broad range of factors and considering personal, social, and organisational factors.  

(18.5–16.3) 

An adequate evaluation of challenges and barriers associated with the chosen topic, considering broadly personal, social, and organisational factors with some gaps or omissions.  

(16–12.5) 

A limited evaluation of challenges and barriers associated with the chosen topic and personal, social, and organisational factors lacking depth or overlooking key factors.  

(12.3–0) 

An inadequate or omitted evaluation of challenges and barriers associated with the chosen topic and personal, social, and organisational factors. 

(230–25.4) 

Comprehensive and insightful analysis of supporting strategies, knowledge, and skills for graduate midwives, integrating insights from a research paper. Thorough consideration of generalisability, limitations, gaps, and contributions to the midwifery profession. 

(25.2–22.5) 

A clear and well-developed analysis of supporting strategies, knowledge, and skills, with consideration of research papers integrating insights from a research paper. Thoughtful consideration of generalisability, limitations, gaps, and contributions to the midwifery profession. 

(22.2–19.5) 

An adequate and logical analysis of supporting strategies, knowledge, and skills, integrating some insights from a research paper. Consideration of generalisability, limitations, gaps, and contributions to the midwifery profession 

with some gaps or omissions. 

(19.2–15) 

A limited analysis of supporting strategies, knowledge, and skills attempting some discussion of a research paper but lacking depth or overlooking key aspects. 

(14.7–0) 

Inadequate or omitted analysis of supporting strategies, knowledge, and skills or discussion of a research paper highlighting a poor understanding of the topic. 

(10–8.5) 

Content is clearly related to the topic. The content comprehensively answers the question, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work.  

(8.4–7.5) 

Content is frequently clear and relevant to the topic. The content concisely answers the question and is presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work. 

(7.4–6.5) 

Content is mostly clear and appropriate to the topic. The content appropriately answers the question and is frequently presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work. 

(6.4–5) 

Content answers the question, the argument is at times repetitive or lacks cohesion and demonstrates a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. The assessment is within +/- 10% of the word limit. Assessment is written using the student’s own words and is the student’s own work. 

(4.9–0) 

Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. The assessment deviates +/- 10% of the word limit. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. 

(5–4.25) 

Expertly integrates a minimum of 10 quality, relevant, current and valid references to support and reflect all ideas, and factual information, with all content supported by evidence. 

(4.2–3.8) 

Consistently integrates 9 quality, current, relevant, and valid references to support and reflect ideas, and factual information, with 1 exception. 

(3.75–3.55) 

Frequently integrates 8 quality, relevant, current, and valid references to support and reflect ideas, and factual information, with 2 exceptions. 

(3.50–2.5) 

Occasionally integrates 7 relevant, mostly current, and valid references to support and reflect ideas, and factual information, with 3 exceptions. 

(2.47–0) 

Acknowledges minimal (≤6) or no sources of relevant, current, and valid references to support and reflect ideas, with (≥ 4 exceptions. 

(5–4.25) 

Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. Literature cited is published in the last 7 years. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. 

(4.2–3.8) 

Acknowledges majority of sources of peer reviewed literature. Has 1 APA 7th Edition referencing error or references not provided. Literature cited is published in the last 7 years. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. 

(3.75–3.55) 

Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. Most of the literature cited is published in the last 7 years. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. 

(3.50–2.5) 

Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. Some of the literature cited is published in the last 7 years. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. 

(2.45–0) 

Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The majority of literature cited is published ≥7 years. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list.