Criterion A: Inquiry focus (3 marks)
Project element: Inquiry process document
The inquiry process document demonstrates provides an inquiry focus with an explanation of the connection between the inquiry question, a specific, relevant real-world example.
0 | The work does not reach a standard described by the descriptors below. |
1 | The focus is limited and/or incomplete. The focus does not include all required elements and/or the real-world examples are not specific or relevant. |
2 | The focus is adequate. The focus includes an inquiry question and a partial explanation of its connection to specific, relevant real-world examples. |
3 | The focus is appropriate and targeted. The focus includes an inquiry question and a thorough explanation of its connection to a specific, relevant real-world examples. |
To achieve a Grade 7 in Digital Society, you must demonstrate:
Conceptual Awareness: Show deep insight and understanding of Digital Society.
Critical Thinking: Provide well-structured, logical arguments supported by evidence.
Precise Use of Terminology: Use Digital Society-specific language accurately.
Depth of Analysis: Analyse and evaluate evidence while considering alternative perspectives.
Reflection: Show evidence of reflective thinking and critical self-assessment.
Criterion A Checklist
Inquiry Question Quality: Does the question:
Use appropriate AO3 command terms?
Encourage analytical thinking?
Allow for multiple perspectives?
Support in-depth exploration?
Move beyond simple description?
Enable meaningful research?
Real-World Example: Is the example:
Specific and concrete?
Clearly relevant?
Current and appropriate?
Well-defined?
Involving specific digital systems?
Suitable for analysis?
Conceptual Connections: Has the student:
Used Digital Society terminology accurately?
Connected to course concepts explicitly?
Identified relevant contexts?
Shown conceptual understanding?
Applied appropriate frameworks?
Demonstrated deep insight?
Technical Requirements: Has the student:
Cited all sources properly?
Used precise vocabulary?
Followed formatting guidelines?
Met word count requirements?
Included all required sections?
Structured the document clearly?
Excellence Indicators: To achieve highest marks, ensure:
Deep conceptual awareness
Critical thinking throughout
Precise terminology use
Clear analytical focus
Evidence of reflection
Strong logical structure
Well-supported arguments
Criterion B: Claims and perspectives (6 marks)
Project element: Inquiry process document
The inquiry process document demonstrates how research was conducted with a discussion of the claims and perspectives for three sources including a justification of their usefulness in the inquiry.
0 | The work does not reach a standard described by the descriptors below. |
1 - 2 | The discussion of claims and perspectives is limited and primarily descriptive in nature. Fewer than three sources are discussed or there is no justification for their use in the inquiry |
3 - 4 | There is a partial discussion of the claims and perspectives for each source that includes some justification for their usefulness in the inquiry, but this is not fully developed |
5 - 6 | There is a thorough discussion of the claims and perspectives for each source that includes a clear justification for their usefulness in the inquiry |
To achieve a Grade 7 in Digital Society, you must demonstrate:
Conceptual Awareness: Show deep insight and understanding of Digital Society.
Critical Thinking: Provide well-structured, logical arguments supported by evidence.
Precise Use of Terminology: Use Digital Society-specific language accurately.
Depth of Analysis: Analyse and evaluate evidence while considering alternative perspectives.
Reflection: Show evidence of reflective thinking and critical self-assessment.
Criterion B Checklist
Source Analysis Framework (For Each Source): Origin & Purpose: Has the student analyzed:
Author/creator credentials?
Publication context?
Intended audience?
Purpose and objectives?
Potential biases?
Publication timing and relevance?
Methods & Content: Has the student evaluated:
Research methodology?
Evidence quality?
Data collection approaches?
Analysis techniques?
Limitations and constraints?
Validity of conclusions?
Claims & Perspectives: Has the student identified:
Main arguments and claims?
Supporting evidence?
Counter-arguments?
Alternative viewpoints?
Underlying assumptions?
Theoretical frameworks?
Corroboration & Usage: Has the student examined:
How others use this source?
Supporting research?
Contradicting research?
Academic reception?
Real-world applications?
Contemporary relevance?
Justification of Source: Has the student explained:
Relevance to inquiry?
Contribution to understanding?
Relationship to other sources?
Strengths and limitations?
Value to research?
Impact on conclusions?
Excellence Indicators: To achieve highest marks (5-6), ensure:
Balanced representation of perspectives
Critical evaluation of claims
Clear justification of source selection
Deep conceptual connections
Thorough analysis of methods
Strong links to inquiry focus
Evidence of synthesis across sources
Technical Requirements: Has the student:
Used appropriate terminology?
Cited sources correctly?
Maintained academic tone?
Structured analysis clearly?
Referenced properly?
Met word count requirements?
Criterion C: Analysis and evaluation (6 marks)
Project element: Presentation
The balance of the presentation consists of the student’s own sustained and well-supported analysis and evaluation of impacts and implications of the digital systems for people and communities.
0 | The work does not reach a standard described by the descriptors below. |
1 - 2 | There is limited analysis and evaluation which is primarily descriptive in nature or of limited relevance to the inquiry focus |
3 - 4 | The student’s analysis and evaluation of impacts and implications for people and communities is adequate, but this is not always sustained or well-supported |
5 - 6 | The student’s analysis and evaluation of impacts and implications for people and communities is effective, sustained and well-supported by evidence |
To achieve a Grade 7 in Digital Society, you must demonstrate:
Conceptual Awareness: Show deep insight and understanding of Digital Society.
Critical Thinking: Provide well-structured, logical arguments supported by evidence.
Precise Use of Terminology: Use Digital Society-specific language accurately.
Depth of Analysis: Analyse and evaluate evidence while considering alternative perspectives.
Reflection: Show evidence of reflective thinking and critical self-assessment.
Criterion C Checklist
Digital Systems Impact: Has the student evaluated:
Technical implications?
System effectiveness?
Implementation challenges?
Operational impacts?
Security considerations?
Privacy implications?
Stakeholder Analysis: Has the student identified:
Primary stakeholders?
Secondary stakeholders?
Power dynamics?
Interest levels?
Influence patterns?
Relationship networks?
Temporal Analysis: Has the student considered:
Short-term effects?
Medium-term implications?
Long-term consequences?
Development timelines?
Implementation phases?
Future scenarios?
Social Impact Assessment: Has the student analyzed:
Community effects?
Cultural implications?
Social dynamics?
Behavioral changes?
Group interactions?
Societal transformations?
Ethical Considerations: Has the student evaluated:
Moral implications?
Ethical frameworks?
Value conflicts?
Rights issues?
Justice concerns?
Responsibility allocation?
Evidence Quality Framework: Supporting Evidence: Has the student:
Used diverse sources?
Provided specific examples?
Included relevant data?
Referenced research?
Cited expert opinions?
Incorporated statistics?
Analysis Quality: Does the analysis:
Show critical thinking?
Consider alternatives?
Evaluate trade-offs?
Address complexity?
Recognize limitations?
Propose solutions?
Excellence Requirements: To achieve highest marks (5-6), ensure:
Sustained analytical depth
Comprehensive evidence use
Clear conceptual connections
Multiple perspective consideration
Thorough impact evaluation
Strong logical structure
Effective argumentation
Presentation Requirements: Has the student:
Structured content logically?
Used appropriate media?
Maintained focus?
Engaged audience?
Managed time effectively?
Demonstrated expertise?
Criterion D: Conclusion (6 marks)
Project element: Presentation
The presentation concludes by providing further insight reflecting the student’s new understanding and ideas about their inquiry focus following analysis and evaluation and a discussion of emerging trends and future developments.
0 | The work does not reach a standard described by the descriptors below. |
1 - 2 | The conclusion is limited with little further insight into the inquiry focus. Emerging trends and future developments are referenced with limited or no discussion |
3 - 4 | The conclusion provides adequate further insight into the inquiry focus with a partial discussion of emerging trends and future developments |
5 - 6 | The conclusion provides effective and well-supported further insight into the inquiry focus with a thorough and substantiated discussion of emerging trends and future developments |
To achieve a Grade 7 in Digital Society, you must demonstrate:
Conceptual Awareness: Show deep insight and understanding of Digital Society.
Critical Thinking: Provide well-structured, logical arguments supported by evidence.
Precise Use of Terminology: Use Digital Society-specific language accurately.
Depth of Analysis: Analyse and evaluate evidence while considering alternative perspectives.
Reflection: Show evidence of reflective thinking and critical self-assessment.
Criterion D Checklist
Reflection Quality:
Has the student moved beyond description to provide meaningful analysis and evaluation?
Is the reflection clearly relevant to the inquiry focus?
Is the reflection well-supported by evidence from their research?
Is the analytical approach sustained throughout?
New Understanding & Insights:
Has the student demonstrated how their understanding has evolved through the inquiry process?
Has the student identified unexpected findings or surprises in their research?
Has the student connected different aspects of their research to form new insights?
Has the student evaluated the limitations of their findings?
Impact Analysis:
Has the student analyzed both positive and negative impacts?
Has the student evaluated implications for different people and communities?
Are the impacts discussed supported by specific evidence?
Has the student considered both short-term and long-term implications?
Future Developments:
Has the student identified relevant emerging trends?
Has the student evaluated potential future developments?
Has the student considered multiple possible future scenarios?
Has the student connected future trends to their current findings?
Quality Indicators:
Does the reflection avoid being purely descriptive?
Is the analysis sustained throughout rather than sporadic?
Are claims and insights supported by specific evidence?
Does the reflection demonstrate depth of understanding beyond surface-level observations?
Has the student made meaningful connections between different aspects of their inquiry?
Criterion E: Communication (3 marks)
Project element: Presentation
The presentation supports understandings through organization of ideas and evidence and also a coherent use of media.
0 | The work does not reach a standard described by the descriptors below. |
1 | Communication is limited The presentation’s organization and use of media are limited and do not support understanding |
2 | Communication is adequate The presentation is adequately organized and the use of media is at times coherent but this is not sustained or only partially effective in supporting understanding |
3 | Communication is effective The presentation is well-organized and coherently uses media to support understanding |
Criterion E Checklist
Sharing the Inquiry:
Has the student considered the purpose and audience as well as appropriate and available formats?
Has the student conveyed ideas and evidence with organization and a coherent use of media?
Communication & Presentation:
Has the student considered the purpose and audience?
Has the student used appropriate and available formats?
Has the student organized ideas and evidence coherently?
Has the student used media effectively?
Has the student included appropriate headings, labels, and captions?
Citation & Source Attribution:
Has the student cited sources at the point of use through:
Written cues
Visual cues
Vocal cues (for presentations)
Are citations brief but include: Author/creator surname & Publication date
Bibliography Requirements: Has the student provided two separate bibliographies:
List One (Ideas and Content):
Sources of ideas
Quoted material
Intellectual content
List Two (Media and Data):
Audio-visual material
Text
Graphs
Images
Data
Bibliography Format: Do all entries include (where applicable):
Author/creator surname
Title of source
Publication date
Format of source
Page numbers/time codes
URLs and access dates for online sources
Multimedia Presentation Requirements:
Has the student added a screen directing to the full bibliography in the Inquiry Process Document
Academic Integrity:
Has the student clearly distinguished between their own work and others'?
Are all sources properly acknowledged?
Is there a clear separation between original and borrowed content?
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