|
|
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student carries out research because it is required, but shows little or no interest. The student is frequently absent and/or engages in issues that are not relevant to the investigation. The student is quickly distracted from the research tasks. |
The student is interested in scientific research and carries out the research in a sufficient manner and as agreed to in advance. The student spends sufficient time on the research. |
The student works hard and shows clear interest in scientific research. The student is enthusiastic. |
The student always works hard and is very interested in scientific research. The student is a source of enthusiasm and (also) knows how to motivate and inspire others. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student does not function adequately without strict supervision. The student does not feels little to no responsibility for their activities. |
The student works largely independently and feels responsible for their activities. |
The student works independently. The student feels responsible for their activities and is able to reflect on them. |
The student works independently and reflects in an excellent manner on their activities and learning process. The student takes action and shows initiative to solve problems and achieve the best results. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student prefers to go their own way and is incapable of cooperating. The student only selectively listens to advice. The student shows little insight into their weak points and does not seem to be able to change their behavior based on feedback. |
The student cooperates sufficiently and easily becomes part of the group. The students takes advice, feedback and criticism to heart and is able to use them to improve themselves. The student helps others when necessary. |
The student is good at cooperating with others and asks for advice and feedback when necessary. The student quickly uses the feedback and criticism to develop themselves. |
The student is excellent at cooperating and often takes the initiative. The student asks for feedback when necessary and is open to criticisms on their research and/or behavior and uses this to improve themselves. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is dwelling and does not participate sufficiently in decision-making. The student takes little initiative and responds reluctantly to changes. |
The student takes sufficient initiative but sometimes awaits directions of the supervisor. |
The student takes initiative and contributes ideas and possible solutions. The student makes decisions in consultation with the supervisors. |
The student takes initiative easily and is, albeit with approval of the supervisor, able to make decisions independently. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is incapable of designing new experiments and/or analyses independently and does not give input in the process. |
The student can design new experiments and/or analyses based on prior research. |
The student comes up with several new and interesting experiments and/or analyses that have added value for answering the research question. |
The student is able to independently design excellent new and complete experiments and/or analyses that add great value to the project.
|
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student does not work in a safe manner and has little to no knowledge of the safety rules of a biomedical laboratory and/or (clinical) data handling. |
The student can work safely in a biomedical laboratory or clinical research environment and applies the safety rules of a biomedical laboratory and/or (clinical) data handling adequately. |
The student has no problems working safely in a biomedical laboratory or clinical research environment and is experienced in applying the safety rules of a biomedical laboratory and/or (clinical) data handling. |
The student always works in a safe manner and has excellent knowledge on how to apply the safety rules of a biomedical laboratory and/or (clinical) data handling. The student assists their colleagues in working safely, when necessary. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to perform experiments and/or analyses accurately and often makes errors that require experiments and/or analyses to be repeated. |
The student can perform experiments and/or analyses accurately with few significant errors. |
The student has no problems performing experiments and/or analyses accurately and makes very little errors. The student is efficient. |
The student performs experiments and/or analyses flawlessly and therefore exceeds expectations in the amount of work they can accomplish. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to stick to the planning by themselves. The student cannot adapt to new circumstances and this results in problems. |
The student adheres to the arranged schedule and asks for help or changes/adjustments to the schedule in time. |
The student adheres to the planning and is flexible in creating a new plan and following it, if necessary. |
The student adheres to the planning, adjusting it as necessary while still staying within the agreed time limits. The student can perform different activities simultaneously. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to define the relevance of the experiments and/or analyses for testing the hypothesis. Accordingly, the students is not able to design new experiments and/or analyses. |
The student is able to define the relevance of the experiments and/or analyses for the project and, with the guidance of the supervisor, designs new experiments and/or analyses. |
The student independently defines the relevance of the experiments and/or analyses and designs new experiments and/or analyses with minimal supervision. |
The student independently defines the relevance of the experiments and/or analyses for testing the hypothesis. The student uses literature to reflect on the acquired results and designs new experiments and/or analyses to further test the hypothesis. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to translate the results and literature into a coherent and effective report within the required amount of time and needs a lot of help. |
The student is translating the results and literature into a coherent and efficiently written report within the required amount of time. The student needs some guidance. |
The student easily and independently translates the results and literature into a coherent and efficiently written report. |
The students easily and independently translates the results and literature into a coherent and efficiently written report at the level of a peer-reviewed scientific paper. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The summary is incomplete with regards to one or more of the following: context, research question, methodology, results, conclusion. The results are not (effectively) linked to the stated research question. |
The summary is understandable and contains all the components in a logical order: context, research question , methodology, results and conclusion. The results are effectively linked to the stated research question. |
The summary is understandable and easy to follow separate from the internship report. The summary contains all the components in a logical order: context, research question, methodology, results and conclusion. The results are clearly linked to the stated research question. |
The summary shows the essence of the research carried out and is easy to follow separate from the internship report. The research is summarized well. The summary includes a brief description of the context, research question, methodology, results and conclusion. The results are clearly linked to the stated research question and the description is excellent. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to gather and interpret the correct and relevant literature. |
The student is able to gather and interpret literature relevant to their project. |
The student is able to gather and interpret literature relevant to their project and put it into the context. |
The student efficiently gathers and interprets relevant literature. The student is able to discern the quality of papers accurately and has a good impression of the scientific consensus. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student formulates an unclear and insufficiently defined research question. Background information and scientific/social importance the research are insufficiently and incoherently described. The introduction is not (completely) connected to the research question. The student uses few references. |
The relevance of the research question, the background, and the scientific/social importance of the research are described. The student uses a sufficient number of scientific references. The introduction is a coherent whole, but remains somewhat superficial. The introduction is (mostly) constructed according to the funnel model (from wide to narrow). |
The student uses relevant scientific literature to introduce the background information and support the scientific/social importance and the research question, leading to new insights. The introduction ends with a clear and well-defined research question. The introduction follows the funnel model (from wide to narrow) correctly. |
The introduction consists of an in-depth analysis of the problem using relevant scientific publications. This thorough analysis opens up new insights and logically ends in the research question. The research question is clear and well-defined. There is great consistency in the text. The introduction is deepening, but also gives an overview of the research topic. The introduction follows the funnel model (from wide to narrow) in an excellent manner. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is incapable of interpreting the results and putting them in the context of relevant literature. |
The student interprets the results sufficiently with the use of relevant figures and graphs. The student uses some relevant literature to support the results. |
The student interprets the results accurately and uses figures and graphs to improve the report significantly. The student uses a variety of relevant literature to support and reflect on the results. |
The student easily interprets the results and uses figures and graphs that are of high scientific standard. The students puts the results into context with the most relevant literature and accurately reflects on them. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The materials and methods are not (fully) in line with the research question. The student shows little understanding of the selected methods and analyses. The description of the methodology is unclear and/or incomplete. |
The described materials and methods fit the research question and contain all elements needed to answer the research question. The materials and methods show that student understands the methods and analyses chosen in this study. |
The described materials and methods fit the research question and contain all elements needed to answer the research question. The student gives a complete and transparent description of the methods and analyses chosen and justifies them. |
The materials and methods are complete and insightful and methods and analyses are described in a way that another researcher can reproduce the research easily and without further explanation, even if complex techniques were used. The student justifies the methods and analyses chosen in this study compellingly. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to write a coherent report with a clear structure. The student uses flawed arguments to answer the research question. |
The student is able to write a coherent and structured report. The student uses appropriate arguments to answer the research question. |
The student is able to write a coherent report with a good structure. The student answers the research question using arguments supported by the results and literature. |
The student writes an excellent, coherent report with great structure. The student is able to answer the research question fully by using a variety of arguments supported by their results and relevant literature. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The presentation of the data is unclear and/or incomplete. The results do not answer the research question (sufficiently) and/or do not clearly follow from the methods described in the materials and methods section. |
The results are adequately described. The results (partially) answer the research question. The student presents the results in a combination of tables, charts and/or figures and text. |
The results follow from a complete and thorough analysis of the data and answer the research question. The results are well-structured and presented in clear tables, charts and/or figures and further explained in the text. |
The results follow from a complete, thorough and structured analysis of the data and fully answer the research question. Tables, charts and/or figures are used to present the results, supplemented with a clear explanation in the text. The results section reflects that the student has an excellent understanding of the methodology and analyses used. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The discussion is incomplete and lacks critical elements, such as clear conclusions and recommendations. The student fails to effectively link results to the research question and does not adequately use relevant literature to interpret the findings or place them in a scientific context. Alternative explanations and limitations are not considered, and the implications of the research are not addressed. The overall analysis is superficial and does not demonstrate a comprehensive understanding of the topic. |
The discussion includes basic conclusions and recommendations but remains somewhat superficial. The student uses adequate scientific literature to interpret the results and provide context but does so in a limited manner. The research question is answered, though the explanation may not be fully developed. The discussion addresses the main elements of a proper scientific discussion but lacks depth in critical analysis, consideration of limitations, and broader implications. |
The discussion includes all essential elements of a proper scientific discussion and describes them clearly. The student effectively uses relevant scientific literature to interpret the results and place them in a scientific context. The research question is answered clearly, with thoughtful consideration of alternative explanations and limitations. The student reflects critically on their research and integrates findings with existing knowledge, demonstrating a solid understanding of the topic. |
The student presents a concise yet complete discussion of their findings, integrating them with the theoretical background and relevant scientific literature. Through advanced critical thinking, the student identifies limitations and proposes feasible solutions. The research question is answered coherently, and the student shows exceptional insight into the scientific field. The discussion is well-structured, demonstrating a thorough understanding and significant contribution to the broader scientific context. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student carries out research because it is required, but shows little or no interest. The student is frequently absent and/or engages in issues that are not relevant to the investigation. The student is quickly distracted from the research tasks. |
The student is interested in scientific research and carries out the research in a sufficient manner and as agreed to in advance. The student spends sufficient time on the research. |
The student works hard and shows clear interest in scientific research. The student is enthusiastic. |
The student always works hard and is very interested in scientific research. The student is a source of enthusiasm and (also) knows how to motivate and inspire others. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student does not function adequately without strict supervision. The student does not feels little to no responsibility for their activities. |
The student works largely independently and feels responsible for their activities. |
The student works independently. The student feels responsible for their activities and is able to reflect on them. |
The student works independently and reflects in an excellent manner on their activities and learning process. The student takes action and shows initiative to solve problems and achieve the best results. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student prefers to go their own way and is incapable of cooperating. The student only selectively listens to advice. The student shows little insight into their weak points and does not seem to be able to change their behavior based on feedback. |
The student cooperates sufficiently and easily becomes part of the group. The students takes advice, feedback and criticism to heart and is able to use them to improve themselves. The student helps others when necessary. |
The student is good at cooperating with others and asks for advice and feedback when necessary. The student quickly uses the feedback and criticism to develop themselves. |
The student is excellent at cooperating and often takes the initiative. The student asks for feedback when necessary and is open to criticisms on their research and/or behavior and uses this to improve themselves. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is dwelling and does not participate sufficiently in decision-making. The student takes little initiative and responds reluctantly to changes. |
The student takes sufficient initiative but sometimes awaits directions of the supervisor. |
The student takes initiative and contributes ideas and possible solutions. The student makes decisions in consultation with the supervisors. |
The student takes initiative easily and is, albeit with approval of the supervisor, able to make decisions independently. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is incapable of designing new experiments and/or analyses independently and does not give input in the process. |
The student can design new experiments and/or analyses based on prior research. |
The student comes up with several new and interesting experiments and/or analyses that have added value for answering the research question. |
The student is able to independently design excellent new and complete experiments and/or analyses that add great value to the project. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student does not work in a safe manner and has little to no knowledge of the safety rules of a biomedical laboratory and/or (clinical) data handling. |
The student can work safely in a biomedical laboratory or clinical research environment and applies the safety rules of a biomedical laboratory and/or (clinical) data handling adequately. |
The student has no problems working safely in a biomedical laboratory or clinical research environment and is experienced in applying the safety rules of a biomedical laboratory and/or (clinical) data handling. |
The student always works in a safe manner and has excellent knowledge on how to apply the safety rules of a biomedical laboratory and/or (clinical) data handling. The student assists their colleagues in working safely, when necessary. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to perform experiments and/or analyses accurately and often makes errors that require experiments and/or analyses to be repeated. |
The student can perform experiments and/or analyses accurately with few significant errors. |
The student has no problems performing experiments and/or analyses accurately and makes very little errors. The student is efficient. |
The student performs experiments and/or analyses flawlessly and therefore exceeds expectations in the amount of work they can accomplish. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to stick to the planning by themselves. The student cannot adapt to new circumstances and this results in problems. |
The student adheres to the arranged schedule and asks for help or changes/adjustments to the schedule in time. |
The student adheres to the planning and is flexible in creating a new plan and following it, if necessary. |
The student adheres to the planning, adjusting it as necessary while still staying within the agreed time limits. The student can perform different activities simultaneously. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to define the relevance of the experiments and/or analyses for testing the hypothesis. Accordingly, the students is not able to design new experiments and/or analyses. |
The student is able to define the relevance of the experiments and/or analyses for the project and, with the guidance of the supervisor, designs new experiments and/or analyses. |
The student independently defines the relevance of the experiments and/or analyses and designs new experiments and/or analyses with minimal supervision. |
The student independently defines the relevance of the experiments and/or analyses for testing the hypothesis. The student uses literature to reflect on the acquired results and designs new experiments and/or analyses to further test the hypothesis. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to translate the results and literature into a coherent and effective report within the required amount of time and needs a lot of help. |
The student is translating the results and literature into a coherent and efficiently written report within the required amount of time. The student needs some guidance. |
The student easily and independently translates the results and literature into a coherent and efficiently written report. |
The students easily and independently translates the results and literature into a coherent and efficiently written report at the level of a peer-reviewed scientific paper. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The summary is incomplete with regards to one or more of the following: context, research question, methodology, results, conclusion. The results are not (effectively) linked to the stated research question. |
The summary is understandable and contains all the components in a logical order: context, research question , methodology, results and conclusion. The results are effectively linked to the stated research question. |
The summary is understandable and easy to follow separate from the internship report. The summary contains all the components in a logical order: context, research question, methodology, results and conclusion. The results are clearly linked to the stated research question. |
The summary shows the essence of the research carried out and is easy to follow separate from the internship report. The research is summarized well. The summary includes a brief description of the context, research question, methodology, results and conclusion. The results are clearly linked to the stated research question and the description is excellent. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to gather and interpret the correct and relevant literature. |
The student is able to gather and interpret literature relevant to their project. |
The student is able to gather and interpret literature relevant to their project and put it into the context. |
The student efficiently gathers and interprets relevant literature. The student is able to discern the quality of papers accurately and has a good impression of the scientific consensus. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student formulates an unclear and insufficiently defined research question. Background information and scientific/social importance the research are insufficiently and incoherently described. The introduction is not (completely) connected to the research question. The student uses few references. |
The relevance of the research question, the background, and the scientific/social importance of the research are described. The student uses a sufficient number of scientific references. The introduction is a coherent whole, but remains somewhat superficial. The introduction is (mostly) constructed according to the funnel model (from wide to narrow). |
The student uses relevant scientific literature to introduce the background information and support the scientific/social importance and the research question, leading to new insights. The introduction ends with a clear and well-defined research question. The introduction follows the funnel model (from wide to narrow) correctly. |
The introduction consists of an in-depth analysis of the problem using relevant scientific publications. This thorough analysis opens up new insights and logically ends in the research question. The research question is clear and well-defined. There is great consistency in the text. The introduction is deepening, but also gives an overview of the research topic. The introduction follows the funnel model (from wide to narrow) in an excellent manner. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is incapable of interpreting the results and putting them in the context of relevant literature. |
The student interprets the results sufficiently with the use of relevant figures and graphs. The student uses some relevant literature to support the results. |
The student interprets the results accurately and uses figures and graphs to improve the report significantly. The student uses a variety of relevant literature to support and reflect on the results. |
The student easily interprets the results and uses figures and graphs that are of high scientific standard. The students puts the results into context with the most relevant literature and accurately reflects on them. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The materials and methods are not (fully) in line with the research question. The student shows little understanding of the selected methods and analyses. The description of the methodology is unclear and/or incomplete. |
The described materials and methods fit the research question and contain all elements needed to answer the research question. The materials and methods show that student understands the methods and analyses chosen in this study. |
The described materials and methods fit the research question and contain all elements needed to answer the research question. The student gives a complete and transparent description of the methods and analyses chosen and justifies them. |
The materials and methods are complete and insightful and methods and analyses are described in a way that another researcher can reproduce the research easily and without further explanation, even if complex techniques were used. The student justifies the methods and analyses chosen in this study compellingly. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to write a coherent report with a clear structure. The student uses flawed arguments to answer the research question. |
The student is able to write a coherent and structured report. The student uses appropriate arguments to answer the research question. |
The student is able to write a coherent report with a good structure. The student answers the research question using arguments supported by the results and literature. |
The student writes an excellent, coherent report with great structure. The student is able to answer the research question fully by using a variety of arguments supported by their results and relevant literature. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The presentation of the data is unclear and/or incomplete. The results do not answer the research question (sufficiently) and/or do not clearly follow from the methods described in the materials and methods section. |
The results are adequately described. The results (partially) answer the research question. The student presents the results in a combination of tables, charts and/or figures and text. |
The results follow from a complete and thorough analysis of the data and answer the research question. The results are well-structured and presented in clear tables, charts and/or figures and further explained in the text. |
The results follow from a complete, thorough and structured analysis of the data and fully answer the research question. Tables, charts and/or figures are used to present the results, supplemented with a clear explanation in the text. The results section reflects that the student has an excellent understanding of the methodology and analyses used. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The discussion is incomplete and lacks critical elements, such as clear conclusions and recommendations. The student fails to effectively link results to the research question and does not adequately use relevant literature to interpret the findings or place them in a scientific context. Alternative explanations and limitations are not considered, and the implications of the research are not addressed. The overall analysis is superficial and does not demonstrate a comprehensive understanding of the topic. |
The discussion includes basic conclusions and recommendations but remains somewhat superficial. The student uses adequate scientific literature to interpret the results and provide context but does so in a limited manner. The research question is answered, though the explanation may not be fully developed. The discussion addresses the main elements of a proper scientific discussion but lacks depth in critical analysis, consideration of limitations, and broader implications. |
The discussion includes all essential elements of a proper scientific discussion and describes them clearly. The student effectively uses relevant scientific literature to interpret the results and place them in a scientific context. The research question is answered clearly, with thoughtful consideration of alternative explanations and limitations. The student reflects critically on their research and integrates findings with existing knowledge, demonstrating a solid understanding of the topic. |
The student presents a concise yet complete discussion of their findings, integrating them with the theoretical background and relevant scientific literature. Through advanced critical thinking, the student identifies limitations and proposes feasible solutions. The research question is answered coherently, and the student shows exceptional insight into the scientific field. The discussion is well-structured, demonstrating a thorough understanding and significant contribution to the broader scientific context. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to translate the results and literature into coherent and effective writing within the required amount of time. The student needs a lot of help in this process. |
The student is translating the results and literature into coherent and effective writing within the required amount of time. The student needs some guidance. |
The student easily and independently translates the results and literature into effective writing. |
The students easily and independently translates the results and literature into effective writing on the level of a peer-reviewed scientific paper. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to gather and interpret the correct and relevant literature. |
The student is able to gather and interpret literature relevant to their project. |
The student is able to gather and interpret literature relevant to their project and put it into the context of other literature. |
The student easily gathers and interprets relevant literature. The student is able to discern the quality of papers accurately and has a good impression of the scientific consensus. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to write a coherent report with a clear structure. The student uses flawed arguments to assess the research question. |
The student is able to write a coherent and structured report. The student uses sufficient arguments to assess the research question. |
The student is able to write a coherent report with good structure. The student answers the research question using arguments supported by the results and literature. |
The student writes an excellent, coherent report with great structure. The student is able to answer the research question fully by using a variety of arguments supported by their results and relevant literature. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The student is not able to translate the results and literature into coherent and effective writing within the required amount of time. The student needs a lot of help in this process. |
The student is translating the results and literature into coherent and effective writing within the required amount of time. The student needs some guidance. |
The student easily and independently translates the results and literature into effective writing. |
The students easily and independently translates the results and literature into effective writing on the level of a peer-reviewed scientific paper. |
|
Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
|
The summary is incomplete on one or more of the following: context, research question, methodology, results, conclusion. The findings answer the research question insufficiently. |
The summary is understandable and contains all the components in a logical order: context, research question, methodology, results and conclusion. The findings answer the research question adequately. |
The summary is understandable and easy to follow regardless of the literature study report. The summary contains all the components in a logical order: context, research question, methodology, results and conclusion. The findings answer the research question in a good, clear way. |
The summary shows the essence of the research carried out and is easy to follow regardless of the literature study report. The research is summarized well. The summary includes a brief description of the context, research question, methodology, results and conclusion. The findings answer the research question in an excellent, clear manner. |
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Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
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The student is not able to gather and interpret the correct and relevant literature. |
The student is able to gather and interpret literature relevant to their project. |
The student is able to gather and interpret literature relevant to their project and put it into the context of other literature. |
The student easily gathers and interprets relevant literature. The student is able to discern the quality of papers accurately and has a good impression of the scientific consensus. |
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Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
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The student formulates a research question, however, it is not clearly formulated and not clearly defined. Background information and scientific/social importance of the investigation are insufficient and are not described coherently. The introduction does not fully connect to the research questions. The student only uses few references. |
The relevance of the research questions, the background, and the scientific/social importance of the research are described. The student sufficient scientific references. The introduction is a coherent whole, but remains somewhat superficial. The introduction is (almost) constructed according to the funnel model (from wide to narrow). |
The student uses relevant scientific literature to introduce and support, the background information, scientific/social importance and the research question. This leads to new insights and the student ends up with a clear and defined research question. The introduction follows the funnel model (from wide to narrow) correctly. |
The introduction consists of an in-depth analysis of the problem using relevant scientific credentials of high quality. This thorough analysis opens up new insights and logically follows the research question. The research question is clear and defined. There is great consistency in the text. The introduction is deepening, but also gives an overview of the study area. The introduction follows the funnel model (from wide to narrow) in an excellent manner. |
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Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
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The student is not able to write a coherent report with a clear structure. The student uses flawed arguments to assess the research question. |
The student is able to write a coherent and structured report. The student uses sufficient arguments to assess the research question. |
The student is able to write a coherent report with good structure. The student answers the research question using arguments supported by the results and literature. |
The student writes an excellent, coherent report with great structure. The student is able to answer the research question fully by using a variety of arguments supported by their results and relevant literature. |
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Insufficient (<5.5) |
Sufficient (5.5-6.9) |
Good (7.0-8.4) |
Excellent (8.5-10) |
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The discussion is incomplete and does not contain all the essential elements as mentioned above. There is insufficient reference to relevant scientific literature. The conclusions give no or only partially answer to the research question. |
The discussion includes all essential elements such as mentioned above. Adequate scientific references are used. The research question is sufficiently answered but the discussion is somewhat superficial. |
The discussion includes all essential elements as mentioned above and describes them clearly. The student has sufficient knowledge to put the results in a broader context and makes good use of scientific literature. The research question is clearly answered. The student uses scientific references to reflect on their own research. |
The student shows insight in the scientific field. Student presents a concise but complete evaluation of their findings in light of the theoretical background and recent scientific literature. Limitations are found and feasible solutions are proposed. The research question is coherently answered. |