SCHOOL OF ENVIRONMENTAL ENGINEERING RUBRICS OF PRESENTATION II - - - PowerPoint PPT Presentation

Advanced Developing Introductory Poor 4 3 2 1 Introduction The student has clearly identify the Tender Document content/description according to the correct flow of Instruction to Tender, Contractual and General Requirement, Form of Tender, Letter of Acceptance, Condition of Contract, Standard Specification Work, Schedule of Rate, BQ, and List of

• Drawing. The student excellently brief

the scope of works, the officer involve, the correct title of project, Table of Content (TOC), briefly explain the flow

• f tender document submisson.

Same as (4), except that explanation linking to flow

• f tender document

submission is not clear enough. The student has outline the TOC, but not clearly explain the personnel involve in the project, not clear of tender document submission flow. The student has show the TOC with some errors, and not briefing on the flow of tender document submission. Standard and Specifications (for multi disciplinary team/task) The student has clearly identify the extensive standard and specification for multi disciplinary team/task requirement at the tendering stage according to the corrrect code of practice/manual/guidelines. Specifications elements are complete, accurate and clearly stated including architectural, civil and structural, M&E and ancillary specification works. Information synthesized from the presented data including figure/table/plan lay-out are concisely included. Same as (4), except that some information synthesized from the presented data including figure/table/plan lay-out are missing/not clear. The standard and specification are moderately analysed and presented data including figure/table/plan lay-out are missing/unclear. The standard and specification are poorly analysed, use wrong guideline/manual of calculation and presented data including figure/table/plan lay-out are missing/unclear. PO2 PA Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using SCHOOL OF ENVIRONMENTAL ENGINEERING RUBRICS OF PRESENTATION II - EAT451/4, SEMESTER II, 2017/2018 PO Cri PO Statement Possible Assessment/ Section Rubrics

Schedule of Rate and Bill of Quantity (BQ) Measurement The student has clearly formulate the extensive Schedule of Rate and the BQ Measurement at tendering stage to all equipment/services/works for preliminary works, earth works, building works, external works, M&E works, Provisional items and summary of tender are shown. Standard Measurement Method (SMM2) is used with correct clauses, description, quantity, rate, unit and amount. Information synthesized from the presented data including figure/table/plan lay-out are concisely included. Same as (4), except that some information synthesized from the presented data including figure/table/plan lay-out are missing/not clear. The schedule of rate and BQ Measurement are moderately analysed and presented data including figure/table/plan lay-out are missing/unclear. The schedule of rate and BQ measurement are poorly analysed, use wrong clauses, wrong of description, rate and unit also presented data including figure/table/plan lay-out are missing/unclear. Drawings/Plan lay-out The student has clearly identify the extensive list of drawing at tendering stage includes structural elements, water reticulation, drainage and sewerage system, road, M&E and all the typical sections with correct and clear description/label of drawings. Information synthesized from the presented data including figure/table/plan lay-out are concisely included. Same as (4), except that some information synthesized from the presented data including figure/table/plan lay-out are missing/not clear. The schedule of rate and BQ Measurement are moderately analysed and presented data including figure/table/plan lay-out are missing/unclear. The schedule of rate and BQ measurement are poorly analysed, use wrong clauses, wrong of description, rate and unit also presented data including figure/table/plan lay-out are missing/unclear. conclusions using first principles of mathematics, natural sciences and engineering

• sciences. (WK1 to

WK4)

ET Instructions to Tenderers The student has clearly demonstrate the Instructions to Tenderers for specific type of project including complete List of Checklist for tender submission, supporting documents with correct form name/type, registration of PKK and CIDB and tenderer clarification letter that apply legal/ethical principle and understanding to professional ethics and norms of engineering practice. The student excellently brief the scope of works, the officer involve, the correct title of project, Table of Content, briefly explain the flow of tender document

• submisson. Information synthesized

from the presented data including figure/table/sample of form are concisely included. Same as (4), except that some information synthesized from the presented data including figure/table/sample of form are missing/not clear. The instructions to tenderes are moderately analysed and presented data including figure/table/sample of form are missing/unclear. The instructions to tenderers are poorly analysed, wrong of description of project type, wrong supporting documents and presented data including figure/table/sample of form are missing/unclear. Form of tender, Letter of Acceptance (LA) and Condition of Contract The student has clearly demonstrate the correct form of tender for correct type of project, correct the Letter of Acceptance, and important condition of contract according to type of project with correct supporting document that apply legal/ethical principle and undertanding to professional ethics and norms of engineering practice. Information synthesized from the presented data including figure/table/sample of form are concisely included. Same as (4), except that some information synthesized from the presented data including figure/table/sample of plan are missing/not clear. The from of tender, LA and condition of contract are moderately analysed and presented data including figure/table/sample of form are missing/unclear. The Form of tender, LA and Condition of Contract are poorly shown, wrong of description of project type, wrong supporting documents and presented data including figure/table/sample of form are missing/unclear. Slide Slides

• rganization and

sentence structure Presentation slide is well-organized and engaging. Text displayed in a way that is totally easy for audience to understand with no grammatical errors. Presentation slide and sentence structure are

• rganized and engaging

for most parts. At least 75% of the text displayed in a way that is easy for audience to understand. Slide and sentence structure are mostly

• rganized but some

parts may be quite difficult to follow. At least 50% of the text displayed in a way that is easy for audience to understand. Slide and sentence structure are disorganized in some parts and quite difficult to follow. May contain too much text with grammartical errors. PO8 Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering

• practice. (WK7)

Suitable aiding figure, table and plan lay-out Figures, tables and plan lay-out selected are relevant and effectively

• presented. Correct usage of standard

symbols/unit and excellent figure quality. Criteria as (5) except some mistakes in using standard symbols/unit or figure quality not excellent. Relevant figures, tables and plan lay-ouy are chosen, but may not be effectively presented, has quite satisfactory figure quality and/or some mistakes in using standard symbols/unit. Shows less relevant figures, tables, and plan lay-

• ut with lot of mistakes in

using standard symbols/unit. Presentation Clarity, Organization and Style of Presentation Proposes strong, constructive points which audience can follow 100% of the

• time. Points are well-organised and

developed with sufficient details. Formally and neatly dressed, moves and looks around comfortably, has clear and strong voice projection, shows project enthusiasm and interest, composed and confident. Ideas are developed, but some points are not well

• explained. Audience can

follow 75% of the time. Dressing criteria as in (4), has clear and strong voice projection, but shows less project enthusiasm and interest. Majority of points proposed are good. Points are mostly

• rganised, but

developed with insufficient details. Audience can follow 50% of the time. Dressed satisfactorily, voice can be heard and understood, delivery is mostly clear and

• natural. Keeps

nervousness under control, but no enthusiasm or interest shown. Proposed points are satisfactory, but some are not organised. Insufficient information/details given. Audience has difficulty following the presentation. Dressed informally but neat, or formally dressed but less neat, and speaks either too soft or too fast. PO10 CM Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

PO2, PO8, P010 PO1, PO6,PO10,PO12