cm4299 final year internship in chemistry (16 mcs; … guide.pdf · the module cm4299 final year...

CM4299-GUIDELINES/2019-2020

Prepared by RYAN P. A. BETTENS ([email protected]) Version 2.0

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CM4299 FINAL YEAR INTERNSHIP IN CHEMISTRY (16 MCs; Graded)

CM4299 Coordinating Committee

The Coordinating Committee, apart from performing the administrative duties of running the module, assigns the Staff Advisor and two Examiners. The Coordinating Committee is also responsible for collecting all the grades from all assessment items then transforming them into an overall mark and final grade for the internship. The procedure adopted for this can be found in Annex J.

Module Coordinator: Dr Hoang Truong Giang, Department of Chemistry [email protected] Module Administrators: Toh Soh Lian, Wong Suk Tak, Carrie [email protected], [email protected]

1) Module Description This module is for students pursuing a Bachelor of Science (Honours) degree with a primary major in Chemistry. In this module the student will participate in a full-time five to six-month-long internship (absolute minimum 21 weeks) in a chemistry related industry. The internship itself need not be project-based, but should be significantly related to chemistry. As such a substantial percentage of the overall grade (28%, cf. intended learning outcome 3 below) is weighted toward demonstrating a deep understanding and application of chemical knowledge and concepts that has been taught over the first three years of the B.Sc. degree in the major of chemistry. Students should be aware that the granting of 16 MC and a passing grade by the University does not come lightly. The academic credit and grade will not be given for simply working for six months, informing the Department every two weeks regarding what the intern has been doing, then reporting back at the end of the internship on what was performed. The intern must prove that they achieved the intended learning outcomes of this module. This can only be done through proper maintenance of a Reflective Journal (described herein) during the course of the internship and specific attention given to any related chemistry within the internship. If the student does not wish to maintain a Reflective Journal, nor find where related chemistry within the internship then the Chemistry Department will not grant a passing grade for the internship. This is because the above two requirements is central to maximizing the learning experience and meeting the intended learning outcomes of the module. The internship culminates in the submission and presentation of a report and a portfolio demonstrating how the candidate has met the learning outcomes.

2) Rationale The module CM4299 Final Year Internship in Chemistry is an option offered to chemistry majors to be considered for the completion of the Level 4000 Honours year major requirements. Differing from CM4199A Honours Project in Chemistry which involves a research based project – judged solely on the scientific merit and understanding of the project, CM4299 serves as a platform to accommodate internship and professional placements in applied and industrial contexts relevant to science graduates majoring in

mailto:[email protected]






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chemistry. CM4299 is not intended to be taken in conjunction with any specialization in chemistry, and is most appropriate for students receiving a general chemistry degree with honours.

3) Criteria The following are the criteria necessary to qualify for modular credit to be awarded for CM4299:

An internship encompassing work with defined aims/objectives and deliverables;

An applied context relating in any way or extent to Chemistry;

A length of full-time commitment of 21-26 weeks;

The internship is to be based beyond the context of a university.

4) Pre-requisite A CAP of 3.20 or more.

Completed major requirements under the B.Sc. programme.

Fulfilled 100 MCs or more.

5) Aims and Learning Outcomes An Honours level internship immerses and prepares chemistry major students with practical experience that differs in both form and content from the basic science research-based project offered in the final year project. Nevertheless, it is to be regarded as equivalent in modular credit to the Honours year research project (FYP, CM4199A), but is available to those students whose interests lie in a direction other than discipline-based research and specialization.

The aims of this module are to: 1. Provide students with greater flexibility in their undergraduate education by allowing

them to initiate and engage in a full-time, credit-earning and graded internship which deviates from the basic science research offered in the final year project;

2. Provide students with the opportunity to self-source for and participate in a credit-earning, graded internship that serves as partial fulfilment to the Honours year requirements for the Chemistry Major;

3. Provide students not interested in obtaining necessarily any research experience with a head-start in their career search before graduation;

4. Incorporate more experiential learning within the chemistry major which better aligns with the University’s graduate experiential learning outcomes;

5. Ensure participating organisations/companies/institutions are better aware of NUS Chemistry major students and graduates, as well as to participate fully as our partners in cooperative education.

Intended Learning Outcomes 1. Demonstrate a satisfactory ability to communicate rationally and logically, concisely,

clearly and effectively the nature of the internship and the intern’s learning outcomes. 2. Discover and adopt the desired work attitudes, ethics, safety culture and

professionalism through working interactions with supervisors, co-workers, clients




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and other people related to the organisations and institutions where the internship is conducted.

3. Explain in detail some aspect of the chemistry learnt within the degree that is directly relevant to the internship.

4. Reflect on the skills learnt and their impacts on the intern’s personal and career development.

5. Reflect and improve upon the intern’s performance in the workplace.

6) Workload, Duration and Timeline Students embarking on CM4299 Final Year Internship (FYI) will commit 21-26 weeks (i.e. 5-6 months) of full-time work. In the academic record this is regarded as a module one regular semester in duration. Participating students are not permitted to read other modules in NUS within this period of commitment (including night classes) unless specifically granted by the Department of Chemistry on a case-by-case basis. Unless extenuating circumstances apply, additional leave, outside normal public holidays, is not expected to be taken.

In general, the latest end date is the Friday of the first week of the examination period in the semester for which the module is registered so that the examination can be held on the Wednesday of week 2 of the examination period. The latest start date is 21 weeks prior to the latest end date. The latest self-sourced internship deadline is one week prior to the latest end date for the semester the student enrolls in level 4, or if the internship is to be taken in the semester after the semester they enroll in level 4, then the latest self-sourced internship deadline will be the first day of the teaching semester for the semester the student enrolls in level 4.

Table 6-1 Timeline for CM4299 in Semester 1

FOR CM4299 TO BE COMPLETED IN: SEMESTER 1 AY2019/2020

OFFICIAL SEMESTER WINDOW 12 August to 7 December 2019 MINIMUM DURATION 21 weeks LATEST START DATE 8 July 2019 EARLIEST END DATE 29 November 2019 REPORT & PORTFOLIO TO BE SUBMITTED BY (submitted during presentation) PRESENTATION SCHEDULED ON THE 4 December 2019 MODULE REGISTRATION AY2019/2020 Semester 1 GRADE ISSUED IN AY2019/2020 Semester 1

Table 6-2 Timeline for CM4299 in Semester 2

FOR CM4299 TO BE COMPLETED IN: SEMESTER 2 AY2018/2019

OFFICIAL SEMESTER WINDOW 13 January to 9 May 2019 DURATION 21 weeks LATEST START DATE 9 December 2019 EARLIEST END DATE 30 April 2020 REPORT & PORTFOLIO TO BE SUBMITTED BY (submitted during presentation) PRESENTATION SCHEDULED ON THE 6 May 2019 MODULE REGISTRATION AY2019/2020 Semester 2 GRADE ISSUED IN AY2019/2020 Semester 2




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7) Procedures A module briefing for CM4299 students will be held annually toward the end of January or early February. Third year students interested in seeking an internship will register their interest with a CM4299 module administrator. Within one – two weeks interested students will receive (a) a sample letter to be personalized and sent to prospective internship providers, (b) a list of internship providers that have taken our interns before, or have expressed interest in taking interns, (c) an Excel spreadsheet which must be filled in by the internship provider if the student receives an offer of an internship. Students need not seek internships from any of the companies listed in (b) above, but may seek internship elsewhere. It is imperative that students do not accept any offers of internships until they have been approved by the CM4299 coordinating committee. Once the module administrator has received the filled in Excel spreadsheet the internship will then be assessed and the internship provider contacted to determine whether they agree to our terms and conditions. The internship will then be either approved or rejected by the CM4299 coordinating committee. If approved, the student then may inform the internship provider that they accept the internship. If the student accepts the offered and approved internship then the student must inform the CM4299 module administrator of their decision.

Internship Search and Registration All internships are self-sourced. Students seeking an FYI will thus experience the equivalent of a job search process. See the previous paragraph for additional details.

CM4299 Staff Advisor A student need not search for a staff advisor for CM4299; this will be assigned for every approved FYI by the Coordinating Committee. Nonetheless, should there be a preferred staff member that a student wishes to engage as a CM4299 Staff Advisor, and an agreement is obtained, this can be made known to the CM4299 Coordinating Committee.

The responsibility of the Staff Advisor is to ensure that the fortnightly log submissions are appropriate and read and that progress is satisfactory. The Staff Advisor will grade each log submission as described in section 8. Additionally, at around two months of the internship the Staff Advisor will visit the place of work and talk with the intern’s supervisor and the intern individually. The Staff Advisor will then fill in a pro forma report which can be found in Annex A. Of particular importance is that the Staff Advisor inspect the Reflective Journal when s/he visits the student. Appropriate advice/feedback will be given regarding what is observed in the journal. If necessary, students will be reminded of the consequences of not properly maintaining the Reflective Journal. Based on the findings of the Staff Advisor, a follow-up meeting may be necessary. This visit is required as part of our quality assurance of the internship and to determine if an appropriate working environment is provided to the intern. Additionally, any reservations the intern’s supervisor may have can be better appreciated.

Internship Deliverables and Details Details of the internship and deliverables are required for each FYI and are to be submitted to the CM4299 Coordinating Committee for approval. All necessary details are to be provided an Excel spreadsheet described earlier in this section. Information required includes:




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Organisation / Company / Institution

Supervisor and email address

A title for the internship work

Relevance/relationship of the FYI with regards to Chemistry

FYI Aims/Objectives

FYI Description

FYI Deliverables

Pre-internship Briefing Having secured an internship, all interns will be briefed on administrative matters, expectations (including our policy on taking leave) and lines of communication open to them prior to commencing the internship. In addition, clarification of the assessment will be provided to the students. The importance of appropriate Fortnightly Log Submissions (item A, section 8), the keeping of a Reflective Journal (section 8) and the focus of some aspect of the chemistry, to be submitted within the report (ILO3), will be emphasized. Not maintaining a Reflective Journal will result in an F GRADE being awarded for the internship, and not maintaining it properly will result in a D GRADE. These grades override all other assessment items. To further emphasize this point and to elicit an appropriate level of commitment from the prospective interns, an Internship Learning Contract (see below) must be signed by all students wishing to take this module.

During the briefing students will also be made fully aware of the rubrics and how to appropriately make entries in the Fortnightly Log Submissions and Reflective Journal. Students will also be given examples as well as coached on what might be contained in the Portfolio (item E, section 8).

Finally, students will be made aware of how it is possible to meet ILO 3, above, particularly if an internship is only loosely related to Chemistry. Regardless of whether the internship is laboratory based it is expected that within the report a detailed discussion of chemistry is conducted that will involve some degree of referral to either lecture notes, text books and/or library reference materials.

The Internship Learning Contract The Internship Learning Contract to be signed by the interns commits them to having put in real effort to maximize their learning during the internship. This will occur by properly maintaining the Reflective Journal in order to provide evidence to be included in the portfolio when they specifically show how they have met ILOs 4 and 5. The Internship Learning Contract explicitly states that the students understand and accept that an F grade will be awarded for not maintaining a Reflective Journal, and a D grade if it is not done properly. A copy of the learning contract can be found in Annex H of this guide.

CM4299 Examiners Two examiners will be chosen by the Coordinating Committee – one of which may, or may not, be the Staff Advisor. The examiners will assess items C through F found in the assessment components in section 8. Subject to the discretion of any examiner, any claim made by the students in the reflective essay (see item E in section 8) can be verified with the Intern’s




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workplace supervisor. Students will be made aware of this. All verification requests must go through the Coordinating Committee.

If it is felt necessary and after all assessment items have been submitted by the examiners, the Staff Advisor, together with the two Examiners may jointly fill in a pro forma report (Annex B) on the overall quality of the internship and the appropriateness of sending our students on a similar internship again with the same company/organization if necessary.

Internship Quality Assurance In order to ensure that the quality of the internship is at a satisfactory standard and can be used in future internships a number of indicators are used. Initially, the Staff Advisor will monitor the fortnightly log submissions (item A in section 8). Additionally the Staff Advisor will visit the intern and supervisor and submit pro forma report on the internships progress (Annex A). The Internship Report (item D in section 8) will be assessed by the Examiners for the internship’s quality. The intern will be asked to provide their feedback on the internship, and whether or not they feel the internship should be offered to future students. Finally, after all assessment of the intern has been conducted, the Examiners and Staff Advisor may meet to decide on the overall quality of the internship. If required, they will be provided with any (optional) feedback the employer may have and the feedback from the intern. Collectively they may wish to fill in pro forma report (Annex B) to be submitted to the Coordinating Committee if they feel that the overall quality of the internship should be officially recorded.

8) Assessment

Assessment Components: A. Fortnightly log submissions (5%) B. Performance assessment by supervisor (boss) at workplace (25%) C. Presentation (21%) D. Internship Report (18%) E. Portfolio (12%) F. Examiners Impression of Overall Student Learning (19%)

Assessment by Intended Learning Outcomes: ILO1 Communication (15%) ILO2 Overall performance in the workplace (35%) ILO3 Explanation of an aspect of chemistry (28%) ILO4 Reflect on skills learnt and impact on personal and career development (9%) ILO5 Reflect and improve upon the intern’s performance in the workplace (13%)

As a university our focus is, and always should be, on student learning, so half of the weightage in the assessment for this module is on ILO’s 3 – 5, and not simply just doing well at work or impressing the employer. Table 8-1 shows which intended learning outcomes (ILOs) are assessed by the assessment components, listed above. The amount by which each ILO contributes to the overall grade is also given. Of key importance in the student’s ability to demonstrate that they have met ILOs 4 and 5 is the Reflective Journal, which is described now.




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Table 8-1 Intended Learning Outcomes (ILOs) Assessed by Components

Weight Logs Boss Present. Report Portfolio Impression

ILO 1 (communicate)

15% 5% 5% 3% 2%

ILO 2 (work place)

35% 25% 10%*

ILO 3 (chemistry)

28% 10% 15% 3%

ILO 4 (new skills)

9% 2% 4% 3%

ILO 5 (reflect & improve)

13% 4% 6% 3%

TOTALS 100% 5% 25% 21% 18% 12% 19% * This mark is determined by the Chemistry Department Level IV Board of Examiners. See assessment item F below for details.

The Reflective Journal (required for ILOs 4 and 5) This is a journal in which students record any incidents or thoughts that help them reflect on the ILOs 4 and 5. It is crucial that the students properly maintain this journal as it will facilitate and enable them to demonstrate that these ILOs have been met as well as how well they have been met. The reflective journal is NOT a diary of routine events and activities – no such entries should appear in the reflective journal. In addition, the reflective journal is not the fortnightly logs, but is an entirely separate document. The usefulness of the journal is that it will assist the student in (a) where they have gained new skills so that they may reflect upon the impacts of these skills on their personal and career development (ILO 4), and (b) where they have used professional judgment on past decisions and problem solving and assist them in reflecting upon those with a view toward personal improvement. Additionally, the journal would include considered approaches to be taken towards improvement and then the outcomes of having made the change. Such outcomes may include the recording of interactions and feedback from peers and/or supervisor (ILO 5).

Due to the personal nature of this journal, it will not be submitted in its entirety for detailed examination as part of the portfolio. However, the journal must be produced at the presentation and inspected by the examiners to verify that students have, in fact, been keeping such a journal and it was properly maintained. Entries in the Reflective Journal serve as a source of evidence that ILOs 4 and 5 have been met. Students will be required to submit selected extracts of their own choosing from this journal as part of their portfolio in order to support the claims made in their portfolio on how well they have met ILOs 4 and 5.

According to the pedagogical literature a Reflective Journal, if done properly, ensures that the students learn more during their workplace experience. Because of the reflective component of the assessment “…their learning experience was sharpened through the reflective writing. They were motivated to communicate more frequently with their supervisors and peers to critique their own practice and also the application of theory and practice.” Another study found that the journal provided “…a useful tool for transformative reflection, providing them




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with opportunities to search for and express their learning in a personal way and to relate and apply their learning to their own” working situation1.

Explain an Aspect of Chemistry (required for ILO 3) The final year internship is a capstone module, and as such students are required to demonstrate that they can integrate their chemistry knowledge, skills and concepts taught within their degree into the workplace. In order to satisfy this ILO students need to select some aspect of chemistry involved in their work and explain it as if they were teaching it to third year chemistry majors. Where relevant, references to lecture notes, text books and the scientific literature should be made. Students will be assessed based on their understanding of the material presented in the presentation and report. The rubrics for assessment can be found under the various assessment items.

Details of Assessment Components A. Fortnightly log submissions (5%) This assessment item is used to assess ILO 1. It is also serves as part of the quality assurance of the internship itself and should be included in its entirety in an appendix of the Internship Report. A total of 10 - 13 work progress logs to be emailed to the Staff Advisor. Each log is submitted fortnightly and each successfully received log is graded as either unsatisfactory, satisfactory or good by the Staff Advisor. The rubric for the three grades can be found in Annex C. All progress logs are weighted equally. The fortnightly log should normally only consist of about a paragraph briefly stating what activities the student has performed at work over the previous fortnight. The student should also record in the log if, and how many, entries have been made in their Reflective Journal over the previous fortnight.

B. Performance assessment by the supervisor at the workplace (25%) This assessment item contributes most of the weighting to ILO 2. An assessment on the work performance of the student will be carried out by the intern’s supervisor at the workplace at the end of the project. Supervisors will fill in the assessment, which the Coordinating Committee will translate into marks. The workplace performance assessment form can be found in Annex D.

C. Presentation (21%) An individual presentation will be delivered by the student at the end of the internship to present their report and portfolio to the examiners. Each student is given a 30 min time slot in which 5 minutes is used to setup/pack up, 20 min used for the talk and 5 minutes for Q&A. The 20 min presentation should be broken down into the following topics:

Spend about 3 minutes on a brief introduction highlighting the profile of the company/organization;

Spend about 5 minutes giving a brief description of the job and responsibilities; Spend about 8 minutes explaining an aspect of the chemistry relevant to the

internship (ILO 3).

1 Teaching for Quality Learning at University, 4th Ed., J. Biggs and C. Tang, Mc Graw Hill, Berkshire, 2011, ISBN 13:978-0-33-524275-7, page 262.




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A brief 4 minute explanation of why each item in the portfolio was selected by the student to satisfy ILOs 4 and 5.

The presentation is used to assess ILOs 1, 3 – 5 in the proportions found in Table 8-1. The rubric used in the assessment of the presentation can be found in Annex E.

D. Internship Report (18%) (A template is available from the IVLE)

A report is submitted simultaneously with the portfolio at the presentation. It is mostly assessed on how well the student is able to explain an aspect of chemistry relevant to their internship (ILO3). The report also helps establish how well the student is able to communicate the nature of their internship (ILO 1).

The report will be made available to future students so that they may gain an indication of what to expect during an internship with the same company/organization doing the described work. The report may also serve as a useful reference and starting point/point of contact for the Chemistry Department should the Department wish to communicate with the host company/organization of the internship. Finally, the report also serves as one of the items used in the quality assurance of the internship itself.

The Internship Report should consist of:

1. A profile of the company/organization in not more than about 400 - 500 words. 2. A description of the job and responsibilities in not more than about 1000 words. 3. An explanation of some aspect of chemistry relevant to their internship. The

explanation should be pitched at a level 3 chemistry major. It should be detailed enough to “teach/educate” the reader about the selected chemistry topic, and be of a standard one would expect to find in an advanced (senior) chemistry text book. This section should not exceed 2500 words.

4. Appropriate citations. 5. Appendix containing all of the fortnightly log submissions.

Graphics, tables, captions, section titles and headings, contents, appendix and references are not included in the word count.

Students should avoid the use of jargon, abbreviations and acronyms unless they are fully explained within the report. The rubric for assessing the report can be found in Annex F.

E. Portfolio (12%) (A template is available from the IVLE)

The portfolio serves as the main assessment item for establishing how well the student met ILOs 4 and 5. It will consist of items judiciously selected by the student that clearly demonstrates how well they have met these ILOs. The student will need to be wisely selective because dumping in items that do not address the ILOs will not impress. There are three parts to the portfolio which are listed below:




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1. A contents for the portfolio. 2. A reflective essay of not more than 1500 words. The reflective essay is the key

component in the portfolio. It describes how each of the ILOs 4 and 5 have been met and provides an explanation for each of the pieces of evidence that were included in the portfolio. The essay should make it clear, by use of headings (see the template), where each of the ILOs 4 and 5 are addressed.

3. At least two extracts from the Reflective Journal should be used as evidence of meeting each of ILOs 4 and 5. Each extract from the Reflective Journal counts as one piece of evidence and needs to be cited in the reflective essay.

Students may select any additional non-perishable pieces of evidence they wish to include in the portfolio. However, each piece of evidence selected requires an explanation and justification in the Reflective Essay, above, of why it was included. The rubric for assessing the report can be found in Annex G.

The portfolio should not consist of more than 8 pieces of evidence.

F. Examiner’s Impression of Overall Student Learning (19%)

ILO 2: Workplace Performance (10%) By default, the mark upon 100 for this component is identical to the converted mark upon 100 given by the supervisor at the workplace (assessment item B above). However, in certain extreme cases supervisors may give unjustified very low or high marks to an intern or simply just inconsistent marks either internally, within their own marking, or externally compared to marks provided by other supervisors. The Chemistry Department level 4 board of examiners will review the marks given to all interns by workplace supervisors and any comments and justifications provided along with all other pertinent information and assign an appropriate mark to this component as is seen as fit and proper and consistent with all other workplace supervisor marks for the semester.

ILOs 3 – 5: Student Learning (9%) Based on the presentation including the student’s answer to questions, report, portfolio and fortnightly log reports each examiner will provide a grade for overall student learning achieved during the internship. This holistic grade also allows for positive unintended learning outcomes from the internship. Additionally, it may be evident that students have learnt more than they expressed (or expressed poorly) in the above assessment items, so some opportunity is given here to better reflect the student’s overall learning experience. The rubric for this assessment item can be found in Annex I




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Annex A

On-Site Evaluation Report by the Staff Advisor Student Intern Name

Date of Visit

Internship Site

Company/Organization

Address

On-site Supervisor

Nature of Internship

Report on student’s internship experience

Student’s general satisfaction with internship experience

Is support and on-site supervision adequate?

Yes

No

Comments

Has substantial work or projects been assigned?

Yes

No

Examples

Is the Reflective Journal being maintained? Are the entries appropriate?

Yes, and Yes.

Yes, and No.

No.

Comments

How are relations with fellow workers and superiors?

Is general atmosphere at the workplace agreeable, friendly?

Yes

No

Comments

Further comments regarding student’s experience




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Report on site supervisor’s satisfaction with student

Overall satisfaction with intern

Work habits of the intern are satisfactory

Yes

No

Comments

Intern shows reasonable sense of responsibility/dependability

Yes

No

Comments

Intern applies himself/herself to developing skills in task performance

Yes

No

Comments

Attitudes of the intern are healthy and positive

Yes

No

Comments

Intern’s skills in human relations are satisfactory

Yes

No

Comments

Further comments regarding site supervisor’s satisfaction with student

General remarks/observations

Follow-up visit necessary?

Yes

No




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Annex B

Internship Quality Assurance Report (optional) Evaluators

Staff Advisor

Examiner 1

Examiner 2

Internship Site


Address

On-site Supervisor

Nature of Internship

Based on the Fortnightly Log Submissions and earlier site visit, was the work the intern engaged in sufficient and appropriate for a graduate? If not, please comment

Is the work described in the Internship Report consistent with the Fortnightly Log Submissions? If not, please comment

Did the internship supervisor bring up any issues that may indicate that another internship with the same company/organization and supervisor may not be appropriate? If so, please comment

What is your consensus assessment of the overall quality of the internship?

Should the Coordinating Committee allow another internship with the same company/organization and supervisor?




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Annex C

Fortnightly Log Submission Rubric Ideally a fortnightly log shouldn’t exceed more than a paragraph or two. Only a brief statement of each day’s work needs to be given. Note that the fortnightly long is not the Reflection Journal.

Zero Unsatisfactory Satisfactory Good

Submission missed by more than a week. Contact the student and find out why no submission was made. Remind the student that the log submissions form part of the assessment of the module and that they have received a zero for this submission.

Very little information provided. Unable to determine how two weeks could possibly have been spent doing what was described. Contact the student and inform them that they need to give more details of what they have been doing.

Sufficient information provided to determine how the last two weeks were spent.

As “satisfactory”, but it is also clear that a significant amount of effort went into writing the log with overall details and duration of what was done provided. Delays and difficulties might also have been highlighted. Brief reasons may be given for the tasks performed.




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Annex D

Workplace Performance Assessment Student Intern Name


Address

Internship Supervisor

Supervisor Position/Title

Supervisor Phone Number

Supervisor Email

Date of Evaluation

The purpose of this assessment is to provide the Chemistry Department with a candid, objective assessment of the student intern on his/her internship experience. This evaluation form should be completed by the internship site supervisor or the individual who is most closely responsible for supervising the intern’s work assignments.

The student’s grade is partially based on your evaluation of his/her performance on each of the internship dimensions identified below. Use the evaluation rubric to assess the student’s performance on each dimension by specifying a score based on the performance ratings and descriptors delineated in the rubric form. Candid and objective comments regarding the student’s performance are also very much appreciated. Please add your relevant comments in the space provided in the form, or on a separate sheet if the space provided is inadequate.

Achievement of Objectives and Deliverables: The extent to which the student accomplishes objectives and deliverables of the internship agreement.

Quality of Work: The degree to which the student’s work is thorough, accurate and completed in a timely manner.

Ability to Learn: The extent to which the student asks relevant questions; seeks out additional information from appropriate sources; understands new concepts/ideas/work assignments; and is willing to make needed changes and improvements.

Initiative and Creativity: The degree to which the student is self-motivated; seeks out challenges/more work; approaches and solves problems on his/her own; and develops innovative and creative ideas/solutions/options.

Character Traits: The degree to which the student is reliable; follows instructions and appropriate procedures; is attentive to detail; and requires supervision.




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Attendance and Punctuality: The degree to which the student reports to work as scheduled and on-time.

Organizational Fit: The extent to which the student understands and supports the organization’s mission, vision, and goals; adapts to organizational norms, expectations, and culture; and functions within appropriate authority and decision-making channels.

Response to Supervision: The degree to which the student seeks supervision when necessary; is receptive to constructive criticism and advise from his/her supervisor; implements suggestions from his/her supervisor; and is willing to explore personal strengths and areas for improvement.

Supervisor Evaluation of Internship – Grading Rubric

Evaluation Dimensions

Performance Rating

Score Needs Improvement Meets Expectations Excellent

1 2 3 4 5 6

Internship Evaluation Dimensions – Grading Criteria

Achievement of Objectives and Deliverables

Accomplished few if any objectives as specified in the internship agreement

Accomplished most objectives as specified in the internship agreement

Met or exceeded all objectives as specified in the internship agreement

Comments:

Quality of Work

Work was done in a careless manner and was of erratic quality; work assignments were usually late and required review; made numerous errors

With a few minor exceptions, adequately performed most work requirements; most work assignments submitted in a timely manner; made occasional errors

Thoroughly and accurately performed all work requirements; submitted all work assignments on time; made few if any errors

Comments:

Ability to Learn

Asked few if any questions and rarely sought out additional information from appropriate sources; was unable or slow to understand new concepts, ideas, and work assignments; was unable or willing to recognize mistakes and was not receptive to making needed changes and improvements

In most cases, asked relevant questions and sought out additional information from appropriate sources; exhibited acceptable understanding of new concepts, ideas, and work assignments; was usually willing to take responsibility for mistakes and to make needed changes and improvements

Consistently asked relevant questions and sought out additional information from appropriate sources; very quickly understood new concepts, ideas and work assignments; was always willing to take responsibility for mistakes and to make needed changes and improvements

Comments:

Initiative and Creativity

Had little observable drive and required close supervision; showed little if any interest in meeting standards; did not seek out additional work and frequently procrastinated in completing assignments; suggested no new ideas or options

Worked without extensive supervision; in some cases, found problems to solve and sometimes asked for additional work assignments; normally set his/her own goals and, in a few cases, tried to exceed requirements; offered some creative ideas

Was a self-starter; consistently sought new challenges and asked for additional work assignments; regularly approached and solved problems independently; frequently proposed innovative and creative ideas, solutions, and/or options

Comments:

Character Traits

Was insecure and timid, and/or regularly exhibited a negative attitude; was dishonest and/or showed a lack of integrity on several occasions; was unable to recognize and/or was insensitive to ethical and diversity issues; displayed significant lapses in ethical and professional behavior

Except in a few minor instances, demonstrated a confident and positive attitude; regularly exhibited honesty and integrity in the workplace; was usually aware of and sensitive to ethical and diversity issues on the job; normally behaved in an ethical and professional manner

Demonstrated an exceptionally confident and positive attitude; consistently exhibited honesty and integrity in the workplace; was keenly aware of and deeply sensitive to ethical and diversity issues on the job; always behaved in an ethical and professional manner

Comments:




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Supervisor Evaluation of Internship – Grading Rubric


Performance Rating

Score Needs Improvement Meets Expectations Excellent

1 2 3 4 5 6

Internship Evaluation Dimensions – Grading Criteria

Dependability

Was generally unreliable in completing work assignments; did not follow instructions and procedures promptly or accurately; was careless, and work needed constant follow-up; required close supervision

Was generally reliable in completing tasks; normally followed instructions and procedures; was usually attentive to detail, but work had to be reviewed occasionally; functioned with only moderate supervision

Was consistently reliable in completing work assignments; always followed instructions and procedures well; was careful and extremely attentive to detail; required little or minimum supervision

Comments:

Attendance and Punctuality

Was absent excessively and/or was almost always late for work

Was never absent and almost always on time; or usually reported to work as scheduled, but was always on time; or usually reported to work as scheduled and was almost always on-time

Always reported to work as scheduled with no absences, and was always on-time

Comments:

Organizational Fit

Was unwilling or unable to understand and support the organization’s mission, vision, and goals; exhibited difficulty in adapting to organizational norms, expectations, and culture; frequently seemed to disregard appropriate authority and decision-making channels

Adequately understood and supported the organization’s mission, vision, and goals; satisfactorily adapted to organizational norms, expectations, and culture; generally functioned within appropriate authority and decision-making channels

Completely understood and fully supported the organization’s mission, vision, and goals; readily and successfully adapted to organizational norms, expectations, and culture; consistently functioned within appropriate authority and decision-making channels

Comments:

Response to Supervision

Rarely sought supervision when necessary; was unwilling to accept constructive criticism and advice; seldom if ever implemented supervisor suggestions; was usually unwilling to explore personal strengths and areas for improvement

On occasion, sought supervision when necessary; was generally receptive to constructive criticism and advice; implemented supervisor suggestions in most cases; was usually willing to explore personal strengths and areas for improvement

Actively sought supervision when necessary; was always receptive to constructive criticism and advice; successfully implemented supervisor suggestions when offered; was always willing to explore personal strengths and areas for improvement

Comments:

In addition, we would also very much appreciate your assistance in evaluating the extent to which the student intern has performed the skills and abilities listed below which should have been acquired during the course of their degree.

For each of the skills and abilities identified below and based on the student’s performance in the internship, please use the evaluation rubric to assess the extent to which the student demonstrated their competence by specifying a score based on the performance ratings and descriptors delineated in the rubric form. Candid and objective comments regarding the student’s performance are also very much appreciated. Please add your relevant comments in the space provided in the form, or on a separate sheet if the space provided is inadequate.

Technical Skills: Students will be able to employ appropriate quantitative methods and use relevant information technology in support of the organizations objectives and deliverables. Such methods,




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knowledge and skills are what you would expect either a Chemistry Major to possess, a Science Major to possess of a Degree holder to possess.

Written Communication Skills: Students will be able to construct coherent written forms of communication.

Oral Communication Skills: Students will be able to compose and present effective oral forms of communication.

Analytical/Critical Thinking Skills: Students will be able to demonstrate analytical and critical-thinking skills in the context of organizational decision making.

Leadership Abilities: Students will be able to demonstrate effective leadership abilities for the purpose of organizational growth and change.

Interpersonal and Teamwork Skills: Students will be able to demonstrate effective interpersonal skills and the ability to work successfully in teams of diverse composition.

Supervisor Evaluation of Internship – Degree-Level Assessment Rubric


Performance Rating

Score Beginning Competent Accomplished

1 2 3 4 5 6

Degree Evaluation – Degree-Level Assessment Criteria

Technical Skills

Had difficulty in understanding and applying quantitative methods appropriate to the job; exhibited limited facility with relevant information technology, including word processing, spreadsheet, and presentation software, in the development of work products and the completion of work assignments

Satisfactorily employed quantitative methods appropriate to the job; in most cases, adequately utilized relevant information technology, including word processing, spreadsheet, and presentation software, in the development of work products and the completion of work assignments

Effectively employed quantitative methods appropriate to the job; successfully and proficiently utilized relevant information technology, including word processing, spreadsheet, and presentation software, in the development of work products and the completion of work assignments

Comments:

Written Communication Skills

Written work products displayed inadequate organization and/or development making the work difficult to follow; the written work products exhibited multiple errors in grammar, sentence structure, and/or spelling; unacceptable writing skills (e.g., weaknesses in language facility and mechanics) hindered readability and contributed to ineffective work products

Written work products exhibited satisfactory organization and development; written work products were readable and easy to follow with only a few lapses; used good language conventions and mechanics with a few minor errors in spelling, grammar, sentence structure, and/or punctuation; written work products met expectations in this area

Written work products were effectively organized and developed and were easily understood; readability of written work products was enhanced by facility in language use, excellent mechanics, and syntactic variety; used language conventions effectively (e.g., spelling, punctuation, sentence structure, paragraphing, grammar, etc.)

Comments:




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Supervisor Evaluation of Internship – Degree-Level Assessment Rubric


Performance Rating

Score Beginning Competent Accomplished

1 2 3 4 5 6

Degree Evaluation – Degree-Level Assessment Criteria

Oral Communication Skills

Presentations could not be understood because there was no logical sequencing of information; intern used superfluous or no graphics; graphics did not support or relate to work assignments; intern read most or all of the work assignment information with little or no eye contact; intern mumbled, incorrectly pronounced terms, and/or spoke too quietly; presentations rambled, were unclear, and could not be followed by the audience; intern lacked confidence, was uncomfortable, and could not answer basic questions

Work assignments were presented in a sequence that the audience could follow; graphics supported and were related to the work assignments; intern maintained eye contact with the audience with a few minor exceptions; intern read from notes on a few occasions; intern used good voice dynamics and clearly enunciated terms; intern was comfortable for the most part and adequately answered questions; overall, the presentations were delivered in a satisfactory manner and met expectations with respect to oral communication skills

Work assignments were presented in a logical, interesting, and effective sequence, which the audience could easily follow; presentations used effective graphics to explain and reinforce the information presented; intern maintained eye contact with audience, seldom returning to notes; intern spoke in a clear voice and used correct, precise pronunciation of terms; presentations were thorough, clear, compelling, informative, and professionally delivered; intern was confident, comfortable, and answered questions effectively

Comments:

Analytical/ Critical Thinking Skills

Presented little if any analysis in work assignments; rarely sought out additional information from other sources and/or considered differing perspectives; presented few solutions, alternatives, or options to problems in work assignments, or solutions, alternatives, or options were often inaccurate, inconsistent, and/or not justified; ideas were presented in a vague manner

Adequately assessed and presented information from some sources and perspectives with only minor inconsistencies, irrelevancies, or omissions; satisfactorily outlined solutions, alternatives, or options for some work assignment problems that were logical and consistent; in most cases, developed solutions, alternatives, or options in a clear manner

Accurately and appropriately evaluated and interpreted relevant information from a variety of sources and perspectives; developed and justified multiple solutions, alternatives, or options for a variety of work assignment problems; solutions, alternatives, or options were clear, coherent, well supported, logically consistent, and complete

Comments:

Leadership Abilities

Displayed only a limited ability to guide, encourage, and motivate others toward identified goals; focused excessive attention to the task or to interpersonal relations in work groups; asked for ideas, suggestions, and opinions but, in many cases, neglected to consider them; on occasion, showed favoritism to one or more work group members; rarely recognized, encouraged, or involved work group members

Evidenced an ability to guide, encourage, and motivate others toward identified goals; balanced the need for task accomplishment with the needs of work group members; showed understanding and support of work group members; sought and respected others’ opinions; sought agreement with and acceptance of ideas and plans of action; provided recognition of and encouragement to work group members

Demonstrated proficiency on each of the leadership dimensions listed under the ‘competent’ performance level, plus: listened actively, and acknowledged and built on others’ ideas; engaged all work group members; kept work groups on track as needed; intervened when tasks were not moving toward goals; involved work group members in setting challenging goals and planning for their accomplishment

Comments:




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Overall Performance Evaluation of Student Intern

Outstanding Very Good Satisfactory Marginal Unsatisfactory

If a position were available within your company/organization, would you recommend this student for employment?

Yes No

Comment:

Are there any other additional comments you wish to add regarding the student intern?




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Annex E

Presentation Assessment Rubrics

Evaluation Dimension

Performance Rating

Grade Excellent Good Marginal Unsatisfactory

A+, A, A- B+, B, B- C+, C, D+ D, F, zero

Delivery (ILO1)

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes, if at all. Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points. Coherent, understandable and logical.

Consistent use of direct eye contact with audience, but still returns to notes occasionally. Speaks with satisfactory variation of volume and inflection. Coherent, understandable and logical.

Displays minimal eye contact with audience, while reading mostly from the notes. Speaks in uneven volume with little or no inflection. Difficult to understand.

Holds no eye contact with audience, as entire report is read from notes. Speaks in low volume and/ or monotonous tone, which causes audience to disengage. Incoherent and unintelligible.

Chemistry Explained (ILO3)

An advanced chemistry topic chosen with a very clear explanation of its relevance to the internship. Demonstrates full knowledge of the material by answering all examiner questions with explanations and elaboration. Provides clear purpose and subject; pertinent examples, facts, illustrations; fully understandable. Clearly could be part of a level 3 CM major lecture.

An advanced chemistry topic chosen with a plausible explanation of its relevance to the internship. Is at ease with answering most questions, without elaboration. Has somewhat clear purpose and subject; some examples, facts, illustrations; reasonably understandable. Could be part of a level 3 CM major lecture, but would need some better explanations in places.

A simple or freshman chemistry topic chosen or an advanced one, but with little understanding. Gives a plausible explanation of its relevance to the internship. Uncomfortable with the material and is only able to answer only rudimentary questions. Provides weak examples, facts, illustrations; hard to understand. Could be part of a CM major lecture, but would need a lot better explanations in places.

Trivial chemistry is poorly explained, or little to no understanding of advanced chemistry is demonstrated. Does not have grasp of information and cannot answer questions about subject. Does not clearly define subject and purpose. Could not be part of a CM major lecture, as almost all of the explanations are simply wrong.

Evidence for ILO 4 (reflect skills)

Unusual or unexpected evidence is presented, not just extracts from the reflective journal. It is obvious that significant time was spent reflecting on the new skills and their personal impact.

The student clearly presents evidence supporting having met the ILO, but it does not appear to be particularly impactful or moderate too little effort was spent in reflection.

Evidence presented, and it’s clear that it is, yet the student is unable to properly convey how it supports the ILO.

Meaningless or no evidence presented.

Evidence for ILO 5 (reflect & improve)

Unusual or unexpected evidence is presented, not just extracts from the reflective journal. It is obvious that significant time was spent reflecting on issues with substantial effort going into making a real change resulting in significant improvement.

The student clearly presents evidence supporting having met the ILO, but the improvement doesn’t appear to be particularly significant or moderate too little effort was spent in reflection.

Evidence presented, and it’s clear that it is, yet the student is unable to properly convey how it supports the ILO.

Meaningless or no evidence presented.




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Annex F

Internship Report Assessment Rubrics


Performance Rating



Company Profile

All present, understandable and meaningfully presented: Company overview, audience/customers, important statistics, financial information, competition

Most of the following present in some form: Company overview, audience/customers, important statistics, financial information, competition.

Only one or two items present from Company overview, audience/customers, important statistics, financial information, competition.

Not done, or not understandable nearly so.

Description of Job and Responsibilities

No use of jargon, very brief yet concise very clear and precisely understandable exactly what the job and responsibilities were.

Perhaps a little use of defined jargon, but reasonably clear and understandable.

Undefined jargon used; not exactly clear what the job and responsibilities were

Incomprehensible, or nearly so.

Citations and Log Submissions

As good, but throughout the report citations are made in appropriate places, including references to log submissions.

Citations present, when there should be and log submissions present.

No citations, when there should be, but log submissions present. Or citations present, but log submissions missing.

No citations, when there should be, or present and inappropriately formatted. Log submissions missing.

Chemistry Explained (ILO 3)

An advanced chemistry topic chosen with a very clear explanation of its relevance to the internship. Demonstrates full knowledge of the material. Provides clear purpose and subject; pertinent worked examples, facts, illustrations; fully understandable. Additionally some nontrivial sample problems or exercises given, with correct solutions intended to test the reader if they have understood the material. Clearly could be part of a level 3 CM major textbook.

An advanced chemistry topic chosen with a plausible explanation of its relevance to the internship. Has somewhat clear purpose and subject; some worked examples, facts, illustrations; reasonably understandable. Perhaps some sample problems or exercises given, with almost all correct solutions intended to test the reader if they have understood the material. The problems or exercises may not be quite relevant or perhaps too simple. Could be part of a level 3 CM major lecture, but would need some better explanations and corrections in places.

A simple or freshman chemistry topic chosen or an advanced one, but with little understanding. Gives a plausible explanation of its relevance to the internship. Provides weak examples, facts, illustrations; hard to understand. Might be part of a CM major textbook, but would need a lot better explanations in places.

Material is plagiarized (score 0). OR Trivial chemistry is poorly explained, or little to no understanding of advanced chemistry is demonstrated. Chemistry doesn’t make sense. Explanations, concepts and knowledge is often wrong. Could not be part of a CM major textbook at any level.




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Annex G

Portfolio Assessment Rubrics


Performance Rating



Quality of writing (ILO 1)

As good, and is written in an engaging manner. Interesting to read.

Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. Clear and logical presentation; good development of an argument; transitions are made clearly and smoothly.

Frequent problems with mechanics of language; occasional awkward sentences and poor transitions; reduce readability. Minor problems of organization or logic; needs work on creating transitions between ideas.

Major problems with mechanics of language; awkward sentence construction; poor or absent transitions; frequently difficult to understand. Weak organization; sentences rambling; ideas are repeated.

Reflection on skills learnt (ILO 4)

As good, and evidence of internalization of what was learnt into a personalized model of good practice. Good evidence of reflection on own performance. Generalizes conclusions and what was learnt to new and unfamiliar real-life contexts.

The essay presents a good appreciation of the new skills learnt and how they impact on personal and career development and is backed up with relevant and accurate support.

Able to identify new skills learnt, but are not well appreciated and unable to see any significant impacts on personal and career development. Limited reflection appears to have been performed. Weak or poor justification with portfolio items.

The essay either does not address any new skills learnt, or if it does, there is no meaningful indication on how these skills impacts on the intern’s personal and career development. No evidence of serious reflection. Weak or no evidence for claims made.

Reflect & Improve (ILO 5)

As good, and able to further generalize self-evaluation to beyond the internship. Suggests ways of improving professional performance generally.

Able to use available information to self-evaluate and identify the full range of own strengths and weaknesses. Self-evaluation properly targets an area of improvement which was then attempted to be approved upon. Areas of improvement were specific to the internship. All observations and conclusions properly supported with items in the portfolio.

Able to use available information to self-evaluate and identify a few aspects of strengths and weaknesses. Little evidence of making any serious attempt to improve on the identified areas. Few ideas on how improvements could be made. Some evidence for the observations are backed up with items from the portfolio.

Able to use available information to self-evaluate and identify limited aspects of strengths and weaknesses. No evidence of suggestions of ways to improve performance. Little if any evidence is used to back up claims from items in the portfolio.




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Annex H CM4299 Applied Project in Chemistry Learning Contract

I ____________________________________, matric number ________________ agree to

undertake an internship with the company _________________________ from (start date)

____________ until (end date) _____________. During the internship I agree to properly

keep and maintain a Reflective Journal and understand that by not doing so I will receive an

F grade, or by not maintaining the Reflective Journal properly I will receive a D grade. I

agree that to the best of my ability I will strive to achieve all of the intended learning

outcomes of the module.

In addition, I agree not to take unnecessary leave and that leave approval be sought from

both my employer and the NUS, Department of Chemistry CM4299 Coordinating

Committee before taking leave. I understand that the 16 MC and grade received for this

module is for an internship that starts and ends on the above specified dates – any shorter

period will result in an F grade. I agree that any accident that requires the attention of a

medical professional be reported to the NUS, Department of Chemistry CM4299

Coordinating Committee. Finally, I will dedicate my entire semester to this internship and

not read any modules in addition to CM4299.

Name

Date

Signature




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Annex I

Holistic View of Student Learning From the Internship (Provide a single grade only)

Performance Rating



It is very clear that the intern well achieved all three ILOs 3 – 5 with non-trivial examples provided or discussed.

It is very clear that the intern well achieved two of the three ILOs 3 – 5 with non-trivial examples provided or discussed.

It is clear that the intern well achieved only one of the three ILOs 3 – 5 with non-trivial examples provided or discussed. Alternatively, all three ILOs were addressed, but with fairly shallow and/or mostly trivial examples.

None of ILOs 3 – 5 were well achieved. For those ILOs addressed only shallow and/or trivial examples were used.

The intern demonstrated considerable effort in reflecting on and internalizing each ILO. As a consequence, the intern clearly benefited not only from the workplace experience but most importantly because of their efforts to address each of the ILOs 3 – 5. It should be obvious that this reflection and was occurring throughout the internship.

The intern demonstrated effort in reflecting on and internalizing two of the ILOs. As a consequence, the intern clearly benefited not only from the workplace experience but most importantly because of their efforts to address two of the ILOs 3 – 5. It should be obvious that this reflection and was occurring throughout the internship.

The intern demonstrated effort in reflecting on and internalizing only one of the ILOs. As a consequence, the intern benefited not only from the workplace experience but most importantly because of their efforts to address one of the ILOs 3 – 5. Alternatively, some effort was made at addressing all three ILOs, but it appears mostly only to have been made for the sake of the final assessment and not throughout the internship.

Good evidence for having reflected on any of the ILOs is missing. All three or fewer ILOs were addressed only as an afterthought once the internship was completed. It seems as though this aspect of the internship wasn’t really taken seriously by the intern. It may appear as if the intern’s only priority was simply working for 5 – 6 months and performing well in the eyes of the supervisor.

There may be evidence of positive and significant unintended learning outcomes which were due to purposeful efforts on the part of the intern.



No evidence of positive or significant unintended learning outcomes.




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Annex J

Final Mark and Grade for CM4299 Transformation of Grades into Marks For those assessment items where grades are given by the examiners (Presentation, Internship Report, Portfolio) the grades are first transformed into marks, then the examiners marks averaged. This transformation is performed using the grade ↔ mark transformation below. The specific mark used is the midpoint of the range for the grade.

Transformation of Grades to Marks

Grade Mark Range Assigned

Mark

A+ 85 ≤ 𝑚 ≤ 100 92.5

A 80 ≤ 𝑚 < 85 82.5

A 75 ≤ 𝑚 < 80 77.5

B+ 70 ≤ 𝑚 < 75 72.5

B 65 ≤ 𝑚 < 70 67.5

B 60 ≤ 𝑚 < 65 62.5

C+ 55 ≤ 𝑚 < 60 57.5

C 50 ≤ 𝑚 < 55 52.5

D+ 45 ≤ 𝑚 < 50 47.5

D 40 ≤ 𝑚 < 45 42.5

F 0 < 𝑚 < 40 20

Zero 𝑚 = 0 0

Fortnightly Log Submissions Each submission is worth up to 5 marks. A good grade scores 5, a satisfactory grade 3, an unsatisfactory grade 2 and no submission 0. The maximum mark is given by five multiplied by the total number of expected log submissions. The final mark for this assessment item is expressed as a percentage of the maximum mark.

Performance Assessment by the Supervisor at the Workplace There are two parts to this assessment item. The first is the responses given to the 14 evaluation dimensions. This part is weighted at 75%. The second part of this assessment item is the supervisor’s overall performance evaluation of the intern and whether or not they would recommend them for employment in the company/organization. This part is weighted at 25%.

Part 1: Each evaluation dimension is weighted equally and can score a maximum of 6 marks. There are a total of 14 evaluation dimensions, so the maximum mark for this part of the assessment item is 84. The total scored is therefore added, put upon 84 then multiplied by 75.

Part 2: The answer to whether or not the intern would be recommended for employment in the company/organization is used to moderate the overall performance. The matrix below is used to establish the marks out of 25 for this part.

Outstanding Very Good Satisfactory Marginal Unsatisfactory

Recommended 25 22 19 16 13

Not recommended 21 18 15 10 5




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The final mark upon 100 for this assessment item is then the sum of mark upon 75 for part 1 and the mark upon 25 for part 2.

Presentation Referring to Table 8-1, ILO 1 is weighted 5%, ILO 3 is weighted 10%, ILO 4 is weighted 2% and ILO 5 is weighted 4%. Each grade given in the rubrics found in Annex E against the corresponding ILOs is thus weighted as above for a total percentage of 21% for the presentation. The grades of the two examiners are averaged.

Internship Report Examination of Table 8-1 shows that ILO 1 receives a 3% compared to a 15% for ILO 3. Inspection of the rubric for this assessment item (Annex F) shows the first three items are relevant to ILO 1. Thus their grade is averaged then weighted by 3%. The remaining rubric relates to ILO 3, so is weighted by 15%. The total is thus 18% for the report. The grades of the two examiners are averaged.

Portfolio Examination of Table 8-1 shows that ILOs 1, 4 and 5 are weighted respectively 2%, 4% and 6%. The rubrics found in Annex G directly correspond to these ILOs, so the grades for each rubric items are weighted as above to obtain a final percentage of 12%. The grades of the two examiners are averaged.

Impression Examination of Table 8-1 shows that ILOs 3 – 5 each contribute 3% to the final grade for the module. The Chemistry Department board of examiners (BOE) provides a mark upon 100 for ILO 2, which is weighted by 10% for the whole module. Only a single grade is given in Annex H for the Holistic assessment of the internship, so this grade is weighted by 9% which is the sum of the weights of ILOs 3 – 5. The grades of the two examiners are averaged.

The Final Mark and Grade for the Internship The average grade for the examiners for the presentation (21%), report (18%), portfolio (12%), and holistic assessment (9%) and totaled then added to the BOE assessment, weighted by 10%, fortnightly logs, weighted by 5% and finally the workplace performance, weighted by 25% to obtain the overall mark upon 100 for the module.


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