This textbook chapter has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to see what editing changes I have made whilst reading through the chapter. Responses to this feedback can be made by starting a new section below or continuing to improve the chapter if you wish. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.
Overall, this chapter provided a very good overview of goal setting theory, with some useful related research. The main area for improvement was in the quality of written expression, particularly grammar and proofreading.
When describing important research findings, try to indicate the size of effects rather than simply whether or not there was an effect or relationship.
The chapter could have benefited from developing clear focus questions. Getting comments on a chapter plan and/or chapter draft could have helped with this aspect.
The case study at the end was excellent.
Written expression
Some paragraphs were overly long. Each paragraph should communicate one key idea in three to five sentences.
Spelling, grammar and proofreading
There were significant spelling, grammar and proofreading errors throughout. Particular issues of note include punctuation (use of commas and spaces) and that some sentences were not grammatically complete e.g. "For example, when a person receives negative feedback they can doubt their ability and be unhappy."
Use Australian spelling e.g., hypothesize -> hypothesise
Some of the bullet-points should have been in full paragraph format.
Citations and referencing
Did you consult old references, such as Ach (1935), or should these have been secondary citations?
Some citations were missing e.g., "or any combination of both although all outperform people with no goals ( )."
Latest comment: 13 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
Overall, this was an adequate multimedia presentation which demonstrated a satisfactory understanding of key points. The presentation could have been improved by using the full 5 minutes to focus on more detail about goal setting mediators and moderators and providing a wrap-up. The production quality could have been improved by using a microphone without ambient sound and by putting the slide presentation into full-screen mode.
The Jessica Watson example perhaps could have been used at the start - to help arouse interest. (Too long was probably spnd on the 1st slide).
More depth could have been covered in the time (43 secs not used)
