This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.
There is too much general theoretical material (e.g., about goal setting theory). Instead, summarise and link to further information (such as other book chapters or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question).
Overall, the quality of written expression is basic
Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored" or "this chapter will explore") [1][2]
Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences
Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[3] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes.
"People" is often a better term than "individuals"
The grammar for some sentences could be improved (e.g., see the [grammar?] tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance.
Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')
Check and correct grammatical formatting for abbreviations (such as e.g., i.e., etc.)
Abbreviations (such as e.g., i.e., et al., etc.) should only be used inside parentheses
Proofreading
More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard
Remove unnecessary capitalisation
APA style
Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159)
Figures
Figures are very well captioned
Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example
Each Figure is referred to at least once within the main text
Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation)
Citations are not in full APA style (7th ed.). For example:
Remove space after open parentheses
Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point)
References are not in full APA style. For example:
Good use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See example.
No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
Citations and links to non-peer-reviewed sources should be moved to the external links section
Very good use of image(s)
No use of table(s)
Very good use of feature box(es)
Very good use of quiz(zes)
Very good use of case studies or examples
Basic use of interwiki links in the "See also" section
Basic use of external links in the "External links" section
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 is an insufficient presentation mainly because it is general presentation about goal setting rather than providing a summary of the best psychological theory and research about the specific topic: "How does chunking affect goal pursuit?"
The presentation is under the maximum time limit, so there was room for further development of the ideas
This presentation could be improved by displaying and narrating a slide with the same title and sub-title as the book chapter to help the viewer understand the purpose of the presentation
This presentation has a basic introduction to engage audience interest
A context for the topic is established. However, the focus seems to be on goal-setting in general, rather than the target topic which is "How does chunking affect goal pursuit?"
Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation.
Audio recording quality was OK. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or background noise was audible). Consider using an external microphone.
The narrated content is poorly matched to the target topic (see content)
The video title does not match the chapter title and sub-title — this would help to clearly convey the purpose of the presentation and be more consistent
A written description of the presentation is not provided. Providing an informative description can help viewers decide whether they want to watch or not.
A link to the book chapter is not provided
A link from the book chapter is provided
The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info.
