Macquarie UniversityFaculty of Human Sciences Department of Education

UNIT GUIDE

EDUC262: Education: The LearnerSemester II, 2009

Unit convenor: Dr Penny Van Bergen

Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff in the unit.

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TABLE OF CONTENTS

1. About this unit 1

2. Teaching staff 1

3. Classes and attendance 1

4. Required and recommended texts and/or materials 2

5. Unit web page 3

6. Learning outcomes and graduate capabilities 3

7. Teaching and learning strategy 3

8. Assessment 5

9. Plagiarism 7

10. University policy on grading 7

11. Appeals against grades 9

12. Student support services 9

13. Lecture summaries 10

Appendices 12

1. ABOUT THIS UNIT

Unit name: Education: The Learner Unit code: EDUC262Prerequisites: EDUC105 or EDUC107 Credit points: 3

EDUC262 is a 200-level unit focused on issues of learning and development, particularly as they relate to school-aged children and adolescents. The emphasis is primarily on cognition, social-cognition, and thinking skills, with topics chosen for their relevance to educational practice. Topics include memory, metacognition, and motivation; the development of prosocial behaviours; and critical and creative thinking.

EDUC262 builds on the knowledge and skills learned in the foundation Educational Psychology unit, EDUC105 (or EDUC107). At 300-level, EDUC333 continues the strand in Educational Psychology by focussing on social development as it relates to education. All intending teachers are required to complete either EDUC262 or EDUC264.

If you are an intending teacher, it is also worth noting that this unit focuses on Element 2 of the Professional Teaching Standards, especially Aspects 2.1.1 to 2.1.4, as well as aspects 6.1.6 to 6.1.7 of Element 6.

2. TEACHING STAFF

Convenor: Penny Van Bergen C3A 924 9850 8662 penny.vanbergen@mq.edu.au

Tutors: Wayne Leahy C3A 930 9850 8672 wayne.leahy@mq.edu.au Sue McLain C3A 804 n/a suemclain2@gmail.com Anne McMaugh C3A 905 9850 8663 anne.mcmaugh@mq.edu.au

If you have an enquiry about the unit, you must first consult this unit guide and the Blackboard website. If neither of these resources answers your question, please email Penny to request an appointment. Your individual tutor will also notify you of his or her consultation times.

3. CLASSES AND ATTENDANCE

Classes include 2 x 1 hour lectures per week. iLecture recordings will be available on the Blackboard website shortly following each lecture, as will any important notices including those related to assessment (see Section 5 of this guide).

In addition to the lectures, internally enrolled students also attend 1 x 1 hour tutorial each week. Externally enrolled students instead attend 2 ‘On Campus Days’ (19 Sept & 11 Oct).

Note that internal students are required by the Macquarie University Department of Education to attend at least 80 percent of tutorials and external students are required to attend both On Campus Days. If a religious holiday or other predetermined event will prevent attendance at either On Campus Day, students must instead enrol internally.

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Where a student fails to meet the attendance requirement they must show cause as to why they should not fail the unit. Students should be prepared to substantiate any absences by supplying relevant documentation (for example, doctors’ certificates). Students should also consider lodging a ‘special consideration’ application through the University’s ‘Student Office’. For extended absences due to medical disruption it may be better to consider a formal withdrawal from the unit.

Please see section 7 of this guide for the lecture and tutorial program. The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/

2009 CLASS TIMETABLE (INTERNAL STUDENTS)Lectures: Monday

Monday9.00 am12.00 noon

E7B MasonX5B T1

Tutorials: Monday Monday Monday Monday Monday Monday Monday Monday Monday Monday Friday

10.00 am10.00 am10.00 am11.00 am11.00 am11.00 am 2.00 pm 2.00 pm 3.00 pm 3.00 pm11.00 am

W5C 309W5A 205W5A 101W5C 309X5B 134C5A 401C4A 320W5C 309E8A 386E6A 108W5A 203

2009 ON CAMPUS DAY SCHEDULE (EXTERNAL STUDENTS)*19 September (Saturday) 11 October (Sunday)

9.15 - 9.30 Welcome and admin

9.30 - 10.20 Class test

9:15 – 9:30 Welcome and admin

9.30 – 10.45 Attribution theoryMorning Tea 10.20 - 10.40 am Morning Tea 10.45 – 11.00 am10.40 - 11.20 Attention and perception

11:20 - 12:00 Retrieval strategies

12.00 - 12.45 Video: Adolescence

11:00 - 12.00 Social and emotional development

12:00 – 12:45 Mental health

Lunch 12.45 – 1.30 pm Lunch 12.40 – 1.15 pm1.30 – 3:00 Major assignment preparation 1.15 - 2.05 Critical thinking

2.05 – 3:00 Creativity*The location for each On Campus Day will be posted on Blackboard.

4. REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

The prescribed textbook for EDUC262 is: McDevitt, T. M., & Ormrod, J.E. (2009). Child Development and Education (4th

ed). Upper Saddle River, NJ: Pearson.

You are expected to read, as a minimum, the pages listed in Section 13 of this guide. These pages are directly linked to lecture content. Earlier editions of the textbook are

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available, but note differences in both page numbers and the extent of coverage on some topics. If you choose to access an earlier edition it is your responsibility to ensure you have read all the relevant sections.

The Companion Website to the textbook, http://www.prenhall.com/mcdevitt, contains chapter summaries, tests, and other resources, and is recommended. Appendix A lists some additional resources that may also facilitate your understanding of the topics.

5. UNIT WEB PAGE

The web page for this unit can be found at: http://learn.mq.edu.au on the CE6 Blackboard site. You must use your student username and password to log in, and then choose EDUC262 from the My Online Units menu.

Regular access to this site is compulsory for all students. Important assessment information will be posted on the site, as will any other notices. You are also encouraged to use the discussions forum for discussions with other students related to unit content.

Lecture slides will normally be posted on the Friday before each lecture.

6. LEARNING OUTCOMES AND GRADUATE CAPABILITIES

This unit will enable students to demonstrate outcomes specific to educational psychology, including:

1. An understanding of typical cognitive and social-cognitive development2. An understanding of the different approaches students take to learning3. A critical attitude towards assumptions about learning and development4. An understanding of the relationship between theory and research5. The ability to explore the educational implications of psychological research

Academic programs at Macquarie seek to further develop students’ graduate capabilities:

1. Discipline specific knowledge and skills 2. Critical, analytical and integrative thinking3. Problem solving and research capability4. Creativity and innovation5. Effective communication skills6. Engaged and ethical local and global citizenry7. Social and environmental activity and responsibility8. Professional and personal judgement and initiative9. Commitment to continuous learning

The relationship between learning outcomes and assessment is outlined in Appendix B.

7. TEACHING AND LEARNING STRATEGY

EDUC262 is offered in internal and external modes. Both internal and external tutorials are designed to complement and extend the lecture program, and you are expected to complete the required weekly readings before tutorials. You are also expected to check the website weekly for resources and announcements.

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LECTURE AND TUTORIAL PROGRAM - EDUC262, 2009

Wk Date Lecture 1 Lecture 2 Tutorial

MO

DU

LE 1

1 Aug 3 Introduction to EDUC262 Information processing NO TUTORIAL

2 Aug 10 Working memory (WL) Writing a lab report Attention and perception

3 Aug 17 Long-term memory Long-term memory Major assignment preparation

4 Aug 24 Characteristics of encoding Metacognition (NS) Retrieval strategies

5 Aug 31 Conceptual development (NS) Research directions: cognitive load (WL) Major assignment preparation

MO

DU

LE 2

6 Sep 7 CLASS TEST Understanding of the self Video: Adolescence

7 Sep 14 Emotional development (AM) Mental health I Social & emotional development

MID SEMESTER BREAK

8 Oct 5 NO LECTURE NO LECTURE NO TUTORIAL

9 Oct 12 Mental health II Motivation I Mental health III

10 Oct 19 Motivation II Self-regulation Attribution theory

MO

DU

LE 3 11 Oct 26 Critical thinking Creative thinking Critical thinking

12 Nov 2 Learning styles Cognitive values and beliefs (AM) Creativity

13 Nov 9 EDUC262: Classroom applications Overview of exam requirements NO TUTORIAL

WL = Wayne Leahy, NS = Naomi Sweller, AM = Anne McMaugh

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8. ASSESSMENT

There are five pieces of assessment, as listed below:

Literature Search 5%Class Test 15%Research report: introduction 20%Research report: discussion 20%Examination 40%

All five assessments are compulsory. To pass the unit you must (i) complete all assessments, (ii) pass at least two assessments outright, and (iii) achieve an overall unit score of 50% or above. See Appendix B for a description of each assessment in relation to the Unit Outcomes and Graduate Capabilities. See Appendix C for procedural notes on formatting and submitting written assessment work.

Please also note that attendance at tutorials is a university requirement and students will be failed for unsatisfactory attendance (see Section 3 of this guide for details).

LITERATURE SEARCH (5%)Due Date: Wk 4 Fri, Aug 28Return Date: Wk 6 Mon, Sept 7 (internal students)

Wk 7 Sat, Sept 19 (external students)

The literature search requires you to find one peer-reviewed journal article using PsycINFO or ERIC. Both of these databases are available via the library website. The article will focus on an aspect of the topic ‘memory’ examined in your upcoming research report. You must submit the abstract of the article you obtain and a printout of your search strategy. Topic details and assistance will be provided in Week 2.

The task is designed to develop your database and academic literacy skills, and to better prepare you to write your research report introduction and discussion. The task is low-risk, and satisfactory submissions will receive full marks.

CLASS TEST (15%)Test Date: Wk 6 Mon, Sept 7 (internal students)

Wk 7 Sat, Sept 19 (external students)

The test comprises 25 multiple-choice questions, each with four alternatives. The task tests your factual and conceptual knowledge of Module 1: A Focus on Cognition (weeks 1 to 5).

For students enrolled internally, the class test will be held during your Week 6 lecture, in the Mason Theatre, at 9:15am. Please note that this will require lecture attendance for this week for any internally enrolled students who usually listen to iLecture. For students enrolled externally, the class test will be completed during the first ‘On Campus Day’.

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RESEARCH REPORT INTRODUCTION (20%)Due Date: Wk 7 Fri, Sept 18 (internal students)

Wk 8 Mon, Oct 5 (external students) Length: 800 words

A research report typically consists of five parts: abstract, introduction, method, results, and discussion. Your task is to write a clear and concise introduction to a research project on the topic of memory (details of topic TBA). You must introduce your research topic; critically review at least three related research studies or meta-analyses; and propose a set of experimental aims and/or hypotheses that explain how you will extend the existing research. The task is designed to link theory with practice and enhance your academic literacy.

Scaffolding and instructions for this task will be provided in both lecture and tutorials. Given the late timing of the external On Campus Day, external students also have a later assignment due date. All students therefore have sufficient time to complete the task to a high standard, and no student should feel disadvantaged.

Feedback and marks will be provided at least two weeks before the respective research report discussions are due.

RESEARCH REPORT DISCUSSION (20%)

Due Date: Wk 11 Mon, October 26 (internal students)Wk 12 Mon, November 2 (external students)

Length: 800 words

The research report discussion completes the work you began in your introduction. You will be given feedback on your introduction, as well as opportunities for self-reflection, before you are required to submit the discussion.

For your discussion you will be provided with a model introduction (comprising the best of the introduction submissions), method and results. Your task is to write a discussion that matches these. You will need to summarise the results, discuss them in light of previous research, and consider implications for development and for classroom practice. Again, scaffolding for this task will be provided.

FINAL EXAMThe final exam, held in the formal examination period, will be 2 hours long plus reading time. It is designed to test your ability to apply conceptual knowledge developed throughout the unit, and will comprise:

Ten short answer questions (20 marks) Two extended response questions (20 marks).

You will be given a list of six questions in the final lecture, from which the extended response questions will be chosen. All modules will be examinable.

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o The University Examination period in Second Half Year 2009 is from Wednesday 18 November 2008 to Friday 4 December 2008.

o You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations at http://www.timetables.mq.edu.au/exam.

o Note that Macquarie University policy requires that no early examinations be set for individuals or for small groups of students. Please ensure that you are available until the final day of the official examination period.

o The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. For information about unavoidable disruption and the special consideration process see http://www.reg.mq.edu.au/Forms/APSCon.pdf.

o If a Supplementary Examination is granted as a result of the Special Consideration process, the examination will be scheduled after the conclusion of the official examination period.

9. PLAGIARISM

The University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. You must read the University's practices and procedures on plagiarism. These can be found in the Handbook of Undergraduate Studies or on the web at: http://www.student.mq.edu.au/plagiarism/

The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.

10. UNIVERSITY POLICY ON GRADING

From this year, EDUC262 will use standards-based assessment rather than norms-based assessment. This means that your performance will be compared to a set of predetermined criteria, rather than to the performance of other students. From 2010, this approach will be standard across all units in the university.

For both individual assessments and the unit overall, grades ranging from fail (F) to high distinction (HD) will be awarded. Note that numerical marks corresponding to these grades will also be awarded, but will only be reported for the unit overall and NOT for individual assessments.

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The standards, or criteria, that your performance will be compared to depend on the learning outcomes of each individual assessment. As a guideline the following general standards will apply:

HD Provides evidence that knowledge and skills exceed those required to demonstrate attainment of the learning outcomes, and in addition, are of an exemplary academic standard.

D Provides evidence that knowledge and skills exceed those required to demonstrate attainment of the learning outcomes, and, in addition, are of a very high academic standard.

C Provides evidence that knowledge and skills exceed those required to demonstrate attainment of the learning outcomes.

P Provides evidence that the learning outcomes have been attained satisfactorily.

F Does not provide evidence that the learning outcomes have been attained.

Before each assessment is due, a more specific set of standards will be developed and distributed to students via the Blackboard website. For example, the following standards will apply to the research report introduction and discussion:

HD Provides evidence that knowledge and skills exceed those required to demonstrate attainment of the learning outcomes, and are of an exemplary academic standard, for the following reasons: (1) There is deep and critical understanding of the research topic and research methodology, including educational implications and suggestions for future research; and (2) Relevant existing literature is identified, described, and integrated skillfully; with strong evidence of critical analysis; and (3) Writing is fluent and clear, with exceptional argumentation and with adherence to the conventions of a psychological research report. Originality and insight are demonstrated throughout.

D Provides evidence that knowledge and skills exceed those required to demonstrate attainment of the learning outcomes, and are of a very high academic standard, for the following reasons: (1) There is deep and often critical understanding of the research topic and research methodology, including educational implications and suggestions for future research; and (2) Relevant existing literature is identified, described, and integrated skillfully, with evidence of critical analysis; and (3) Writing is fluent and clear, with very good argumentation and with adherence to the conventions of a psychological research report. Originality and insight are often demonstrated.

C Provides evidence that knowledge and skills exceed those required to demonstrate attainment of the learning outcomes, for the following reasons: (1) There is good understanding of the research topic and the research methodology, including educational implications; and (2) Relevant existing literature is identified, described, and integrated well, with evidence of critical analysis; and (3) Writing is fluent and clear, with convincing argumentation and with satisfactory adherence to the conventions of a psychological research report.

P Provides evidence that the learning outcomes have been attained satisfactorily, for the following reasons: (1) There is reasonable understanding of the research topic and the research methodology; and (2) Relevant existing literature is sufficiently identified, described and integrated, with at least partial evidence of critical analysis; and (3) Writing is sufficient, with reasonable clarity, some argumentation, and some attempts to satisfy the conventions of a psychological research report.

F Does not provide evidence that the learning outcomes have been attained, for the following reasons: (1) There is partial, superficial, or faulty understanding of the research topic and the research methodology; or (2) The synthesis, application, and critical analysis of relevant existing literature is undeveloped, inappropriate, or confusing; or (3) Writing is incomplete or confusing, with little attention to the conventions of a psychological research report.

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11. APPEALS AGAINST GRADES

University regulations allow for students to appeal a unit grade if they feel they have been disadvantaged. The procedure is outlined in the 2009 Undergraduate Handbook on page 44.

Appeals must be lodged on the appropriate university form. This can be accessed at:http://www.registrar.mq.edu.au/academic-index.htm

12. STUDENT SUPPORT SERVICES

Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.sss.mq.edu.au/ Student writing skillsWriting skills will be taken into account in the overall assessment of work. Markers will insist that ideas and facts are expressed accurately and will penalise the type of writing that requires them to interpret ideas that have been vaguely or misleadingly expressed. Students who are experiencing particular difficulties in writing are advised to seek assistance from the University’s Writing Skills Coordinator who is based in the Department of Linguistics.

Student WellbeingMacquarie University provides a range of academic support services and details of these are available at www.student.mq.edu.au

Students with disabilities/health conditionsThe Disability Support Unit provides support and assistance to students with a disability/health condition to enable them to achieve their academic potential. Service is tailored to individual need following an interview and the provision of supporting documentation.

Students who are enrolled at Macquarie University can register with the Disability Support Unit by downloading and returning an Advice of Disability/Health Condition form from www.registrar.mq.edu.au/academic-index.html and making an appointment to see a disability advisor.

Annual registration with the Disability Support Unit is required for all disabilities and health conditions.

Contact persons: Ms Louella Freeman, Academic Disability Liason Officer, Department of Education

Ph: 9850 8619

Nicole Saunders, Administrative Assistant, Disability Support UnitPh: 9850 6494 Fax: 9850 6063 TTY: 9850 6493Email: disability@mq.edu.au Website: www.sss.mq.edu.au/equity

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In person: Level 2, Lincoln Building (C8A) Macquarie University

13. LECTURE SUMMARIES

The following provides the lecture summaries together with details of the required readings. Page numbers refer to McDevitt and Ormrod (2009). iLecture slides for each lecture should be available on Blackboard the Friday before that lecture.

MODULE 1: A FOCUS ON COGNITION (WEEKS 1-5)

Module 1 focuses on aspects of cognition relevant to teaching and learning, including a particular focus on information processing perspectives. Information processing refers to the way in which learners (i) perceive and act on new knowledge, (II) store and retrieve existing knowledge in memory, and (iii) integrate new and existing knowledge to tackle the task at hand. The speed and capacity of these processes, together with the learner’s own awareness and manipulation of the processes, has significant educational implications.

Topics discussed include:(i) Memory tasks and strategy use(ii) Encoding and retrieval processes(iii) Conceptual development(iv) Metacognition

Week 1 also begins with an introduction to the unit.

Readings: Chapter 7Week 1 4th Ed: pages 232-237 3rd Ed: pages 232-238Week 2 4th Ed: pages 238-239 3rd Ed: pages 238-240 Week 3 4th Ed: pages 240-242 3rd Ed: pages 240-243Week 4* 4th Ed: pages 245-257 3rd Ed: pages 246-260Week 5 4th Ed: pages 260-263 3rd Ed: pages 263-265

*(NB: ‘Epistemological Beliefs’ is not required reading but may be helpful)

MODULE 2: SOCIAL COGNITION AND MOTIVATION (WEEKS 6-10)

Module 2 extends understandings about social cognition introduced to students in EDUC105, and introduces these understandings for students who instead completed EDUC107. Cognitive processing is used by learners not only for the processing of ‘academic’ information and schoolwork, as discussed in Module 1, but also for the processing of emotional and social information. Social cognition has implications for a learner’s personal conceptions of the self, understanding and control of emotion, and motivation. In turn, these understandings affect the degree to which the learner engages in the learning process and the degree to which he or she is successful. We discuss the typical social cognitive understanding and motivation, and also briefly address some common mental illnesses that may influence the learner.

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Topics discussed include:(i) Understanding of self(ii) Emotional development and regulation(iii) Mental illness and emotional health(iv) Motivation (v) Self-regulation

Readings: Chapters 11, 12 & 13Week 6* 4th Ed: pages 419-427 3rd Ed: pages 417-426

4th Ed: pages 442-454 3rd Ed: pages 442-4514th Ed: pages 462-466 3rd Ed: pages 454-458

Week 7 4th Ed: pages 435-438 3rd Ed: pages 426-4304th Ed: pages 466-472 3rd Ed: pages 458-464

Week 9 4th Ed: pages 480-491 3rd Ed: pages 487-495Week 10* 4th Ed: pages 252-253 3rd Ed: pages 253-255

4th Ed: pages 491-494 3rd Ed: pages 495-4984th Ed: pages 497-513 3rd Ed: pages 500-514*(NB: ‘Diversity in Self’ and ‘Diversity in Motivation’ are not required readings but may be helpful)

MODULE 3: WAYS OF THINKING AND LEARNING (WEEKS 11-13)

Module 3 focuses on ways of thinking and learning, and is as relevant to us as learners as to our student learners. In particular, we will look at ways in which individual learners of any age may differ. We will examine the characteristics of higher-order thinking, which has been poorly accounted for by traditional models of problem solving and intelligence. We will also examine what some educational theorists have called ‘learning styles’, and, finally, will examine the kinds of beliefs that learners may hold about the learning process and about themselves as learners.

Topics discussed include:(i) Higher order thinking: critical thinking(ii) Higher order thinking: creative thinking(iii) Ways of thinking: theories of learning styles(iv) Cognitive beliefs and values

Week 13 also involves a review of the unit and exam preparation.

ReadingsWeek 11 TBAWeek 12 TBA

Week 13 TBA

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APPENDIX A: SUPPLEMENTARY READINGS

To obtain a wider understanding of the issues addressed in class, you may choose to supplement the required readings with additional resources. You could select from the following list or browse along the library shelves among similar call numbers. Most of the following are general texts although some provide more specialised information.

Alderman, M.K. (2008). Motivation for Achievement: Possibilities for Teaching and Learning (3rd Ed.). New York, NY: Erlbaum.

Berk, L.E. (2006). Child Development (7th Ed). Needham Heights, MA: Allyn & Bacon.

Brophy, J. (2004). Motivating Students to Learn (2nd Ed). Mahwah, NJ: Erlbaum.

Crain, W. (2000). Theories of Development: Concepts and Applications. (4th Ed). Upper Saddle River, NJ: Prentice-Hall.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109-132.

Flavell, J. H., Miller, P. H., & Miller, S. A. (2000) Cognitive Development (4th Ed). Upper Saddle River, NJ: Pearson.

Hacker, D.J., Dunlosky, J., & Graesser, A.C. (Eds.) (1998). Metacognition in Educational Theory and Practice. Mahwah, NJ: Erlbaum.

Kaufman, J.C. & Baer, J. (Eds.) (2006). Creativity and Reason in Cognitive Development. Cambridge, NY: Cambridge University Press.

Meadows, S. (2006). The Child as Thinker. (2nd Ed). London: Routledge.

McInerney, D.M. & McInerney, V. (2006). Educational Psychology: Constructing Learning (4th Ed.). Sydney: Pearson.

Meece, J.L. (1997). Child and Adolescent Development for Educators. New York: McGraw Hill.

Siegler, R.S., DeLoache, J, & Eisenberg, N. (2006). How Children Develop (2nd

Ed.). NY: Worth

Siegler, R.S. & Wagner Alibali, M. (2005). Children's Thinking (4th Ed.). Englewood Cliffs, N.J: Prentice-Hall

Sternberg, R. J. & Pretz, J. (2005). Cognition and Intelligence. New York: Cambridge University Press.

Stipek, D. (1998). Motivation to Learn: from Theory to Practice (3rd Ed.). Boston: Allyn & Bacon.

Wellman, H. & Gelman, S. (1992). Cognitive Development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375.

Woolfolk, A., & Margetts, K. (2007). Educational Psychology. Frenchs Forest, NSW: Pearson.

USEFUL JOURNALS

British Journal of Educational Psychology Child Development

Contemporary Educational Psychology Educational Psychologist

Journal of Educational Psychology Learning and Instruction

Journal of Cognition and Development Developmental Psychology

APPENDIX B: ASSESSMENTS, OUTCOMES, AND GRADUATE CAPABILITIES

Task Weight Due Date

Linked Unit Outcomes Linked Graduate Capabilities

Brief description including word length

Literature search*

5% Wk 4 4. An understanding of the relationship between theory and research

1, 3 Use of either ERIC or PsycINFO to search for a peer-reviewed journal article relevant to the topic of memory.

Class test 15% Wk 6/7

1. An understanding of typical cognitive and social-cognitive development2. An understanding of the different approaches students take to learning 5. The ability to explore the educational implications of psychological research

1, 2 25 item multiple-choice test, designed to test factual and conceptual knowledge of Module 1: Cognition.

Research report: introduction*

20% Wk 7/8

1. An understanding of typical cognitive and social-cognitive development3. A critical attitude towards assumptions about learning and development4. An understanding of the relationship between theory and research5. The ability to explore the educational implications of psychological research

1, 2, 3, 4, 5, 8 800-word introduction to a research report on the topic of memory. Designed to link theory with practice and enhance academic literacy.

Task Weight Due Date

Linked Unit Outcomes Linked Graduate Capabilities

Brief description including word length

Research report: discussion*

20% Wk 11/12

1. An understanding of typical cognitive and social-cognitive development3. A critical attitude towards assumptions about learning and development4. An understanding of the relationship between theory and research5. The ability to explore the educational implications of psychological research

1, 2, 3, 4, 5, 8 800-word discussion to a research report on the topic of memory. A model introduction will be provided.

Final exam 40% Exam period

1. An understanding of typical cognitive and social-cognitive development2. An understanding of the different approaches students take to learning3. A critical attitude towards assumptions about learning and development5. The ability to explore the educational implications of psychological research

1, 2, 5 10 short answer questions and 2 extended response questions, designed to test the application of knowledge from all modules.

* Although the literature search, research report introduction, and research report discussion have different assessment requirements, each is focused on the same research topic and can be considered inter-related.

APPENDIX C: ASSESSMENT PROCEDURAL NOTES

Extensions and late submissions

1. Assignments, including the literature review, lab report introduction, and lab report discussion, must be submitted by the due date. If, due to illness or other extenuating circumstances, your assignment cannot be submitted on time, an application for extension should be made immediately. Extension forms are available in the school office, C3A828. The school office contact for 200-level units is Mrs Nikki de Souza: 9850 8704.

2. Unless an extension has been granted PRIOR TO THE DUE DATE, a late penalty will be applied. One sub-grade will be deducted for each two-day interval the assignment is outstanding.

3. No assignments will be accepted for marking after others have been returned to students.

Referencing: lab reports

4. You must use the APA referencing style. In text-references are included in your word count, but your reference list is not. Do not use footnotes.

5. Students who are unsure of correct referencing procedures may collect a handout from the School Office (C3A828). An ‘APA mini-manual’ will also be posted on Blackboard. There are no excuses for not referencing correctly.

Word limits and formatting: lab reports

6. You must state your word count on the front page of your assignment. Reports that exceed the word limit by 10% or more will be penalised. The reference list does not count towards the word limit. In-text references do count.

7. Ensure that your writing is well organised and coherent. Use non-sexist, third person language at all times.

8. Your font should be Times New Roman or Arial, size 12. Your text should be 1.5 or double-spaced, with standard or default margin widths. Do not decrease your margins, font size, or spacing.

Other administration

9. Attach a signed cover sheet to your assignment (cover sheets can be found at the back of this Unit Guide).

10. Despite the most careful procedures, occasionally assignments are lost. For your own protection, you are advised to keep a copy of all assignments. Internal students are also advised to submit their assignment in person and not to rely on a third party to submit their work for them.

11. Any queries or appeals about an assignment grade should be made directly to the original marker within one week of the marked assignment being returned.