university english entry course

University English Entry Course (UEEC10) UNSW Global AG.1

UNIVERSITY ENGLISH ENTRY COURSE UEEC 10 Online

Assessment Guide

Overview .......................................................................................................................................... 2

UEEC10 Assessment Overview ........................................................................................................ 3

Academic honesty, plagiarism and misconduct ............................................................................. 5

Late Submission Guidelines ............................................................................................................... 5

Assessment 1: Completion Tasks ...................................................................................................... 7

Assessment 2: Annotated Bibliography ............................................................................................ 9

Assessment 3: Presentation and Q&A ............................................................................................. 10

Assessment 4: Draft Paragraph and Final Essay .............................................................................. 11

Assessment 5: Reading and Listening Mid-course Test .................................................................. 13

Assessment 6: Reading and Listening Final Test .............................................................................. 13

Assessment 7: Group Discussion ...................................................................................................... 14

Assessment 8: OpenLearning Portfolio and Reflective Writing ..................................................... 15

Appendix 1: Grading Rubrics: Assessments 2, 3, 4, 7 and 8 ........................................................... 16

Appendix 2: Checking your progress on OpenLearning .................................................................. 23

Appendix 3: Assessment 2 Exemplar (Annotated Bibliography) .................................................... 24

Appendix 4: Assessment 1.2 Exemplar (Presentation Abstract) .................................................... 25

Appendix 5: Assessment 1.3 Exemplar (Essay Plan) ....................................................................... 26

Appendix 6: Assessment 4 Exemplar (Draft Paragraph and Final Essay) ....................................... 28

Appendix 7: Assessment 8 How to add activities to your portfolio on OpenLearning ................. 30

Appendix 8: Assessment 8 Exemplar (Reflective Writing) ............................................................. 32

AG.2 University English Entry Course (UEEC10) UNSW Global

Overview

Assessment in UEEC10 is designed to be authentic and reflect the types of academic tasks you will complete at university. Assessment is designed to support learning and is characterised by a focus on the research process. You will investigate a problem and identify solutions on a topic of personal interest related to your own discipline and complete two tasks as part of the research project: a presentation and an essay. The project spans 9 weeks and links together a number of nested tasks mapped to several Course Learning Outcomes. In addition to assessing speaking and writing, it measures reading and listening, information and digital literacy skills and critical thinking. Through the staged research project, you are required to reflect on your learning and incorporate feedback, demonstrating self-directed learning skills. In addition to the research project, your academic reading and listening skills are assessed by means of two tests, and you are also required to demonstrate competency in academic discourse management and reflective writing skills. Throughout the course, you complete a range of independent portfolio tasks to consolidate lesson input. To support reflection on learning, you select one portfolio activity and analyse and evaluate your performance on this task with reference to your strengths, limitations and learning goals. A full description of assessment tasks, submission details and their link to the UEEC Course Learning Outcomes is provided in this Assessment Guide. This document also contains task exemplars and marking rubrics to support learning and guide preparation.


UEEC10 Assessment Overview

Aspect Assessment Tasks Weighting Writing Weighting Week due Completion Tasks Weighting Week due

Research Project: - Presentation

- Essay

A2 Annotated Bibliography 10%

30% 4 (Mon) A1.1 Group Space Participation

Task 1 and 2 2%

2 (Fri) Task 1

6 (Tue) Task 2

A3 Presentation and Q&A 25%

5 (Mon/Tue) A1.2 Presentation Abstract 2% 4 (Sun)

A4 Part A: Draft Paragraph 5%   50% 

7 (Mon)  A1.3 Essay Plan 2% 

6 (Tue)

A4 Part B: Final Essay 15% 9 (Tue)

Receptive Skills: - Reading - Listening

A5 Part A: Reading Mid-course Test 2.5%    4 (Fri)  A1.4 Reading Quizzes 1 - 9  2% 

1-9 (Fri Week 9)

A5 Part B: Listening Mid-course Test 2.5%    4 (Fri) 

A6 Part A: Reading Final Test 7.5%    9 (Fri)  A1.5 Listening Quizzes 1 - 9  2% 

1-9 (Fri Week 9)

A6 Part B: Listening Final Test 7.5%    9 (Fri) 

Tutorial Style Discussion

A7 Group Discussion 10% 10 (Mon) Note: In addition to completing the assessments above, students must achieve at least 80% progress in OpenLearning to satisfy participation requirements (see Appendix 2 for details).

Portfolio &  Reflection  

A8 OpenLearning Portfolio and Reflective Writing 5%  20%  10 (Mon) 

    90%  100%      10%   


Assessment Tasks Mapped to Course Learning Outcomes (CLOs)

UEEC10 CLOs mapped to assessment tasks (A1-A8) A1 A2 A3 A4 A5 A6 A7 A8

UEEC10 CLO 1. Receptive skills - reading () () () () ()

UEEC10 CLO 2. Receptive skills - listening () () ()

UEEC10 CLO 3. Information literacy skills - research ()

UEEC10 CLO 4. Productive skills - writing () ()

UEEC10 CLO 5. Productive skills - spoken presentation

UEEC10 CLO 6. Productive skills - spoken communication ()

UEEC10 CLO 7. Cognitive skills - critical thinking and reflection () () ()

* For a full description of the UEEC10 Course Learning Outcomes (CLOs), Program Learning Outcomes (PLOs) and UNSW Global Graduate Capabilities, refer to the UEEC10 Course Outline in OpenLearning.

UEEC Grading

UEEC10 GRADES

A+ 100% A 95% A- 90% B+ 85% B 80% B- 75% C+ 70% C 65% C- 60% D+ 55% D 50% D- 45% E+ 40% E 35% E- 30% F 0 – 29%

* For UNSW entry requirements, please refer to the Conditions of Enrolment in your UNSW offer letter.


Academic honesty, plagiarism and misconduct One of the UNSW student responsibilities is: Act responsibly, ethically, safely and with integrity. This means students must:

1. actively participate in the learning process, including attending scheduled teaching and learning activities 2. submit assessment tasks by submission dates and times, unless unforeseen or exceptional circumstances

arise 3. conduct themselves honestly and according to University policies and procedures 4. ensure that they properly and fairly use copyright material 5. behave ethically and with integrity, avoiding any action or behaviour that would unfairly advantage or

disadvantage either themselves or another student. This includes - engaging in, or facilitating, plagiarism (e.g. contract cheating or collusion) or academic misconduct in

any form of assessment - fabricating and falsifying documents, sources and data - other forms of misconduct.

UNSW Global regards Academic Misconduct as a very serious matter. The severity of the penalties or outcomes imposed will correspond to the seriousness of the Academic Misconduct as outlined in the Student Misconduct Policy: https://www.unswglobal.unsw.edu.au/wp-content/uploads/Student-Misconduct-Policy.pdf Please refer to UNSW guidelines for more information about academic integrity: https://student.unsw.edu.au/plagiarism Late submission guidelines

Students are expected to submit all assessments on the due dates set out in the Assessment Guide and in Moodle. Late submissions could impact the processing of final results for UNSW.

Late submissions may only be accepted in exceptional circumstances at the discretion of the Education Manager, following a review of the Special Consideration Due to Illness or Misadventure form and valid supporting evidence (e.g. medical certificate) emailed to Student Services:

[email protected]

Click on the link below to download an Illness & Misadventure form: https://student.il.unswglobal.unsw.edu.au/intranet/documents/006-Illness-Affecting-Exams.pdf

Assessment Late submission rule

A1.1 Group Space Participation • Not accepted after due date – no I&M accepted

A1.2 Presentation Abstract • Not accepted after due date – no I&M accepted

A1.3 Essay Plan  • Not accepted after due date – no I&M accepted

A1.4 Reading Quizzes 1 - 9 • Not accepted after due date – no I&M accepted

A1.5 Listening Quizzes 1 - 9  • Not accepted after due date – no I&M accepted

A2 Annotated Bibliography   • 10% penalty per day up to a maximum of 2 days to allow for marking

https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.unswglobal.unsw.edu.au%2Fwp-content%2Fuploads%2FStudent-Misconduct-Policy.pdf&data=04%7C01%7CM.Naidoo%40unswglobal.unsw.edu.au%7Cd8db202882824ce0d0f308d91b46748a%7C108b99206654462a9d3d7937b549cd6f%7C0%7C0%7C637570811679789377%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=yWqp9kmVRUIY%2BEFQwWhsqQGtTbsujufTJbh%2FIxn1zfc%3D&reserved=0

https://student.unsw.edu.au/plagiarism

mailto:[email protected]

https://student.il.unswglobal.unsw.edu.au/intranet/documents/006-Illness-Affecting-Exams.pdf


• No submission accepted after 23:55 Wednesday Week 4 without an I&M and valid supporting evidence

A3 Presentation and Q&A • Students who miss this assessment must submit an I&M and valid supporting evidence no more than 2 days after the assessment to qualify for a supplementary assessment

A4 Part A: Draft Paragraph

• 10% penalty per day up to a maximum of 2 days to

allow for marking • No submission accepted after 23:55 Wednesday

Week 7 without an I&M and valid supporting evidence

A4 Part B: Final Essay • 20% penalty for late submission up to 1 day only to allow for marking

• No submission accepted after 23:55 Wednesday Week 9 without an I&M and valid supporting evidence

A5 Part A and B: Reading and Listening Mid-course Test

• Students who miss this assessment must submit an I&M and valid supporting evidence no more than 2 days after the assessment to be considered eligible for a supplementary

A6 Part A and B: Reading and Listening Final Test • Students who miss this assessment must submit an I&M and valid supporting evidence no more than 2 days after the assessment to be considered eligible for a supplementary

A7 Group Discussion • Students who miss this assessment must submit an I&M and valid evidence by 4pm on the day of the assessment

A8 OpenLearning Portfolio & Reflective Writing • Due to the results timeline this task will not be accepted after the due date – no I&M accepted


Assessment Assessment 1: Completion Tasks

Format A collection of independent learning tasks completed over 9 weeks: • A1.1 Group Space Participation • A1.2 Presentation Abstract • A1.3 Essay Plan • A1.4 Reading Quizzes • A1.5 Listening Quizzes

Purpose The completion tasks are designed to support the development of independent learning skills by

encouraging regular and sustained effort throughout the course. You can complete tasks independently during consultation time or outside class time. The purpose of each task is as follows:

A1.1 Group Space Participation This assessment measures your engagement and collaboration with your Research Group in the Group Space in OpenLearning. It supports your research for the Research Project (A3 and A4). It is designed to provide peer support in identifying your research topic and locating sources. It also assists you in reflecting on areas you need to improve when making the transition from the presentation to the essay.

A1.2 Presentation Abstract This is a one-page summary outlining the purpose and structure of your presentation. It is a way of sharing the purpose and main ideas of your presentation with your audience (teachers and classmates) to help them understand it.

A1.3 Essay Plan Once you have some initial ideas for your essay, the essay plan helps you structure and organise these ideas. It gives you a ‘map’ or direction for your research. The essay plan will also allow you to discuss your thinking with a teacher and peers for feedback on how to strengthen your essay before you complete your research and start writing.

A1.4 & A1.5 Reading and Listening Quizzes You will receive additional practice and feedback on your reading and listening skills by completing 9 reading and 9 listening quizzes. The texts give you extra practice understanding academic language. The questions give you practice answering typical reading and listening test questions (e.g. main idea, specific information, author’s attitude, cause and effect relationships etc.) and will help you develop your reading and listening strategies.

Instructions A1.1 Group Space Participation - In Week 1, your teacher will allocate you to a Research Group in the Group Space in

OpenLearning. - In Week 2, you will post your responses to two questions about your research topic and

comment on at least one other group member’s post. - In Week 6, you will upload a video of yourself in a group, reflecting on your presentation by

answering two questions. You will also need to comment on at least one other group’s video.

A1.2 Presentation Abstract - You will write a one-page abstract for your presentation. - A minimum of three academic sources must be included in the reference list of the

Presentation Abstract and you must refer to them by name during the Presentation and Q&A (A3).

- You should complete your Presentation Abstract using the Word template provided - You will receive 1 mark for submitting your Presentation Abstract on Moodle by Sunday Week

4 and 1 mark for fulfilling all the task requirements. - You will also be required to upload your Presentation Abstract to OpenLearning for your

classmates to read before your presentation. - Refer to the exemplar in Appendix 4.


A1.3 Essay Plan - The essay plan is a plan for your Final Essay (A4) which is based on the same purpose

statement as your Presentation (A3) in Week 5. - You should complete your Essay Plan using the Word template provided. - Make sure you consider the feedback given to you on your Presentation to identify any gaps or

areas to expand. - You will receive 1 mark for submitting your Essay Plan on Moodle by Tuesday Week 6 and 1

mark for fulfilling all the task requirements. - Refer to the exemplar in Appendix 5.

A1.4 & A1.5 Reading and Listening Quizzes - You are encouraged to complete 2 quizzes each week – 1 reading and 1 listening quiz. - Each quiz takes approximately 30 minutes to complete. - You will receive 2 marks for achieving 80% or more on average for all the reading quizzes and

2 marks for achieving 80% or more on average for all the listening quizzes. - You can take each quiz multiple times (unlimited) until you achieve the required 80% grade. - You will receive automated feedback and you should review this feedback to continually

improve your reading and listening skills.

Due Dates • A1.1 Group Space Participation – Task 1 completion is due on OpenLearning by Friday Week 2 and Task 2 is due on Tuesday Week 6

• A1.2 Presentation Abstract – submission in Word format in Moodle by Sunday Week 4 • A1.3 Essay Plan – submission in Word format in Moodle by Tuesday Week 6 • A1.4 Reading Quizzes – completion on Moodle by Friday Week 9 • A1.5 Listening Quizzes – completion on Moodle by Friday Week 9

Grading These 5 activities are worth 2% each (10% in total) when completed by the due date.

Note: A1.1 Group Space Participation is worth 2% - 1% for the Week 2 task and 1% for the Week 6 task.

Feedback A1.1 Group Space Participation - Your Research Group will comment on your posts in the Group Space in OpenLearning. - Teachers will monitor completion of the two tasks.

A1.2 Presentation Abstract

- You are encouraged to work with classmates for feedback on improving your Presentation Abstract before you submit it.

A1.3 Essay Plan

- You will have a consultation lesson (CGIL) in Week 6 to discuss your Essay Plan with your teacher.

- You will be expected to understand and apply the feedback you receive to your Essay (A4). A1.4 and A1.5 Reading and Listening Quizzes

- For each quiz question, you will receive automated quiz feedback on Moodle.


Assessment Assessment 2: Annotated Bibliography

Format You will write three separate annotations (180-200 words each) to summarise three sources (i.e. one annotation for each source) which will support your research for the A3 Presentation and Q&A, and A4 Final Essay. All three sources should be academic texts (in English).

Purpose The purpose of this assessment task is to develop and assess your proficiency in the following academic skills: • identifying appropriate academic sources • evaluating suitability of sources in an academic context • identifying the aim and scope of sources • understanding the author’s purpose and perspective • summarising • paraphrasing • reporting • critical thinking and reflection • referencing using Harvard referencing conventions • attitudes to knowledge and plagiarism • academic language and expression.

Instructions • Choose THREE suitable sources which will support your Presentation and Q&A (A3) and Draft Paragraph and Final Essay (A4).

• The three sources must be academic sources that can be used as supporting evidence within your presentation and essay (Refer to the Information Literacy lessons for more details on identifying academic sources).

• For each source, write an annotation (180-200 words) using appropriate reporting verbs and structures in which you: - summarise the content of each source, demonstrating understanding of the author’s

purpose and perspective - explain the scope of the research - provide a brief evaluative comment assessing the relevance, currency or reliability of the

source, as well as the article’s strengths and limitations - provide adequate reflection, highlighting the relevance and usefulness of each source in

relation to the Presentation and Final Essay - use Harvard referencing accurately to cite each source - use appropriate layout and formatting.

• You should complete your Annotated Bibliography using the Word template provided. • Arrange the three annotations in alphabetical order according to author. • Include a screenshot of the first page of each source (e.g. the abstract or introductory

paragraph) – you may provide an active link within the full bibliographical citation. • Refer to the exemplar in Appendix 3.

For in-text citations and the reference list, follow the Harvard referencing guidelines provided on the UNSW website here: https://student.unsw.edu.au/harvard-referencing

Due Date Submission in Word format in Turnitin on Moodle by Monday Week 4.

Grading Grading is completed using the Assessment 2 Grading Rubric. Refer to the Rubric in Appendix 1 for details.

Feedback • Criterion-based feedback is provided. • Feedback comments are individualised for each assessment task and reflect the grade achieved. • You can access feedback reports and grades on Moodle.

https://student.unsw.edu.au/harvard-referencing


Assessment Assessment 3: Presentation and Q&A

Format Spoken, formal academic research presentation (15 minutes) + Q&A (5 minutes)

Purpose • This task is part of the Research Project and involves planning and delivering a topical presentation and responding to questions from the audience in a Question and Answer (Q&A) session.

• The purpose of the Presentation is to analyse a problem related to your future field of study and to evaluate viable solutions.

• This assessment is linked to the Presentation Abstract (A1.2), the Annotated Bibliography (A2) and the Draft Paragraph and Final Essay (A4).

• You will be assessed on your skills in researching, planning and delivering an oral academic research presentation on an issue related to your own future field of study.

• You will also be assessed on the depth of your research/evidence, organisation, critical analysis, evaluation and delivery style.

• Your use of language in an academic context will also be assessed, including vocabulary, pronunciation and fluency.

Instructions Presentation You will complete these steps before delivering your presentation:

1. Your purpose statement must be approved in Week 3 in consultation with your teacher. 2. A one-page Presentation Abstract (A1.2) must be posted on Moodle and also on OpenLearning

on Sunday Week 4 before the presentations in Week 5. 3. The THREE academic sources in your Presentation Abstract (A1.2) must be referred to by name

during the presentation. 4. The presentation must be informed by the academic literature in the field and demonstrate

evidence of extensive reading. 5. The presentation should be analytical and evaluative in nature (not descriptive) and

demonstrate appropriate critical thinking and evaluation. 6. You must use appropriate visual aids (e.g. PowerPoint, Prezi). 7. Marks are deducted for presentations that do not meet the required length i.e. less than 14

minutes or more than 16 minutes.

Question & Answer (Q&A) 8. Following the Presentation, you will participate in a 5-minute Question and Answer (Q&A)

session. 9. You will invite questions from your audience and will have 5 minutes to respond to these

questions. 10. You may also be asked a question by the assessor. 11. You will be assessed on how well you listen and respond to the questions. This is called

‘discourse management’ and is an important skill at university.

For citations and the reference list, follow the Harvard referencing guidelines provided on the UNSW website here: https://student.unsw.edu.au/harvard-referencing

Due Date The Presentation and Q&A is scheduled to take place on Monday or Tuesday Week 5.

Grading The Presentation and Q&A is graded according to the Assessment 3 Grading Rubric. Refer to the rubric in Appendix 1 for details.

Feedback • You do not receive feedback during the session. • Criterion-based feedback is provided. • Feedback comments are individualised for each assessment task and reflect the grade achieved.

You can access feedback reports and grades on Moodle.



Assessment Assessment 4: Draft Paragraph and Final Essay

Format • Part A: Draft Paragraph (approximately 200 words) • Part B: Final Essay (750-800 words) • Marks are deducted for essays which are under 750 words or over 800 words

Purpose This assessment forms part of the Research Project. You are required to write an essay based on the same purpose statement as your Presentation and Q&A (A3).

In the Final Essay, you should develop and expand ideas from your Presentation by finding additional supporting sources (refer to a minimum of five academic English sources), and by providing a greater depth of critical analysis than you did in the Presentation.

You will be assessed on your ability to integrate ideas and information from a variety of sources to create a coherent academic text, and your use of analytical and evaluative strategies to demonstrate depth of understanding and objectivity. These skills form the basis of academic writing.

The purpose of the task is to assess your proficiency in the following academic skills: • structuring and staging appropriate for a problem-solution essay • cohesion within and between sections • analysing and synthesising information found in academic sources • drawing conclusions • making and evaluating recommendations • using suitable language and expression (vocabulary/lexical resources, functional language,

suitable grammatical range and accuracy) • using suitable academic style (register) • demonstrating critical thinking and reflection • referencing using Harvard referencing conventions (in-text and reference list).

Instructions You will complete the following steps: • You will submit a plan for your Final Essay (A1.3) on Monday Week 6. • You will submit a draft paragraph from the Essay (a problem-analysis paragraph) on Monday

Week 7. • You will submit the Final Essay of 750-800 words on Tuesday Week 9.

Part A: Draft Paragraph (approximately 200 words) • Submit a draft of the problem-analysis (cause/effect) paragraph from your Final Essay. • You should complete your draft paragraph using the Word template provided. • Incorporate information and reference sources appropriately (note that a minimum of two

sources must be referred to. • Include in-text citations and a complete reference list using Harvard referencing style. • Refer to the first body paragraph of the exemplar in Appendix 6. Part B: Final Essay (750-800 words) • You should complete your essay using the Word template provided. • Incorporate information and reference sources appropriately (note that a minimum of five

sources must be referred to by name). • Include in-text citations and a complete reference list using Harvard referencing style. • Refer to the exemplar in Appendix 6. For in-text citations and the reference list, follow the Harvard referencing guidelines provided on the UNSW website here: https://student.unsw.edu.au/harvard-referencing

Due Date Submission in Word format in Turnitin on Moodle. • Part A: Draft Paragraph – submission is due on Monday Week 7. • Part B: Final Essay – submission is due on Tuesday Week 9.



Grading This assessment is graded using the Assessment 4 Grading Rubric. Refer to the rubric in Appendix 1 for details.

Feedback • Criterion-based feedback is provided. • Feedback comments are individualised for each assessment task and reflect the grade achieved. • You can access feedback reports and grades on Moodle.


Assessment Assessment 5 & Assessment 6: Reading and Listening Tests

Format Reading Test • 5 Sections (A, B, C, D and E) consist of 5 short authentic written academic texts covering a range

of topics aligned to the UEEC10 Unit themes • 12 items (questions) • 20 minutes in duration • A variety of question types are used (e.g. multiple choice, gap-fill and sentence ordering to

identify writer’s views /claims, global understanding, main ideas, specific information and the sequencing of information).

Listening Test • 5 sections (A, B, C, D and E) consist of 5 short authentic spoken academic texts covering a range

of topics aligned to the UEEC10 Unit themes • 16 items (questions) • 15 – 20 minutes in duration • A variety of question types are used (e.g. multiple choice, gap-fill and to identify writer’s views

/claims, global understanding, main ideas, specific information).

Purpose The purpose of these tests is to assess your reading and listening proficiency for university by assessing how well you are able to understand a range of academic texts. They test the following: • identifying the purpose of a text (global meaning) • identifying facts, details and specific information • identifying author’s attitude or position on an issue • summarising • identifying stages of a text and text cohesion • identifying inference, suggestion and implication • using context to guess the meaning of unfamiliar words • understanding the relation between parts of text by recognising discourse markers • identifying references, connectors and relationships between ideas • critical thinking (analysis and evaluation of ideas).

Instructions • Before taking the tests, you will receive formal Rules and Regulations for the test. • In Week 2 and Week 9 you will practise the test before the live (real) tests in Week 4 and Week 9. • The tests are conducted live on the same day, i.e. Reading followed by Listening in one live

session. • You will be invigilated in small groups by a trained invigilator. • Invigilators will go through the instructions before you start the test. • You will access the tests on Moodle. • All students will share their screen with the invigilator via Zoom for the duration of the test until

all students in the test group have finished. • Invigilators will monitor all students by clicking between screens. • Sessions will be recorded.

Due Date • The A5 Mid-course Reading & Listening Test will take place on Friday of Week 4. • The A6 Final Reading & Listening Test will take place on Friday of Week 9.

Grading • The Reading and Listening Tests are completed in Moodle Quiz. • Answers are scored automatically. • A5 results are released in Moodle.


Assessment Assessment 7: Group Discussion

Format • A tutorial-style group discussion on a topical issue (based on themes covered in the course) in groups of 3 – 4 students.

• Each group discussion should be 20 minutes in duration. This assessment is conducted over 4 hours, utilising two lesson blocks, but you only attend your own group’s discussion.

Purpose The purpose of this assessment task is to prepare you for successful participation in tutorial discussions at university. The task will assess your level of fluency and proficiency in the use of discourse management (i.e. the ability to initiate, sustain and appropriately manage an inclusive group discussion).

Instructions • Discussion groups will be assigned in Week 9. • Each group will also be allocated a time slot (appointment) for their assessment. • Groups are only required to attend their own scheduled time slot. • Groups are assessed by their teacher in isolation (without an audience). • A question is assigned to the group and you only see your group’s question. • Each group is given 10 minutes for individual preparation. • Notes and devices are allowed in the discussion, but these should not impede the natural flow

of communication and eye contact (i.e. you should only refer to your notes/devices rather than reading chunks of information).

Due Date The Group Discussion is scheduled to take place on Monday Week 10.

Grading Groups are graded using the Assessment 7 Grading Rubric. Refer to the rubric in Appendix 1 for details. Group members are assessed on their individual performance in the group discussion and marks are also awarded for the group’s overall performance.

Feedback • You do not receive teacher feedback during the session. • Criterion-based feedback is provided. • Feedback comments are provided and reflect the grade achieved. • You can access feedback reports and grades on Moodle.


Assessment Assessment 8: OpenLearning Portfolio and Reflective Writing

Format OpenLearning Portfolio (9 entries) and a Reflective paragraph of 200 words based on an activity completed on OpenLearning

Purpose The purpose of this assessment task is to: • help you develop strong self-directed learning skills and critical thinking and reflection skills

(CLO 7) through regular posting to your OpenLearning Portfolio and reflecting on the learning process

• encourage you to complete activities in OpenLearning in a comprehensive way so that they can be added to your portfolio as learning activities (evidence of your work)

• develop your skills in reflective writing, which are required in many disciplines at university.

You will be assessed on your ability to: • select useful/relevant activities for a portfolio • analyse and evaluate your own work • structure and organise your ideas clearly • reflect on your own performance • use reflective language.

Instructions Part A: OpenLearning Portfolio • Select one activity from each unit to add to your OpenLearning Portfolio. These can be images,

videos, texts, notes or activities that you complete during the OpenLearning lessons. Anything that you ‘post’ can be added to your portfolio.

• You should add one activity to your OpenLearning Portfolio at the end of each unit. • See Appendix 8 for instructions on how to add activities to your portfolio on OpenLearning.

Part B: Reflective Writing

• Select one activity from OpenLearning to form the basis of your reflection. • Select an activity that you will be able to reflect on in sufficient depth. • Write a reflection of approximately 200 words for this activity. Provide:

o a brief description of the activity you selected (facts) o an evaluation of your performance in the activity and your feelings about it (facts) o an analysis of the reason for the performance (findings) o a comment on the value and relevance of your post, what you have learnt and gaps in

your learning (future) o a specific action plan for improvement (future)

• You should complete your Reflective Writing using the Word template provided. • Include a screenshot of your chosen activity above your reflection (see Appendix 8). • You are encouraged to self-assess your work using the marking rubric and edit as necessary

before submitting. • Refer to the exemplar in Appendix 8.

Due Date • Part A: Activities should be added to your OpenLearning Portfolio each week (i.e. one at the end of each unit).

• Part B: The Reflective Writing task – submission via Turnitin on Moodle on Monday Week 10.

Grading • Part A (OpenLearning Portfolio) is not graded, but forms part of the completion requirements. • Part B (Reflective Writing) of this assessment is graded using the Assessment 8 Grading Rubric.

Refer to the Grading Rubric in Appendix 1 for details.

Feedback • Criterion-based feedback is provided via the Rubric. • You can access feedback reports and grades on Moodle.


Appendix 1: Assessments 2, 3, 4, 7 and 8 Grading Rubrics Assessment 2: Annotated Bibliography

Criteria Exceeds expectations

10 Superior

9 Strong

8 Adequate

7 Marginal

6 Needs improvement

5

Research 20%

• Demonstrates exceptional depth and thoroughness in research

• Selects highly relevant, reliable, and current sources that fully support the research project

• Demonstrates depth in research • Selects relevant, reliable, and

current sources that support the research project

• Demonstrates competent research skills

• Selects sources that meet most of the criteria of relevance, reliability and currency and support the research project

• Demonstrates basic research skills • Selects sources that meet some of

the criteria of relevance, reliability and currency and mostly support the research project

• Demonstrates weak research skills • Selects sources that fail to meet

most of the criteria of relevance, reliability or currency and may not support the research project

• Demonstrates very limited research skills

• Selects sources that fail to meet the criteria of relevance, reliability or currency and fail to support the research project

Reference 10%

• Uses consistently accurate bibliographic conventions (Harvard Referencing) and a wide variety of reporting structures that reflect author/s attitude precisely

• Demonstrates exceptional and consistent awareness of academic integrity, avoiding any form of plagiarism

• Uses accurate bibliographic conventions (Harvard Referencing) and a variety of reporting structures that reflect author/s attitude

• Demonstrates consistent awareness of academic integrity, avoiding any form of plagiarism

• Uses accurate bibliographic conventions (Harvard Referencing) and appropriate reporting structures that reflect author/s attitude

• Demonstrates awareness of academic integrity, avoiding any form of plagiarism

• Minor inconsistencies with bibliographic conventions (Harvard Referencing) and some repetitive use of reporting structures that reflect author/s attitude

• Demonstrates some awareness of academic integrity. Attempts to avoid plagiarism

• Noticeable inconsistencies with bibliographic conventions (Harvard Referencing) and repetitive use of reporting structures that may not accurately reflect author/s attitude

• Does not always demonstrate awareness of academic integrity. Some plagiarism is evident.

• Significant inconsistencies with bibliographic conventions (Harvard Referencing) and poor use of reporting structures that inaccurately reflect author/s attitude

• Does not demonstrate awareness of academic integrity. Significant evidence of plagiarism throughout.

Synthesis & Cohesion

30%

• Demonstrates paraphrasing by indicating aim and scope with exceptional clarity and precision, explaining research methods (if applicable)

• Reads in detail to understand main ideas and research results in depth, accurately highlighting implications and conclusions

• Displays exceptional cohesion through highly logical sequencing and flexible and effective use of a wide variety of cohesive devices

• Demonstrates paraphrasing by indicating aim and scope with clarity, identifying research methods (if applicable)

• Reads in detail to understand main ideas and research results, highlighting implications and conclusions

• Displays logical sequencing and effective use of a variety of cohesive devices

• Demonstrates paraphrasing by indicating aim and scope with good clarity

• Reads to understand main ideas, and most research results, highlighting key conclusions

• Displays logical sequencing and uses a variety of cohesive devices with a degree of accuracy

• Demonstrates paraphrasing by indicating aim adequately with an attempt to outline scope. Minor copying of source material.

• Reads to understand main ideas and some research results, highlighting some conclusions

• Displays mostly logical sequencing and uses cohesive devices effectively for the most part, though range and flexibility may be limited

• Attempts to indicate aim and scope but lacks clarity. Some obvious copying of source material – poor paraphrasing

• Some misunderstanding of main ideas with brief, surface mention of research results or conclusions

• Displays lapses in logical sequencing and uses a limited range of cohesive devices which may appear mechanical, repetitive, or redundant

• Does not attempt to indicate aim or scope of research. Significant copying of source material – no paraphrasing.

• Misunderstanding of the main ideas with no mention of research results or conclusions

• Fails to sequence logically or use sufficient cohesive devices. Response lacks coherence and unity.

Evaluation & Reflection

30%

• Offers highly evaluative insight into sources, demonstrating thorough understanding of research

• Provides a highly discerning reflection that highlights specific content useful for the project and explains with precision how it will be applied. Displays thorough and consistent evidence of in-depth analysis and critical thinking

• Offers evaluative insight into sources, demonstrating clear understanding of research

• Provides a reflection that details specific content useful for the project and clearly explains how it will be applied. Displays consistent evidence of analysis and critical thinking

• Offers evaluative comments on sources, demonstrating good understanding of research

• Provides a reflection that highlights some content useful for the project and indicates how it will be applied. Displays evidence of analysis and critical thinking

• Offers basic evaluation of sources, demonstrating some understanding of research

• Provides a reflection that offers a basic indication of usefulness and how the content will be applied in the project. Displays some evidence of analysis and critical thinking

• Offers insufficient evaluation of sources, demonstrating little understanding of research

• Provides a reflection that is often formulaic and offers little indication as to how the specific content will be applied in the project. Displays little evidence of analysis and critical thinking

• Offers no evaluation of sources, demonstrating little understanding of research

• Provides a reflection that is very formulaic and offers no indication of how the specific content will be applied in the project. Displays no evidence of analysis and critical thinking

Language & Expression

10%

• Uses a sophisticated range of academic vocabulary flexibly and precisely

• Uses an appropriate variety of grammatical structures flexibly and precisely

• Demonstrates consistently high-level control of language, including structure, word choice, word form, spelling and punctuation

• Uses exceptional academic style throughout

• Uses a broad range of academic vocabulary effectively

• Uses an appropriate variety of grammatical structures accurately

• Demonstrates high-level control of language, including structure, word choice, word form, spelling and punctuation

• Uses appropriate academic style throughout

• Uses a range of academic vocabulary well

• Uses an appropriate variety of grammatical structures with only minor errors that do not distract

• Demonstrates good control of language, including structure, word choice, word form, spelling and punctuation

• Uses appropriate academic style

• Uses a range of academic vocabulary with some inconsistency

• Uses a variety of grammatical structures with some systematic errors that may reduce communication but rarely obscure meaning.

• Demonstrates fair control of language, though some errors with structure, word choice, word form, spelling and punctuation are noticeable

• Displays occasional lapses in academic style

• Uses a basic range of simple vocabulary.

• Uses a limited range of grammatical structures that may appear formulaic, borrowed, or memorised

• Loses control of language including structure, word choice, word form, spelling and punctuation which regularly cause difficulty for the reader and may obscure meaning

• Displays obvious lapses in academic style

• Uses a very limited range of simple and formulaic vocabulary.

• Demonstrates very limited control of sentence structures with frequent intrusive errors. Relies mostly on repetition of borrowed or memorised structures. Includes frequent errors which cause confusion and obscure meaning

• Demonstrates very limited control of language including spelling and punctuation

• Displays little to no academic style


Assessment 3: Research Presentation

Criteria Exceeds expectations 10

Superior 9

Strong 8

Adequate 7

Marginal 6

Needs improvement 5

Critical Thinking & Development

25%

• Displays sophisticated critical thinking skills through consistently comprehensive synthesis, in-depth analysis, and thorough evaluation

• Presents, develops, and supports ideas logically and comprehensively, demonstrating highly effective sequencing.

• Consistently relevant and highly engaging content

• Displays high-level critical thinking skills through consistent evidence of synthesis, in-depth analysis, and evaluation

• Presents, develops, and supports ideas clearly, logically, and effectively.

• Consistently relevant and engaging content

• Displays good critical thinking skills through evidence of synthesis, analysis, and evaluation

• Presents, develops, and supports ideas clearly and logically.

• Relevant and engaging content for the most part.

• Displays some capacity for critical thinking through evidence of synthesis, analysis, and evaluation, though limited in depth

• Presents and supports ideas with room for further development.

• Mostly relevant and adequate content. May include some irrelevancies or inconsistencies

• Displays a limited capacity for critical thinking with limited evidence of synthesis, analysis, and evaluation

• Presents ideas simplistically, with minimal support and development.

• Largely descriptive content. Includes irrelevancies and inconsistencies

• Displays an overall lack of any critical thinking. Lacking in any meaningful synthesis, analysis, or evaluation

• Presents ideas inadequately, with very limited to no support or development.

• Simple and descriptive content. Includes many irrelevancies and inconsistencies

Research & Referencing

25%

• Selects highly relevant, reliable, and current sources that fully support the presentation

• Reads/Listens in detail to understand main ideas and research results in depth, accurately highlighting implications, and conclusions

• Includes complete and consistently accurate written and verbal Harvard references throughout

• Selects relevant, reliable, and current sources that support the presentation

• Reads/Listens in detail to understand main ideas and research results, highlighting implications and conclusions

• Includes accurate written and verbal Harvard references throughout

• Selects sources that are mostly relevant, reliable, and current, and support the presentation

• Reads/Listens to understand main ideas, and most research results, highlighting key conclusions

• Includes mostly accurate written and verbal Harvard references

• Selects some sources that are relevant, reliable, and current and support the presentation with some inconsistency

• Reads/Listens to understand main ideas and some research results, highlighting some conclusions

• Includes basic and sometimes inaccurate written and verbal Harvard references

• Selects sources that are mostly not relevant, reliable, or current and may not support the presentation

• Some misunderstanding of main ideas. Only brief, surface mention of research results or conclusions

• Includes limited and largely inaccurate written and verbal Harvard references

• Selects sources that are not relevant, reliable, or current and fail to support the presentation

• Misunderstanding of the main ideas and no mention of research results or conclusions

• Includes consistently inaccurate or no written or verbal Harvard references

Engagement & Interaction

25%

• Applies highly effective audience engagement strategies to build and sustain rapport

• Incorporates highly effective and appropriately designed visuals that add significant value

• Uses highly effective discourse management strategies consistently throughout

• Listens thoughtfully and adapts quickly and easily to new ideas and directions, remaining consistently alert and responsive to all questions and comments

• Applies effective audience engagement strategies to build rapport

• Incorporates effective visuals that add value

• Uses effective discourse management strategies throughout

• Listens carefully and adapts to new ideas and directions, remaining alert and responsive to all questions and comments

• Applies audience engagement strategies and makes some attempt to build rapport

• Incorporates good visuals that support content

• Uses good discourse management strategies throughout

• Listens well, remaining alert and responsive to all questions and comments

• Attempts to apply some audience engagement strategies, although not always successfully

• Incorporates adequate visuals that support content but may not be integrated effectively

• Uses some discourse management strategies

• Listens but may not be responsive to all questions and comments

• Applies few audience engagement strategies, with little attempt to build rapport

• Incorporates visuals that are often irrelevant and poorly integrated

• Attempts to use discourse management strategies but unsuccessfully

• Appears to listen to questions but does not understand enough to respond adequately. Hesitates and relies on memorisation or notes

• Applies no audience engagement strategies, with no attempt to build rapport, over-relying on notes

• Incorporates irrelevant visuals • Fails to use any discourse management

strategies • Fails to listen and does not respond to

questions coherently. Limited responses


25%

• Uses a sophisticated range of academic vocabulary and grammatical structures flexibly and accurately

• Expresses ideas using exceedingly articulate speech. Highly natural and consistent use of cohesive discourse markers throughout

• Speaks naturally and spontaneously with high degree of fluency. No language-related hesitation. Uses a wide range of pronunciation features effectively and naturally, including stress, pace, pause, intonation, and rhythm

• Uses a broad range of academic vocabulary and grammatical structures accurately

• Expresses ideas using articulate speech. Natural and cohesive use of discourse markers

• Speaks spontaneously and fluently. Language-related hesitation is rare. Uses a range of pronunciation features effectively, including stress, pace, pause, intonation, and rhythm with very few minor lapses

• Uses a range of academic vocabulary and grammatical structures with only minor errors

• Expresses ideas clearly. Discourse markers used with only minor errors that do not affect clarity or cohesion

• Speaks fluently though some language-related hesitation may be evident at times. Uses some pronunciation features effectively. Only minor lapses. Speaks at a steady pace

• Uses an adequate range of academic vocabulary and grammatical structures. Errors may affect understanding

• Expresses most ideas clearly though inconsistent use of discourse markers reduces clarity and cohesion at times

• Speaks with some degree of fluency though reduced by language-related hesitation and repetition. Uses some pronunciation features. Speech may be monotonous. Pace may be rushed

• Uses a basic range of academic vocabulary and grammatical structures. May rely on some repetition. Errors affect understanding

• Expresses some ideas clearly though limited or inaccurate use of discourse markers reduces clarity and cohesion

• Speaks with limited fluency affected by frequent language-related hesitation and repetition. Uses few pronunciation features. Pronunciation weakness may affect understanding

• Uses a very limited range of academic vocabulary and grammatical structures. Mostly relies on repetition of simple items. Errors limit understanding

• Does not express ideas clearly. Little to no use of discourse markers affects overall clarity and cohesion

• Speaks with very limited fluency. Significant language-related hesitation and repetition. Self-corrections are disruptive. Does not use pronunciation features. Pronunciation weakness significantly affects understanding


Assessment 4: Part 1 Paragraph

A4 Essay Rubric

Exceeds Expectations Superior Strong Adequate Marginal Needs Improvement

Criteria 10 9 8 7 6 5 Research

10% • Selects highly relevant, reliable,

current and useful sources that fully support an insightful paragraph

• Selects relevant, reliable, current and useful sources that support an insightful paragraph

• Selects sources that are mostly relevant, reliable and current to support a well written paragraph

• Selects sources that vary in relevance, reliability and currency and mostly support the paragraph

• Selects sources that may not always be relevant, reliable or current and may not support the paragraph

• Selects sources that are not relevant, reliable or current, and fail to support the paragraph

Development & Critical Analysis

20%

• Develops and supports all ideas consistently and logically, demonstrating highly effective sequencing in a comprehensive and fully developed paragraph

• Demonstrates exceptional depth of analysis with extensive evidence of critical thinking throughout

• Develops and supports all ideas clearly and logically, demonstrating effective sequencing in a thorough and well-developed response

• Demonstrates depth of analysis with thorough evidence of critical thinking

• Develops and supports most ideas clearly and logically in a well-developed response with only minor gaps

• Demonstrates an analytical approach with good evidence of critical thinking

• Supports some ideas clearly in an adequately developed response with some gaps

• Demonstrates some capacity for analysis and critical thinking though limited in depth

• Presents a generally underdeveloped or incomplete response

• Demonstrates limited capacity for analysis or critical thinking. Simplistic content throughout

• Supports ideas inadequately in a significantly underdeveloped and incomplete response

• Displays an overall lack of critical thinking or analysis. Simple and highly descriptive content throughout

Synthesis & Referencing

30%

• Synthesises and paraphrases ideas from a comprehensive range of academic sources with sophisticated flexibility and precision

• Uses natural and consistently effective reporting structures to clearly distinguish authors’ voices. Includes complete and consistently accurate in-text and full list Harvard references throughout

• Synthesises and paraphrases ideas from a wide range of academic sources with good precision and some flexibility.

• Uses consistently effective reporting structures to clearly distinguish authors’ voices. Includes accurate in-text and full list Harvard references throughout

• Paraphrases ideas from a range of academic sources with fairly consistent accuracy

• Uses effective reporting structures to distinguish authors’ voices. Includes mostly accurate in-text and full list Harvard references

• Attempts to paraphrase or quote ideas from a sufficient number of academic sources but some poor paraphrasing or copying may be evident

• Uses reporting structures that mostly distinguish authors’ voices but may be inaccurate or mechanical at times. Includes basic and sometimes inaccurate Harvard references

• May attempt to paraphrase or quote some ideas from sources but this is largely unsuccessful due to poor paraphrasing or significant copying

• Uses reporting structures insufficiently or inappropriately, making it difficult to distinguish authors’ voices. Includes limited and largely inaccurate Harvard references

• Does not attempt to paraphrase or quote ideas from sources. Copies all ideas directly

• May attempt to use some reporting structures but these are largely unsuccessful. Includes consistently inaccurate or no Harvard references

Organisation & Coherence

25%

• Demonstrates a natural and consistently high degree of coherence characterised by clear, logical and highly effective organisation and sequencing, sophisticated cohesion and seamless integration and progression of ideas

• Demonstrates a high degree of coherence characterised by clear and logical organisation and sequencing, cohesive devices and effective integration and progression of ideas

• Produces a coherent and well organised paragraph characterised by clear organisation and sequencing, cohesive devices and good integration and progression of ideas

• Produces a coherent and appropriately organised paragraph. Some gaps or inconsistencies in sequencing, use of cohesive devices and integration or progression of ideas

• Attempts to produce a coherent and organised paragraph, though this is only partially successful due to a lack of unity, lapses in logical development and a limited range of cohesive devices which may appear mechanical, repetitive, or redundant

• Displays an overall lack of cohesion and organisation characterised by frequent ambiguity, poor clarity and unity, and irrelevancies or inconsistencies, causing significant confusion


15%

• Uses a sophisticated range of academic vocabulary flexibly and precisely with exceptional academic style throughout


• Uses a wide range of academic vocabulary effectively, displaying appropriate academic style throughout


• Uses a range of academic vocabulary with appropriate academic style for the most part


• Uses academic vocabulary with some inconsistency, displaying occasional lapses in academic style


• Uses a basic range of simple vocabulary with obvious lapses in academic style.


• Uses a very limited range of simple and formulaic vocabulary, displaying little to no academic style

• Demonstrates very limited control of structures with frequent intrusive errors. Relies mostly on repetition of borrowed or memorised structures. Includes frequent errors which cause confusion and obscure meaning


Assessment 4: Part 2 (Essay)


10 Superior

9 Strong

8 Adequate

7 Marginal

6 Needs improvement

5

Research 10%

• Selects highly relevant, reliable, current and useful sources that fully support an insightful essay

• Selects relevant, reliable, current and useful sources that support an insightful essay

• Selects sources that are mostly relevant, reliable and current to support a good essay

• Selects sources that vary in relevance, reliability and currency and mostly support the essay

• Selects sources that may not always be relevant, reliable or current and may not support the essay

• Selects sources that are not relevant, reliable or current, and fail to support the essay

Development & Critical Analysis

20%

• Develops and supports all ideas consistently and logically, demonstrating highly effective sequencing in a comprehensive and fully developed response

• Demonstrates exceptional depth of analysis with thorough evidence of evaluation and critical thinking throughout

• Develops and supports all ideas clearly and logically, demonstrating effective sequencing in a thorough and well-developed response

• Demonstrates depth of analysis with extensive evidence of evaluation and critical thinking throughout

• Develops and supports ideas clearly and logically in a well-developed response with only minor gaps

• Demonstrates an analytical approach with good evidence of evaluation and critical thinking

• Supports ideas clearly in an adequately developed response with some gaps

• Demonstrates some capacity for analysis, evaluation and critical thinking though limited in depth

• Presents a generally underdeveloped or incomplete response

• Demonstrates limited capacity for analysis, evaluation or critical thinking. Simplistic content throughout

• Supports ideas inadequately in a significantly underdeveloped and incomplete response

• Displays an overall lack of critical thinking, analysis or evaluation. Simple and highly descriptive content throughout

Synthesis & Referencing

30%

• Synthesises ideas from a comprehensive range of academic sources with sophisticated flexibility and precision

• Uses natural and consistently effective reporting structures to clearly distinguish authors’ voices

• Includes complete and consistently accurate in-text and full list Harvard references throughout

• Synthesises ideas from a wide range of academic sources with good precision and some flexibility.

• Uses consistently effective reporting structures to clearly distinguish authors’ voices

• Includes accurate in-text and full list Harvard references throughout

• Paraphrases ideas from a range of academic sources with fairly consistent accuracy

• Uses effective reporting structures to distinguish authors’ voices

• Includes mostly accurate in-text and full list Harvard references

• Attempts to paraphrase or quote ideas from a sufficient number of academic sources but some poor paraphrasing or copying may be evident

• Uses reporting structures that mostly distinguish authors’ voices, but may be inaccurate or mechanical at times

• Includes basic and sometimes inaccurate Harvard references

• May attempt to paraphrase or quote some ideas from sources but this is largely unsuccessful due to poor paraphrasing or significant copying

• Uses reporting structures insufficiently or inappropriately, making it difficult to distinguish authors’ voices

• Includes limited and largely inaccurate Harvard references

• Does not attempt to paraphrase or quote ideas from sources. Copies all ideas directly

• May attempt to use some reporting structures but these are largely unsuccessful

• Includes consistently inaccurate or no Harvard references

Organisation & Coherence

25%

• Applies a wide range of effective organisational features appropriate to genre and consistently communicates purpose of sections clearly and concisely.

• Demonstrates a natural and consistently high degree of coherence characterised by clear, logical and highly effective sequencing and seamless integration and progression of ideas

• Uses a wide range of cohesive devices flexibly and precisely

• Applies a range of effective organisational features appropriate to genre and communicates purpose of sections clearly

• Demonstrates a high degree of coherence characterised by clear and logical sequencing and effective integration and progression of ideas

• Uses a range of cohesive devices accurately

• Applies effective organisational features appropriate to genre and communicates purpose of sections well

• Produces a coherent and well organised essay characterised by clear sequencing and good integration and progression of ideas

• Uses cohesive devices with a good degree of accuracy

• Applies some organisational features appropriate to genre and attempts to communicate purpose of sections clearly, with some lapses in clarity

• Produces a coherent and appropriately organised essay. Some gaps or inconsistencies in sequencing and integration or progression of ideas

• Uses cohesive devices effectively for the most part, though range and flexibility may be limited

• Attempts to apply organisational features, though topic sentences, purpose statements or controlling ideas may be ambiguous or misleading

• Attempts to produce a coherent and well organised essay, though this is only partially successful due to a lack of unity and lapses in logical development

• Uses a limited range of cohesive devices which may appear mechanical, repetitive, or redundant

• Fails to apply basic organisational features. Topic sentences, purpose statements or controlling ideas are ambiguous or misleading

• Displays an overall lack of cohesion and organisation with frequent ambiguity, irrelevancies and/or inconsistencies causing significant confusion

• Fails to use sufficient cohesive devices. Essay lacks coherence and unity.


15%

• Uses a sophisticated range of academic vocabulary flexibly and precisely

• Uses an appropriate variety of grammatical structures flexibly and precisely


• Uses exceptional academic style throughout

• Uses a broad range of academic vocabulary effectively

• Uses an appropriate variety of grammatical structures accurately


• Uses appropriate academic style throughout

• Uses a range of academic vocabulary well

• Uses an appropriate variety of grammatical structures with only minor errors that do not distract


• Uses appropriate academic style

• Uses a range of academic vocabulary with some inconsistency

• Uses a variety of grammatical structures with some systematic errors that may reduce communication but rarely obscure meaning.


• Displays occasional lapses in academic style

• Uses a basic range of simple vocabulary

• Uses a limited range of grammatical structures that may appear formulaic, borrowed or memorised


• Displays obvious lapses in academic style

• Uses a very limited range of simple and formulaic vocabulary

• Demonstrates very limited control of sentence structures with frequent intrusive errors. Relies mostly on repetition of borrowed or memorised structures. Includes frequent errors which cause confusion and obscure meaning

• Demonstrates very limited control of language including spelling and punctuation

• Displays little to no academic style


Assessment 7: Group Discussion

A7 Discussion Rubric

Exceeds Expectations Superior Strong Adequate Marginal Needs Improvement

Criteria 10 9 8 7 6 5

Critical Thinking & Development

20%

• Displays sophisticated critical thinking skills through consistent evidence of comprehensive synthesis, in-depth analysis and thorough evaluation

• Develops and supports ideas logically and comprehensively, demonstrating highly effective sequencing. Consistently relevant and highly engaging ideas throughout

• Displays high-level critical thinking skills through consistent evidence of synthesis, in-depth analysis and evaluation

• Develops and supports ideas clearly, logically and effectively. Consistently relevant and engaging ideas throughout

• Displays good critical thinking skills through evidence of synthesis, analysis and evaluation

• Develops and supports ideas clearly and logically. Relevant and engaging ideas for the most part

• Displays some capacity for critical thinking through evidence of synthesis, analysis and evaluation, though limited in depth

• Presents ideas with room for further development. Mostly relevant ideas

• Displays a limited capacity for critical thinking. Limited evidence of synthesis, analysis and evaluation. May include significant gaps

• Presents ideas simplistically, with minimal development. Largely descriptive content. Organisation is lacking in clarity. Includes many simple and irrelevant ideas

• Displays an overall lack of any critical thinking. Lacking in any meaningful synthesis, analysis or evaluation. Includes significant gaps

• Presents ideas inadequately, with very limited to no development. Organisation is confusing and includes only simple and irrelevant ideas

Discourse Management & Engagement

20%

• Demonstrates consistent and highly confident discourse management in all aspects: initiates, clarifies, facilitates, redirects, sustains the discussion, and repairs breakdowns

• Highly engaged and participates proactively, demonstrating high-level collaboration

• Demonstrates confident discourse management in all aspects: initiates, clarifies, facilitates, redirects, sustains the discussion, and repairs breakdowns

• Mostly engaged and participates proactively, demonstrating effective collaboration

• Demonstrates effective discourse management in most aspects: initiates, clarifies, facilitates, redirects and sustains the discussion successfully though some minor gaps may be noticeable

• Generally engaged but may not participate as frequently as other group members

• Demonstrates an attempt at discourse management in most aspects, though may be inconsistent and/or unsuccessful.

• Engaged but participates inconsistently. Allows others to dominate.

• Demonstrates limited and unsuccessful discourse management in many aspects Extended silences are noticeable

• Demonstrates limited engagement and participation.

• Demonstrates no discourse management. May be reliant on memorisation and/or notes. Contributions may resemble individual speech rather than group discussion

• Hardly any engagement or participation.

Listening

20%

• Listens consistently and thoughtfully, adapting quickly and easily to new ideas and changes in direction. Remains consistently alert and fully responsive to all contributions

• Uses non-verbal cues highly effectively to show understanding

• Listens carefully and adapts well to new ideas and changes in direction, remaining alert and responsive to all contributions

• Uses non-verbal cues effectively to show understanding

• Listens well and adapts to new ideas and changes in direction, remaining responsive to all contributions

• Uses non-verbal cues effectively to show understanding but may lack consistency

• Listens but may not always adapt well to new ideas or changes in direction. May not always remain alert or responsive to contributions

• Uses non-verbal cues adequately at times to show understanding

• Listens but does not adapt well to new ideas or changes in direction. May not remain alert or responsive to contributions.

• Use of non-verbal cues to show understanding is limited

• Does not listen well. Does not adapt to new ideas or changes in direction. Does not remain alert or respond to contributions.

• Does not use any non-verbal cues to show understanding


20%

• Uses a sophisticated range of academic vocabulary and grammatical structures with flexibility and precision. No obvious errors

• Expresses ideas using exceedingly articulate

• Uses a broad range of academic vocabulary and grammatical structures with precision. Errors are rare

• Expresses ideas using articulate speech. Natural and cohesive use of discourse markers

• Uses a range of academic vocabulary and grammatical structures with only minor errors

• Expresses ideas clearly. Discourse markers used with

• Uses an adequate range of academic vocabulary and grammatical structures. Errors may affect some understanding

• Expresses most ideas clearly though inconsistent use of

• Uses basic vocabulary and grammatical structures. May rely on some repetition. Errors affect understanding

• Expresses some ideas clearly though limited or inaccurate

• Uses a very limited range of vocabulary and grammatical structures. Mostly relies on repetition of simple phrases. Errors limit understanding

• Does not express ideas clearly. Little to no use of discourse


speech. Highly natural and cohesive use of discourse markers throughout

• Speaks naturally and spontaneously with high degree of fluency. No language-related hesitation. Uses a wide range of pronunciation features effectively and naturally, including stress, pace, pause, intonation and rhythm

• Speaks spontaneously and fluently. Language-related hesitation is rare. Uses a range of pronunciation features effectively, including stress, pace, pause, intonation and rhythm with very few minor lapses

only minor errors that do not affect clarity or cohesion

• Speaks fluently though some language-related hesitation may be evident at times. Uses a range of pronunciation features effectively. Only minor lapses. Speaks at a steady comfortable pace

discourse markers reduces clarity and cohesion at times

• Speaks with some degree of fluency though reduced by language-related hesitation and repetition. Uses some pronunciation features effectively. Speech may be monotonous. Pace may be rushed

use of discourse markers reduces clarity and cohesion

• Speaks with limited fluency affected by frequent language-related hesitation and significant repetition. Uses few pronunciation features. Pronunciation may affect understanding

markers affects overall clarity and cohesion

• Speaks with very limited fluency. Frequent repetition, long hesitations and self-corrections are disruptive. Does not use pronunciation features. Pronunciation significantly affect understanding

Task response

20%

(Group)

• Group provides a comprehensive analysis of the problem, competently identifying all relevant causes and effects

• Group discusses genuine limitations of all solutions and addresses them comprehensively

• Group supports all claims with reference to relevant evidence

• Group provides a thorough analysis of the problem, identifying relevant causes and some effects

• Group discusses potential limitations of all solutions and addresses them effectively

• Group supports most claims with reference to relevant evidence

• Group provides an analysis of the problem, identifying causes and effects which may not be consistently relevant

• Group discusses limitations of some solutions and addresses them well

• Group supports some claims with reference to relevant evidence

• Group provides an analysis of the problem, identifying some causes but may not refer to effects

• Group discusses limitations of some solutions but may not address them

• Group supports claims with reference to evidence which may not always be relevant

• Group attempts to provide an analysis of the problem, but may not identify clear causes or effects

• Group attempts to discuss limitations of solutions, but these may be superficial and unrealistic

• Group provides mostly irrelevant evidence

• Group does not provide an analysis of the problem – causes are not identified

• Group does not discuss any limitations of solutions

• Group provides no evidence to support claims


Assessment 8: Reflective Writing


10 Superior

9 Strong

8 Adequate

7 Marginal

6 Needs improvement

5

Selection of Activity

20%

• Selects OL activity carefully and thoughtfully, providing clear and sophisticated reasoning for choice

• Describes OL activity accurately, clearly, and concisely

• Selects OL activity carefully, providing clear reasoning for choice

• Describes OL activity accurately and clearly

• Selects OL activity well, providing clear reasoning for choice

• Describes OL activity clearly

• Selects OL activity that may be limited but useful for reflection, providing fair reasoning for choice

• Describes OL activity clearly for the most part

• Selects OL activity that may be unsuitable for reflection, providing simplistic and/or unclear reasoning for choice

• May not describe OL activity clearly

• Selects OL activity that is unsuitable for reflection, providing limited to no reasoning for choice

• Does not describe OL activity clearly

Reflection

30%

• Provides a sophisticated, highly unique, and thoroughly insightful analysis, supported effectively with specific references to the activity

• Demonstrates exceptional and thorough evaluation and critical thinking throughout by evaluating own performance and experience, with specific and consistently clear references to strengths, limitations, and goals

• Provides a highly unique and insightful analysis, supported effectively with specific and clear references to the activity

• Demonstrates a thorough evaluation and critical thinking throughout by evaluating own performance and experience, with specific and clear references to strengths, limitations, and goals

• Provides a unique analysis, supported effectively with references to the activity

• Demonstrates some depth in evaluation and critical thinking throughout by evaluating own performance and/or experience, with references to strengths, limitations, and goals

• Provides an analysis that demonstrates original thought with reference to the activity

• Demonstrates some capacity for evaluation and critical thinking by evaluating own performance or experience with superficial reference to strengths and weaknesses, though tends to be overly generalised and limited in depth. May appear to be descriptive rather than reflective at times

• Provides an analysis that lacks originality and demonstrates limited reference to the activity

• Demonstrates limited capacity for meaningful evaluation, or critical thinking. May attempt to evaluate own performance or experience with limited consideration of strengths, limitations, or goals. Descriptive rather than reflective

• Provides a description rather than an analysis with no reference to the activity

• Displays an overall lack of critical thinking. and no evaluation of own performance and experience. Simple and highly descriptive content throughout

Organisation & Cohesion

30%

• Uses consistently effective organisational patterns

• Uses a sophisticated range of cohesive devices to develop ideas with such natural flair and flexibility to almost go unnoticed

• Uses effective organisational patterns

• Uses a broad range of cohesive devices to develop ideas with some flair and flexibility

• Uses clear organisational patterns

• Uses a range of cohesive devices including transition markers with good accuracy to develop ideas. Any omissions and/or inaccuracies are minor and intermittent

• Attempts to use organisational patterns

• Use of cohesive devices including transition markers may be somewhat repetitive or mechanical. Omissions and inaccuracies do not impede communication

• Ideas lack clarity and logical sequencing

• Use of cohesive devices including transition markers is frequently repetitive, mechanical, or redundant. Omissions and inaccuracies may sometimes impede communication

• Ideas are largely simplistic and without clarity or logical sequencing

• Does not use any cohesive devices (including transition markers). Omissions and inaccuracies impede communication

Language

20%

• Uses a sophisticated range of natural reflective language with significant flexibility to express opinions and feelings concisely.

• Demonstrates consistently high-level control of language, including complex sentence structure, word choice, word form, spelling, and punctuation

• Uses a broad range of natural reflective language with flexibility to express opinions and feelings clearly.

• Demonstrates high-level control of language, including structure, word choice, word form, spelling, and punctuation

• Uses a range of reflective language to express opinions and feelings clearly.

• Demonstrates good control of language, including structure, word choice, word form, spelling, and punctuation. Only minor errors that do not distract

• Uses some reflective language to express opinions and feelings. though with some inaccuracy

• Demonstrates fair control of language, though some errors with structure, word choice, word form, spelling and punctuation are noticeable. May reduce communication but rarely obscure meaning

• Uses a limited range of reflective language to express opinions and feelings.

• Loses control of language including structure, word form, word choice, spelling and punctuation which regularly cause difficulty for the reader and may obscure meaning. May appear formulaic, borrowed, or memorised

• Uses only very simple, formulaic expressions, lacking in any reflective language

• Demonstrates very limited control of language including structure, word choice, word form, spelling, and punctuation. Includes frequent errors which cause confusion and obscure meaning


Appendix 2: Checking your progress on OpenLearning You need to complete at least 80% of the tasks on OpenLearning in order to satisfy the participation requirements of UEEC10. Your progress will be monitored. Your progress bar shows what percentage of available tasks you have completed at any time (i.e. each week when a new unit is released, your progress bar will be updated with the tasks from the new week). You should check your progress regularly to stay above 80% throughout the course. To check your progress, click on the progress bar on the top right of the screen on OpenLearning.


Appendix 3: Assessment 2 Exemplar (Annotated Bibliography)

The following provides an exemplar for A2, the Annotated Bibliography.

NB: This task requires three entries, and they should appear in alphabetical order by author. Only one entry is provided here.

Name: YANG, Liu Class: U10-32 Student ID: G012345

Teoh, ER & Kidd, DG 2017, ‘Rage against the machine? Google's self-driving cars versus human drivers’, Journal of Safety Research, vol. 63, pp. 57-60, accessed 19 May 2018, < http://dx.doi.org/10.1016/j.jsr.2017.08.008>.

This article aims to assess the safety of Google’s self-driving cars in comparison to conventionally driven cars to improve the autonomous driving experience. In order to do this, Teoh and Kidd (2017) gather data of police reportable crash incidents involving Google self-driving test cars and that of actual incidents reported involving human-driven cars on select roads in California. The statistics are analysed in terms of crash patterns of Google cars in full autonomous function and human-driven cars. The writers note that the rate of police-reportable crashes for Google cars is lower than that of human driven vehicles. They suggest that based on the numbers and patterns of crash incidents, Google cars as deployed are safer than human-driven cars. Teoh and Kidd (2017) however, stress that it is too early to make overarching claims about crash and safety rates of Google cars as crash reporting criteria and practices are still unclear.

This article’s strength is the clear link between the results and implications in the field of automation. The research is valuable for future plans in vehicle design or for engineering students. This is useful to my project as the process of assessing the safety of driverless technology can form part of my presentation on improving the driverless testing methods.

Note: The first page of the selected articles must be attached to your annotated bibliography submission.


Appendix 4: Assessment 1.2 Exemplar (Presentation Abstract) As part of your Presentation (A3), you are required to submit a one-page Presentation Abstract. This abstract is assessed as part of the Presentation. It will be assessed according to the following points: • Abstract provides a suitable purpose and a clear structure or outline • Glossary of key terms is appropriate and provides suitable definitions • Full bibliographical references for each source are provided demonstrating accuracy in applying Harvard

referencing conventions.

Full name: YU, Mei Class: U10-17 Student ID: G012345

CCD and the impact of electromagnetic radiation on honey bee behaviour

The increase in the usage of electronic gadgets over the past decade has led to electro-pollution of the environment. Honeybee behaviour has been directly affected by this electro-smog since these insects have magnetite in their bodies which helps them in navigation. There are reports of sudden disappearance of bee populations. This new phenomenon has been named ‘Colony Collapse Disorder’ (CCD) which involves bees failing to return to their hives. On the basis of recent research, the increase in electromagnetic waves is now emerging as a potential cause. The purpose of this presentation is to analyse the incidence of CCD and to evaluate methods currently being explored to mitigate the impact electronic devices is having. I will begin with a brief overview of the ecological importance of bees. This will be followed by a detailed analysis of the influence of electromagnetic radiation (EMR) based technologies, in particular increased usage of mobile devices, on bee behaviour. Then, I will share current research in the area and assess the viability of some of the proposed solutions to address this ecological concern. The establishment of policies that govern the application of communications technologies may prove crucial in order to protect the fragile ecosystem. Glossary of Key Terms

• Colony Collapse Disorder (CCD): bee colonies losing worker bee populations • Ecosystem: a biological community of interacting organisms and their physical environment • Electro-magnetic (EM) radiation: a magnetic field produced by a current of electricity • Electro-smog: high-frequency artificial radiation fields created by mobile phones, phone towers, Wi-Fi, and

microwaves Reference List

Cox-Foster, DL, Conlan, S, Holmes, EC, Palacios, G, Evans, JD, Moran, NA, Quan, PL, Briese, T, Hornig, M, Geiser, DM, Martinson, V, vanEngelsdorp, D, Kalkstein, AL, Drysdale, A, Hui, J, Zhai, J, Cui, L, Hutchison, SK, Simons, JF, Egholm, M, Pettis, Js, Lipkin, WI, 2007, ‘A metagenomic survey of microbes in honey bee colony collapse disorder’, Science, vol. 318, accessed 3 Nov 2017, <http://science.sciencemag.org/content/318/5848/283>

Favre, D, 2011, ‘Mobile phone-induced honeybee worker piping’, Apidologie, vol. 42, no. 3, pp. 270-279, accessed 3 Nov 2017 from SpringerLink Full Text Database, DOI: 10.1007/s13592-011-0016-x. <https://link.springer.com/article/10.1007%2Fs13592-011-0016-x>

Kumar, NR, Devi, A, Namita, RH & Verma, T 2016, ‘Cell phone radiations: influence on haemolymph and semen of drone honey bee Apis mellifera L.’, International Journal of Basic and Applied Biology, vol. 3, no. 1, pp. 36-39.

Vilic, M, Gajger, I, Tucak, P, Stambuk, A, Srut, M, Klobucar, G, Malaric, K, Zajaa, I, Pavelic, A, Manger, M & Tkalec, M, 2017 ‘Effects of short-term exposure to mobile phone radiofrequency (900 MHz) on the oxidative response and genotoxicity in honey bee larvae,’ Journal of Apicultural Research, vol. 56 no. 4, pp. 430-438.


Appendix 5: Assessment 1.3 Exemplar (Essay Plan) The following provides an exemplar for your A1.3 Essay Plan. It is based on the essay which is provided in Appendix 6. Task 1: Reflection on A3: Research Presentation * Refer to the feedback provided on Moodle by your presentation marker

What recommendation did your presentation teacher provide for your essay?

• My presentation teacher said that my solutions lacked adequate evaluation. I need to identify and address the limitations of my solutions.

Task 2: Essay Plan

Structure Notes (including potential sources)

Introduction paragraph

• Orientation Contextualise the topic within a general trend

• Plagiarism increasing due to blended/online learning

• Definition • Copying ideas – no acknowledgement

• Purpose statement • This essay will examine the problem of plagiarism and evaluate some practical strategies to address it.

• Outline / scope • preparatory courses • punitive measures

Body paragraph 1 - Analysis of the problem

• Causes • unintentional plagiarism o e.g. differences in Japanese system (Kimura 2013) o lack of paraphrasing skills

• intentional plagiarism (more serious) o stress, fear or failure etc. (Jones 2015)

• Effects

• threaten academic integrity • Impact student’s academic standing

Body paragraph 2 – Solution 1

• Details of solution (implementation strategy – what, how, who, when)

• solution: provide referencing guidelines and academic literacy training (Stevens & McKenzie 2013), (Belter 2009)

• implementation: online academic integrity modules

• Evaluation of solution (advantages, limitation / challenges, overall benefit)

• challenge: high cost – training needs • overall benefit: reinforce academic standards


Body paragraph 3 – Solution 2

• Details of solution (implementation strategy – what, how, who, when)

• solution: penalties for plagiarism o teacher penalties o institutional penalties

• implementation: raise awareness of penalties (Smith 2007)

• Evaluation of solution (advantages, limitation / challenges, overall benefit)

• challenge: unpleasant • response: needs sensitive management + good quality examples (Jay

2016) • overall benefit: makes students understand choices + works together

with incentives to promote academic integrity

Conclusion paragraph

• Restate the problem • Summarise the

solutions • Future statement

(warning / prediction / suggestion)

• problem restated and solutions summarised from preceding paragraphs

• future: warning – plagiarism could undermine quality of the whole tertiary system


Appendix 6: Assessment 4 Exemplar (Essay) The response takes the form of a problem-solution essay. Guidelines:

• Your essay should be between 750-800 words in length. • The essay should be written in a suitable academic style and demonstrate appropriate academic

writing conventions. • Incorporate information and reference sources appropriately (note that a minimum of five

sources must be referred to by name). • Use the Harvard referencing system to provide in-text references.

Essay topic: Plagiarism in Australian universities Academic dishonesty has been a recognized problem in higher education for many decades. Plagiarism, which is a form of academic misconduct, has become particularly prevalent in recent years as many universities have moved to blended or online learning. Plagiarism can be described as the act of copying and presenting the ideas of others without proper acknowledgment. Because of its potentially serious implications, the need to identify and prevent plagiarism has become a genuine priority for education professionals in Australia. This essay will examine the problem of plagiarism and evaluate some practical strategies to address it. It will recommend the provision of effective preparatory courses in addition to the use of appropriate punitive measures.

There are several factors that are known to contribute to the incidence of plagiarism in Australian tertiary institutions. Many students, for example, may commit acts of plagiarism unintentionally simply because they are not fully aware of Australian referencing conventions. This is a view supported by Kimura (2013) who notes that, in Japanese universities, in-text referencing may not be necessary if source materials are clearly cited in the bibliographical section. Moreover, despite the best of intentions, some students may lack the skills required to effectively paraphrase and synthesise information from original source materials. Besides, they may think that making minor modifications to external work is enough to make their response original. Intentional plagiarism, on the other hand, is a far more serious issue. It includes the conscious copying of the work of others and submitting it as the author’s own. According to Jones (2016), it is often a product of study related stress, the desire to cut corners, and the fear of failure. Regardless of these reasons, the consequences of plagiarism can be detrimental for all concerned as it undermines academic integrity and can damage a student’s academic standing. In light of this, appropriate strategies to address this issue should be considered.

One pragmatic strategy for lowering the incidence of accidental plagiarism is to adopt approaches that raise awareness and develop proper referencing capacity among students. Promoting clear referencing guidelines and offering academic literacy training, for instance, may help to achieve this goal. In support of this, Stevens and McKenzie (2013, p. 52) found that most participants in their ‘Plagiarism Awareness Program’ considered the course “useful” in addressing the root causes associated with some forms of plagiarism. Raising student awareness about plagiarism can also be achieved by designing online academic integrity modules, which can be made compulsory parts of the courses. According to Belter (2009), after the completion of such modules, the occurrence of plagiarism has been largely reduced. It has to be noted, however, that this strategy requires some amount of investment. Academic literacy training and integrity modules have to be designed and then delivered by properly trained staff, which often means additional spending. The outcomes of these courses, however, may stand to reinforce academic standards and potentially reduce incidences of plagiarism among well intentioned students.


Another approach to combat deliberate acts of plagiarism may be to establish suitable deterrents and to enforce penalties when necessary. Punishment for plagiarism commonly occurs at two levels - teacher-student and student-institution. In general, teacher penalties include verbal or written warnings or deduction of marks while institutional sanctions range from suspension, expulsion or even legal penalties (Berlinck 2011). Students should be made aware of the punitive measures that they are likely to face if found guilty of serious academic misconduct. According to Smith (2007), the awareness of such deterrents is effective in preventing deliberate acts of plagiarism. Despite the fact that enforcing negative measures such as expulsion from university is highly unpleasant for all involved and needs to be managed sensitively, doing so is important to ensure that students fully understand the implications of their choices. Jay (2016, p. 47) suggests that, together with penalties for poor referencing, good quality examples should be “properly acknowledged and rewarded”. In this way, a multifaceted approach based on deterrents and incentives could be used to promote higher standards in academic performance and integrity.

In conclusion, plagiarism is a genuine concern that should be addressed with appropriately targeted strategies. Adopting an institutional approach to plagiarism where emphasis is on education and prevention seems crucial to alleviate the problem of academic dishonesty. Preparatory courses addressing plagiarism and academic integrity modules should be readily available and mandatory for all students. To combat intentional forms of plagiarism, clearly identified and consistently implemented rules should be put in place and strictly enforced. Failure to develop adequate measures to build academic skills and reduce incidents of plagiarism will ultimately undermine the quality of the tertiary system in Australia.

(768 words)

The following sources have been incorporated into the essay. Note that this is a sample range only; not all the sources cited in the essay are listed below. Your final essay must have a minimum of 5 academic sources.

Reference List Stevens, T & McKenzie, P 2013. ‘Plagiarism prevention: The University of Brighton experience’, Modern

Librarian, vol. 27, p. 52. Jones, P 2016, Factors known to contribute to incidence of plagiarism in Australian universities, accessed 9

November 2020 <www.ausuniversity.edu.au>. Kimura, K 2013, ‘Plagiarism and overseas students: Is it really a product of culture?’ TESOL Journal

International, vol. 7, no. 3, p. 86.


Appendix 7: Assessment 8 - How to add activities to your portfolio on OpenLearning

The following provides an explanation for how to add activities to your OpenLearning Portfolio for Assessment 8, and how to view and manage your Portfolio. To add an activity to your portfolio, click on the activity you have completed, then click the wheel icon and select ‘Show on Portfolio’.

To access your portfolio, click on your profile image (top right of screen), then on ‘My Profile’

Click on ‘Portfolio’ to view all the activities you have added to your portfolio. Click ‘Manage Portfolio’ to hide or show items.


You can manage the privacy settings on your portfolio by accessing your ‘Account Settings’

Select ‘Anybody in my courses’ if you would like your portfolio to be visible only to UEEC students and teachers.


Appendix 8: Assessment 8 Exemplar (Reflective Writing) The following provides an exemplar for Assessment 8 (Reflective Writing).

Sample activity: Unit 6 Discussion Skills Post-Lesson Task

Sample written reflection:

This reflection is on the Post-Lesson Task in Unit 6 Discussion Skills lesson that involved recording a group discussion of a topic from the lesson and later reflecting on it with classmates. I felt pleased with the points that I raised in the discussion because I researched a variety of literature and outlined my viewpoints before the discussion. On the other hand, I was unsatisfied with my time management as I spent almost two minutes stating one of my points. As a result, this made my talk seem like I was delivering a presentation rather than communicating with others. After the discussion, our teacher watched the recording and reminded me that I needed to summarise my ideas and be aware of the importance of interaction. In addition, one constructive suggestion from my group members was to use variable discussion language instead of repeating phrases such as I think and I agree. I believe those challenges will be addressed by timing my statements and paying attention to the interaction with my partners. Furthermore, it is also helpful to review the discussion language in the textbook. In the future, I will keep practising the discussion skills I have learnt from UEEC and reflecting on my performance.

(204 Words)

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