How was assignment 2 marked?

See the PDF below.


Generic feedback

(We will add more to this section)
  • Keep the provocation firmly in view
  • The stronger assignments elegantly weaved the event throughout the piece
  • Stronger assignments made subtle links between the learning in each unit

Background

In previous years GDSE students have had to do four separate assessment tasks for their four separate units, and as a result have found it difficult to give an assignment the time and depth required. We are wanting to address this problem.

The following task, therefore, is your Assignment 2 task for all four units. You will create one submission, and this will be marked by four different staff members, each from a different unit perspective. Your one submission, then, will receive four separate grades, one for each unit.

This Assignment 2 task is also a warm-up for Assignment 3 in Semester 2. The feedback you get for your Assignment 2 work will help guide you for the bigger Assignment 3 task.

Assignment 2 is based around one or two events that you observe during your Wednesday Observation/Rolling Days in Weeks 6 to 10.

The task

For this task, we want you to choose one of the Nine Provocations as a focus. Choose the one which you think offers you the greatest learning opportunities.

What do we want you to do with your chosen Provocation? On Wednesdays in Weeks 6 to 10 of Semester 1, you will be in schools observing. Use one or two of the events that you observe as a focus for your exploration of your chosen Provocation.
We want you to look at your chosen Provocation and event[s] through the four different unit perspectives. How does the theoretical and practical work you have been doing in Educational Foundations help you to see more deeply into the nature of what you have observed? How does the material you’ve been studying in PPLE help? What about ELPC and STS?

Your submission

The form of your submission is your choice: an essay or research paper, a film, a podcast, an oral presentation with poster are all possibilities.

Audio-visual material should be no longer than 7 minutes, and written submissions no longer than 2500 words. Some students have asked how to incorporate citations in audio-visual material. See the video below for an example of how Ian has done it (at 00:37). You can view other videos made by Ian on his website.






One of the criteria for marking will be the extent to which your thinking has been informed by the research of others, and so an annotated bibliography (presented in APA style or another accepted style applied consistently) must accompany your submission. You should annotate 3 - 5 of the sources you provide in your references list, no more. In particular, we don't want you to provide a simple abstract or summary of the source but, rather, we want you to write 6 - 7 lines about how the source influenced your thinking, provoked or challenged your own previously held viewpoint(s), inspired you to new thoughts or provided different directions, etc. We will be looking at the quality of your annotated bibliography when marking for Criteria 3.

Because your submission will be marked by four different staff members from the perspective of four different units, you might organise your submission into four different sections. However, there may be other ways of approaching this, and the best submissions will be ones which demonstrate an ability to make connections between the learning from the four different units.

Specific Advice for Part-Time Students and Task 2

If you are a first year part-time student you may use any relevant experience as the basis of your assessment (e.g. A personal memory, your own children's experiences, public stories). If this causes you difficulty we suggest you choose an article from the media and then respond to the article from the perspective of your chosen provocation and the TWO units you are studying. To help you you may want to look at the Sydney Morning Herald Education site, The Australian Education site Education Review, or Education Today.

Second year part-time students are invited to respond in the same way or from their previous practicum, with reference to the TWO units you are studying at the moment (you are invited to respond with reference to your previous units as well but not required to do so).

If you are at all concerned, please feel free to make a time to talk things through with one of the members of staff. We're more than happy to help.

Marking criteria (worth 40%)

1. Describes clearly the event[s]
2. Uses the events to explore the chosen provocation
3. Uses relevant research from each of the four units to inform the analysis of the event[s]
4. Makes relevant and useful connections between the learning done in the four units.
5. Communicates ideas effectively and clearly

Rubric, assignment 2


FAIL
Unsatisfactory
PASS
Satisfactory
CREDIT
Good, sound
DISTINCTION
Superior, Thoughtful
HIGH DISTINCTION
Outstanding, Original
Describes clearly the event(s)
Has failed describe event(s) in a way that gives the reader an idea of what has taken place.
Has described event(s) in a way that gives the reader a general impression of what took place, but it lacks detail.
Has described event(s) clearly, with enough detail to allow the reader to form a clear picture of what has taken place.
Has described event(s) in a thorough and detailed and clear way.
Has described event(s) in a vivid and original way. The event(s) comes alive.
Uses the event(s) to explore the chosen provocation
There is no provocation explored.
A provocation has been mentioned and some links with the event(s) described.
The event(s) have been used to make a substantial exploration of the provocation.
The event(s) have been used to make thorough and detailed exploration of the provocation.
The event(s) have been used to make an outstanding and original exploration of the provocation.
Uses relevant research from this unit to inform the analysis of the event[s]
Little or no research is used to inform the analysis.
Some relevant research from this unit has been used to inform the analysis.
Relevant research from this unit has been used to inform the analysis in a substantial way.
Relevant research from this unit has been used to inform the analysis in a thorough and detailed way.
Relevant research from this unit has been used to inform the analysis in an outstanding and original way.
Makes relevant and useful connections between the learning done in the four (part-timers = 2) units.
Has made no connections between the learning done in the units.
Has made a few relevant connections between the learning done in the units, but without substantial elaboration.
Has made a number of good and substantial connections between the learning done in the units.
Has made a number of convincing, thoughtful and relevant connections between the learning done in the units.
Has made outstanding and original connections between the learning done in the units.
Communicates ideas effectively and clearly
There are significant difficulties for the reader in the way ideas have been communicated.
The ideas have been communicated adequately.
The ideas have been communicated clearly.
The ideas have been communicated thoughtfully, effectively and clearly. The different ideas form a coherent whole.
The ideas have been communicated in an original and clear way. The author’s voice is present in an original and authentic way.