1 Project (applied)
My Reflective Journal on modules 1 & 2 and 8-minute Video Project – AITSL 5.1 & 5.3 (40 marks)
1. Create a Reflective Journal as a resource for your audience on High Quality Assessment on module 1 of our unit – Assess student learning (AITSIL 5.1), and module 2 - Consistent and comparable judgements (AITSL 5.3). Length is to be about 2,200 words using the APA (2020) style.
2. Create an 8-minute Video as a resource for your audience on an aspect of interest to you from your studies in module 1 or 2.
No less than 7-minutes and no more than 10-minutes. Optional: Transcript of your video.
3. Post the URL for your video in our ‘AT1 Videos’ forum on or before Wednesday Week 5.
4. Submit in Moodle a Word document as your response to AT1 on or before Wednesday of Week 5 in our Moodle website in the Assessment section ‘Submit AT1 December 15’.
Notes:
o Audience: Fellow prac. teachers and teachers at an Australian high school.
o You are to use the AT1 template provided in our unit’s Moodle website for your response
o View the video commentary by Professor Ken Purnell on an exemplar Video and Reflective Journal from another unitthat has a similar assessment task and uses the APA (2020) throughout: https://www.loom.com/share/5711b253570b4460a2b7aa69b860944f
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o You may care to create your video using Loom software that is free for teachers, or YouTube. If wanted, Loom can generate a transcript as can free software such as Otter.
Week 5 Wednesday (15 Dec 2021) 11:45 pm AEST
Submit as one Word document.
Week 7 Thursday (6 Jan 2022)
Holistic Marking Guide for AT1/AT2 and AT3
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail) your feedback is a tailored video specific to the qualities of your assessment response.
| AT1/2 | AT3 | ||
| High Distinction CQU (2020) descriptor in italics | 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. The content and use of the APA writing style is outstanding and almost flawless. In AT2, use of CQU marker feedback is clearly evidenced. | 34-40 | 20
|
| Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. The content and use of the APA writing style is excellent and has very few flaws. In AT2, use of CQU marker feedback is clearly evidenced. | 30-33 | - |
| Credit | 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. The content and use of the APA writing style is very good and has a few minor flaws. In AT2, use of CQU marker feedback is evidenced. | 26-29 | - |
| Pass | 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and meeting the unit learning outcomes. The content and use of the APA writing style is reasonable and has several flaws. In AT2, use of CQU marker feedback may be evidenced. | 20-25 | - |
| Fail | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-19 | 0 No Digital Badge |
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice.
2 Project (applied)
My Reflective Journal on modules 3 & 4 and 8-minute Video Project – AITSL 5.2, 5.4 & 5.5 (40 marks)
1. Create a Reflective Journal as a resource for your audience on Using Assessment Data on module 3 of our unit – Feedback and reporting (AITSL 5.2 & 5.5), and module 4 - Interpret and use student data (AITSL 5.4). Length is to be about 2,200 words using the APA (2020) style.
2. Create an 8-minute Video as a resource for your audience on an aspect of interest to you from your studies in module 3 or 4.
No less than 7-minutes and no more than 10-minutes. Optional: Transcript of your video.
3. Post the URL for your video in our ‘AT2 Videos’ forum on or before Wednesday Week 9.
4. Submit in Moodle a Word document as your response to AT2 on or before Wednesday of Week 9 in our Moodle website in the Assessment section ‘Submit AT2 January 19’.
Notes:
o Audience: Fellow prac. teachers and teachers at an Australian high school.
o You are to use the AT2 template provided in our unit’s Moodle website for your response
o View the video commentary by Professor Ken Purnell on an exemplar Video and Reflective Journal from another unitthat has a similar assessment task and uses the APA (2020) throughout: https://www.loom.com/share/5711b253570b4460a2b7aa69b860944f
o You may care to create your video using Loom software that is free for teachers, or YouTube. If wanted, Loom can generate a transcript as can free software such as Otter.
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Week 9 Wednesday (19 Jan 2022) 11:45 pm AEST
Submit as one Word document.
Week 12 Wednesday (9 Feb 2022)
Holistic Marking Guide for AT1/AT2 and AT3
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail) your feedback is a tailored video specific to the qualities of your assessment response.
| AT1/2 | AT3 | ||
| High Distinction CQU (2020) descriptor in italics | 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. The content and use of the APA writing style is outstanding and almost flawless. In AT2, use of CQU marker feedback is clearly evidenced. | 34-40 | 20CQU micro-credential |
| Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. The content and use of the APA writing style is excellent and has very few flaws. In AT2, use of CQU marker feedback is clearly evidenced. | 30-33 | - |
| Credit | 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. The content and use of the APA writing style is very good and has a few minor flaws. In AT2, use of CQU marker feedback is evidenced. | 26-29 | - |
| Pass | 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and meeting the unit learning outcomes. The content and use of the APA writing style is reasonable and has several flaws. In AT2, use of CQU marker feedback may be evidenced. | 20-25 | - |
| Fail | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-19 | 0
|
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice.
3 Online Quiz(zes)
The Social Brain short course and quiz is available at
https://bedifferent.cqu.edu.au/course/view.php?id=2469
The quiz has 20 items from a bank of items, and you are allowed multiple attempts to do the quiz. Once you achieve 16 or more out of 20 then you are eligible for the CQU Professional Development Certificate of 20-hours that is produced electronically for you in The Social Brain short course. Submit in Moodle a Word document or PDF your Digital Badge for AT3 on or before Thursday January 27 in the Assessment section ‘Submit AT3 January 27’.
Week 10 Thursday (27 Jan 2022) 11:45 pm AEST
Week 10 Thursday (27 Jan 2022)
Immediate score our of 20 with online computer marking.
Holistic Marking Guide for AT1/AT2 and AT3
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail) your feedback is a tailored video specific to the qualities of your assessment response.
| AT1/2 | AT3 | ||
| High Distinction CQU (2020) descriptor in italics | 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. The content and use of the APA writing style is outstanding and almost flawless. In AT2, use of CQU marker feedback is clearly evidenced. | 34-40 | 20
|
| Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. The content and use of the APA writing style is excellent and has very few flaws. In AT2, use of CQU marker feedback is clearly evidenced. | 30-33 | - |
| Credit | 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. The content and use of the APA writing style is very good and has a few minor flaws. In AT2, use of CQU marker feedback is evidenced. | 26-29 | - |
| Pass | 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and meeting the unit learning outcomes. The content and use of the APA writing style is reasonable and has several flaws. In AT2, use of CQU marker feedback may be evidenced. | 20-25 | - |
| Fail | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-19 | 0
|
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
