ASSESSMENT 1 MARKING CRITERIA
| Marking Criteria | Fail (Dependent on Mod) | Pass (50-64) | Credit (65-74) | Distinction (75-84) | High Distinction (85-100) |
| Design of profiling activity and description of anticipated context and cohort is detailed and specific | Lack of detail in design and context and cohort description is scant or missing | Some detail in design and description of cohort and context | Effective, if inconsistent level of detail in design and description of cohort and context | Design and description of cohort and context is detailed and occasionally vivid in the ‘picture’ it presents | Design and description of cohort and context is detailed and vivid in the ‘picture’ it presents |
| Design of profiling activity is engaging and appropriate to anticipated context, cohort and curriculum | Design unlikely to engage students and rarely responds to needs of cohort, context and curriculum. | Design shows some success in engaging students and responding to needs of cohort, context and curriculum | Design is broadly successful in engaging students and responding to needs of cohort, context and curriculum | Design is effectively engages students and responds to needs to cohort, context and curriculum | Design is highly effective in engaging students and responding to the needs of the cohort, context and curriculum |
| Design of profiling activity synthesises a range of appropriate strategies to ensure fairness, validity and reliability of data gathered (principles of assessment) | Strategies limited in range or non-existent; principles of assessment rarely considered | Some strategies incorporated in attempt to adhere to principles of assessment | Sound but limited range of strategies incorporated that lead to adherence to most principles of assessment | Effective range of strategies incorporated that lead to adherence to all principles of assessment | Comprehensive range of strategies synthesised to ensure all principles of assessment are clearly adhered to. |
| Rationale identifies ways the assessment design demonstrates understanding of contexts, principles and practices of learning and assessment planning and reflective and ethical practices | Rationale fails to identify more than a small number of ways |
Rationale identifies a limited number of superficial ways |
Rationale identifies a sound range of ways |
Rationale identifies an extensive range of ways |
Rationale identifies a comprehensive range of ways |
| Rationale is supported by relevant literature relating to core and discipline specific pedagogical issues, policies and practices. | Reference to relevant literature is limited or non-existent | Limited reference list. Limited range of citations in text. Limited evidence of research undertaken | Reference to sound range of relevant literature used to support claims | Effective range of references to relevant literature used to support claims | Synthesis of extensive range of relevant references, showing depth of analysis and resulting in a persuasive rationale |
| Writing is of professional and academic standard and uses APA 6th Ed. style. | Repetitive grammatical errors suggest the need to seek assistance to improve writing and editing skills: contact ALLSP@cdu.edu.au for writing support. Ideas need to be more carefully organised, or more careful word choice is needed. Referencing and/or research skills require development. | Minor grammatical errors, distracting at times Ideas are clearly communicated APA referencing is good but inconsistent in places. |
Few grammatical errors Ideas are clearly and concisely communicated APA referencing is accurate | Few grammatical errors Ideas are clearly, concisely and persuasively communicated APA referencing is accurate | Few grammatical errors Ideas are clearly, concisely and persuasively communicated APA referencing is accurate |
Dear Ranjeetkaur,
Unfortunately, your assignment has not met the pass threshold.
It is evident you have attempted to take on the feedback provided from your original assignment. The description of your cohort is detailed but lacks some information around the class and students you will specifically be working with.
Your learning intentions are explicit, but your success criteria are quite general. How will the students know they are successful? What will they need to specifically do to be successful? You need to be able to visualise what the outcomes will be. Reading this, I am not sure what the success criteria specifically are.
As a teacher, I could not pick up your lesson plan and teach the class unfortunately. I am unsure what you are teaching the students, as you have not provided the information in the lesson plan, or any resources. I cannot visualise what is happening here with the students during this lesson. Your plans need to be so detailed that any teacher can pick them up and follow them.
It is evident you have attempted to address all the sections of the report, however, you have not referenced the unit readings or read widely enough. In terms of your report, please discuss the literature by making more links to examples in your activities. This will strengthen the discussion and justification in your report.
Please also review the process for referencing in your report. This has not met the standard required for a Masters’ level. Read APA referencing guidance: http://libguides.cdu.edu.au/cdureferencing
Best wishes,
Rowena
The post ASSESSMENT 1 MARKING CRITERIA appeared first on My Assignment Online.
