EDU4003 Learning and the Nature of Communication
LMS Subject link
https://lms.latrobe.edu.au/course/view.php?id=134589
SUBJECT LEARNING GUIDE
Teaching Period Term 4 2023
Subject Coordinator Dr Shem Macdonald
SUBJECT DETAILS
Subject Code: EDU4003
Subject Title: Learning and the Nature of Communication
Teaching Period: Term 4
Location(s): Albury-Wodonga, Bendigo, Melbourne (Bundoora), Mildura and Shepparton
Credit Points: 15
Delivery Mode: Blended and Online
AQF Level: 8
ENROLMENT REQUIREMENTS
Prerequisites: None
Co-requisites: None
Assumed Skills & Knowledge: Nil
Special Study Requirements: Nil
Additional subject requirements: Nil
STAFF CONTACTS
Subject Coordinator: Dr Shem Macdonald
Email: s.macdonald@latrobe.edu.au
Tel: 03 94793575
Location: Room 346, Education 1 Building, Melbourne (Bundoora) Campus
Consultation time/s: By appointment
ABOUT THIS SUBJECT
The effective use of communicative resources is central to partnerships, learning and teaching, working and socialising. Digital tools are an increasing part of those different relationships as communicative resources transform in response to recognition of the power of informal varieties, hybrid language, images, emoticons and emoji and tools such as social media. Students will explore what it means to be ‘literate’ or an effective user of such communicative resources with different learners and in different learning contexts as well as in face to face and digital interactions in teaching, learning and assessment.
SUBJECT INTENDED LEARNING OUTCOMES (SILOs)
Upon successful completion of this subject, you should be able to:
- Demonstrate ability to evaluate personal experiences of communication for learning.
- Critically apply established theories of communication to the analysis of communication for learning issues.
- Demonstrate the application of advanced knowledge and skills of communication for learning and the capacity to present a clear and coherent exposition of such knowledge to others.
- Analyse and appraise theories of communication relevant to learning.
GRADUATE CAPABILITIES (GC)
| GC | GC Point |
| Communication | Communicating and influencing: Digital capability |
| Inquiry and analysis | Critical thinking and problem solving |
LEARNING ACTIVITIES
Timetable details are available at https://www.latrobe.edu.au/students/your–course/timetables. Students should also regularly check this subject’s LMS site for updated information. You can access most of these resources via the Library reading list for this subject
| Week / date | Topic | Learning Activities and Assessments |
| Week 1 of Term 4 Beginning Monday 31 July 2023 (Week 32 of year) | Your views of learning | Workshop (Online class in Zoom. Link in LMS) Wednesday, 9am-12pm |
| Week 2 of Term 4 Beginning Monday 7 August 2023 (Week 33 of year) | Large language models (AI) and learning | Workshop (Online class in Zoom. Link in LMS) Wednesday, 9am-12pm |
| Week 3 of Term 4 Beginning Monday 14 August 2023 (Week 34 of year) | Dialogical and collaborative learning | Workshop (Online class in Zoom. Link in LMS) Wednesday, 9am-12pm |
| Week / date | Topic | Learning Activities and Assessments |
| Week 4 of Term 4 Beginning Monday 21 August 2023 (Week 35 of year) | Languages, cultures, communication and learning Communication and “formal” learning | Seminar A (part 1)*. (Online class in Zoom. Link in LMS). Monday 21 August 2023, 9am-1pm Workshop (Online class in Zoom. Link in LMS) Wednesday, 9am-12pm Seminar B – Parts 1 & 2*. (Class on Bundoora campus Room: To be advised Friday 25 August 2023, 9am-5pm |
| Week 5 of Term 4 Beginning Monday 28 August 2023 (Week 36 of year) | Out of school, and “informal” learning | Seminar A (part 2)*. (Online class in Zoom. Link in LMS). Monday 28 August 2023, 9am-1pm Workshop (Online class in Zoom. Link in LMS) Wednesday, 9am-12pm |
| Week 6 of Term 4 Beginning Monday 4 September 2023 (Week 37 of year) | Communication, learning and digital media | Workshop (Online class in Zoom. Link in LMS) Wednesday, 9am-12pm |
*Seminar: You can attend either Seminar A (parts 1&2 – both online on Monday 21 Aug and Monday 28 August, 9am- 1pm) or Workshop B (on campus on Friday 25 August, 9am-5pm). You don’t need to attend both Seminars A & B because they will cover the same content and activities.
If you miss any of these classes, recordings will be available for the online Zoom classes in LMS a day or so following the class. Please watch the recordings. You should also participate in the online forums and other interactive activities linked within LMS. This is essential for you to be able to successfully complete the assessments.
SELF-DIRECTED STUDY
In addition to the learning activities specified, you are expected to allocate approximately 6-8 hours per week of self-directed study in this subject. This time includes subject preparation, completing learning activities, readings, assessment preparation and other related work to enhance your participation in this subject and your learning at La Trobe.
LEARNING RESOURCES & TECHNOLOGIES
References
Check the Library’s Reading List for access to the readings. A link to this list is in LMS in the Library block. This block appears either in the right hand menu (on a computer) or towards the end of the page (on mobile devices), or go to the Reading List via the link on the Library home page http://www.latrobe.edu.au/library
ASSESSMENT AND FEEDBACK SUMMARY
| Assessment | Week | Dates due | % | Feedback method | SILOs assessed |
| Assessment 1: Response to readings | Week 2 of LTU Term 4 | Thursday 10 August 2023, 11:59pm | 10 | In LMS | 4 |
| Assessment 2: Oral presentation | Week 4 of LTU Term 4 | Friday 25 August 2023, 11:59pm | 40 | In LMS | 1, 2, 3, 4 |
| Assessment 3: Reflective essay | Week 6 of LTU Term 4 | Friday 8 September 2023, 11:59pm | 50 | In LMS | 1, 4 |
Additional information about assessment & feedback
Students should keep a copy of all assignments submitted for assessment.
HURDLE REQUIREMENTS
There are a variety of assessment hurdles or conditions for passing a subject other than the overall mark. Hurdle Requirements may be built into the assessment of the learning outcomes of your subject. There are no Hurdle Requirements for this subject
GENERAL ASSESSMENT REQUIREMENTS
SUBMITTING WRITTEN WORK WITH TURNITIN
Turnitin is a web-based text-matching software system used at La Trobe University to assist you in writing your assignments and checking for similarity with existing published work. Please remember to allow adequate time to submit your assignment to Turnitin. It is your responsibility to have your assignment submitted by the assessment due date. Not receiving an originality report is not an acceptable reason for requesting an assignment extension unless it is a required part of the assessment.
POLICIES, PROCEDURES AND GUIDELINES
The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise yourself with those policies, procedures and guidelines likely to affect you especially the following:
- Academic Integrity
- Academic Progress Review
- Assessment Policy
- Adjustments to Assessment, including extensions to submission dates and Special Consideration
- Health and Safety (OHS)
- Privacy
- Validation and Moderation, including applications for review and re-mark
ADJUSTMENTS FOR ASSESSMENT
You may be affected by a range of adverse circumstances while you are preparing for or undertaking an assessment task. There are avenues for adjustments to your assessment depending on the circumstances you face. For more detailed information refer to the Assessment Procedure – Adjustments.
REQUEST AN EXTENSION OF TIME TO SUBMIT AN ASSIGNMENT TASK
Where you know in advance that you will not be able to submit an assessment task by the due date due to adverse circumstances that have affected you during the preparation of the task, you will need to request an extension of time to submit. This must be done at least three days prior to the due date. Penalties normally apply if you submit an assessment after the due date. Poor time management is not an acceptable reason for an extension.
To apply, go to https://www.latrobe.edu.au/students/admin/forms/request–an-extension/request
SPECIAL CONSIDERATION
If you have experienced serious short term, adverse and unforeseen circumstances that substantially affect your ability to complete an assessment task to the best of your potential, you may be eligible to apply for Special Consideration. To do this or find more information, go to http://www.latrobe.edu.au/special- consideration
STUDENTS WITH A LEARNING ACCESS PLAN (LAP)
Students who have a Learning Access Plan must apply for any additional adjustments they may need via the same channels but may have access to more flexible arrangements depending on their circumstances.
Please refer to your LAP.
ACADEMIC INTEGRITY
Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship. Academic integrity education is integral to the learning experience at La Trobe University. The University requires its academic staff and students to observe the highest ethical standards in all aspects of academic work, and it demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of cheating.
The penalty for submitting an assignment under your name that is the work of a third-party may be severe, even leading to exclusion from the University without readmission. Refer to the Academic Integrity – Schedule of Responses and Penalties for Academic Misconduct within the Academic Integrity Policy.
You should understand and be able to practice integrity in all your academic work, and be familiar with the Academic Integrity website and complete the Academic Integrity Module (AIM) found in your LMS.
If you have any specific questions regarding Academic Integrity about your assessment, your Subject or Course Coordinator will be able to assist.
STUDENT FEEDBACK ON SUBJECT SURVEYS
The Student Feedback on Subjects (SFS) Survey is one of the quality assurance processes that occur across the University. In this survey, you can tell us about your learning experiences in this subject. We value your feedback. Your views are taken seriously and assist us to improve the learning experience for future students through the LTU Subject Monitoring process.
The surveys will be available for you to complete towards the end of the subject teaching period. Feedback from previous students who completed this subject is available in the LMS site for this subject.
For more information you may contact surveys@latrobe.edu.au.
CHARTER OF STUDENT RIGHTS AND RESPONSIBILITIES
As a La Trobe coursework student, you have rights and responsibilities. La Trobe statutes and regulations, as well as policies and procedures govern your rights and responsibilities. La Trobe University aspires to provide an outstanding student experience conducive to scholarly activity and supportive of your learning goals.
The Charter of Student Rights and Responsibilities is a summary of your rights and responsibilities as a student at La Trobe. The Charter was developed in consultation with La Trobe students. https://policies.latrobe.edu.au/document/view.php?id=225.
STUDENT COMPLAINTS
The Student Complaints Management System (SCM) is a formal mechanism for students to lodge concerns about any aspect of their university experience. A student complaint may be about any aspect of university life, such as an administrative matter, a problem with a subject or course, or the conduct of a student or staff member.
For more information about the Student Complaint process and how to lodge a complaint, visit the
Complaints and Feedback page at: https://www.latrobe.edu.au/students/support/complaints.
GETTING HELP AND SUPPORT AT UNI
A range of services at La Trobe can assist you with your studies, health and wellbeing.
For the full range of services and facilities available for you, go to Student Help and Support at http://www.latrobe.edu.au/students/support.
STUDYING ONLINE
When you are in studying an online subject, please be sure that you can continue to access our learning support services through the Learning Hub (academic skills, English language, Maths and Science) via Zoom appointments that you can book by accessing the Learning Hub LMS page or by emailing the LearningHub@latrobe.edu.au.
You also have access to assignment feedback and online study support chat through Studiosity that can be accessed from any subject LMS page. You can also access the Library services remotely through the library website.
LIBRARY
Your Library offers many ways to support your study. To discover more about how the Library can help, visit your Library website and explore the following essential resources:
· Achieve@Uni
https://www.latrobe.edu.au/students/study–resources/learning/achieve – Learn skills to help complete your assessments
· Assessment Planner
http://www.latrobe.edu.au/library/assessment-thesis-support/plan-my-assessment – Create a personal assessment schedule
· Expert Help Guides
https://latrobe.libguides.com/ – Find expert discipline and specialist help for your research
· Referencing at La Trobe University
http://latrobe.libguides.com/referencing/ – Understand how and why to reference
· Academic Referencing Tool
www.lib.latrobe.edu.au/referencing-tool – Get detailed examples of referencing styles
· Chat to library staff
www.latrobe.edu.au/library – Access the text chat service from the Library website
· Contact us
www.latrobe.edu.au/library/about/contact – Call or email your Library
ASK LA TROBE
ASK La Trobe is a service open to all La Trobe students who need guidance with administrative matters during their time at La Trobe. ASK La Trobe can provide you with help relating to enrolments and timetabling, fees and financial support, exams, results and graduations & student life and support services.
Go to ASK La Trobe – Current Students at http://latrobe-current.custhelp.com/app/home and start by looking at our FAQs or visit us at your campus ASK La Trobe Help Zone.
If you can’t find what you’re looking for:
- Call 1300 La Trobe (1300 528 762)
- Ask a question online at http://latrobe-current.custhelp.com/app/ask
- Visit the ASK La Trobe Help Zone. Join the queue for the Bundoora, Bendigo or city campuses using the QLess: Virtual Queuing system.
LEARNING AND SUPPORT PROGRAMS
There are many resources, including services, to help you with your academic studies at La Trobe. Go to the Learning and Support Programs page at http://www.latrobe.edu.au/students/study-resources/learning for further information.
HEALTH AND WELLBEING
Your health and wellbeing are an important part of being a successful student. Studying can be stressful and many factors can affect your mental and physical health, in and outside of the University.
Check out the services available to you at La Trobe to support your health and wellbeing at www.latrobe.edu.au/wellbeing.
Assessment and Feedback Details
Assessment Task 1
| Assessment Task Due Dates % SILOs Assessed | |||
| Task 1: Response to reading (equivalent to 500 words) | See Assessment and Feedback Summary above | 10% | 4 |
| Submission Details | |||
| In LMS / Asssessments / Assessment Task 1/ Assignment – Response to the reading | |||
| Description of Task | |||
| Annotate the reading for this task with your responses to the ideas within it by making comments, asking questions and responding to the annotations of your peers. | |||
Assessment Task 2
| Assessment Task Due Dates % SILOs Assessed | |||
| Oral presentation – spoken discussions with a partner | See Assessment and Feedback Summary above | 40% | 1, 2, 3, 4 |
| Submission Details | |||
| In a pair, with one classmate from this subject, prepare and video-record two spoken discussions in response to statements regarding learning and communication. Submit these as two short (3-4 minute) videos via the link in LMS / Assessments/AT2. One person from your pair needs to upload both videos to LMS/Assessments/AT2 before the due date and time. Because you will have signed up to the pair previously, only one of you needs to do this. For information on how to submit videos within an assignment, please see the guide in LMS/Assessments/Assessment 2/Guide for how to upload your videos for Assessment 2. If you need further assistance with uploading the video, please contact AskLaTrobe: https://www.latrobe.edu.au/students/ask-us | |||
| Grading criteria and feedback | |||
| Grading/assessment criteria are detailed below. Feedback will be provided via the rubric in LMS/Asessments. General feedback will be provided during class. | |||
| Description of Task | |||
| Find a partner from this subject with whom you will work on this task. Use the sign up form in LMS/Assessments/AT2 to form your pair. One of you needs to sign up there first and after that, the second person can find their partner’s name and join that same pair. You need to find your partner and sign up by the end of week 2. With your partner, prepare and video record two spoken discussions in response to statements regarding learning and communication. These statements will be given to you during the classes. You need to consider the statement and how it can be connected to the content in the set readings and other materials in LMS as well as the ideas discussed during the classes. Use these ideas to shape your discussions. | |||
Assessment Task 3
| Assessment Task Due Date % SILOs Assessed | |||
| Reflective essay | See Assessment and Feedback Summary above. | 50% | 1, 4 |
| Submission Details | |||
| This is an individual task. Submit as a single Word document via LMS. The word count should be between 1,800-2,000 words including words in the references list. Please include your full name and student number in the header of your document. Use 1.5 line spacing and a font size of/equivalent to 12-point Times New Roman. Title your document: EDU4003 Reflective essay {your name} | |||
| Grading criteria and feedback | |||
| Grading/assessment criteria are detailed below. Marks will be provided within LMS. | |||
| Description of Task | |||
| Write an essay in which you reflect on your own learning and the different learning contexts you have personally experienced at some stage of your life. Describe key features of these learning contexts providing sufficient detail to give a clear understanding of what, when, how, and why you were learning. Your essay should also explain your understanding of what it means to be an effective communicator within one or more of these learning contexts. Consider how these learning contexts made good use of available communicative resources, or should have been/should be changed to make greater and more effective use of such resources. It is acceptable to use first person “I” in this essay. Draw on relevant ideas from at least seven academic sources to support your ideas. At least three of these should be from the set readings list for this subject. https://rl.talis.com/3/latrobe/lists/23DC13DD-709B-8E7A-3D86-93901ABEC619.html?lang=en-US&login=1 Reference these sources both in-text and in a reference list formatted following APA7 referencing style: See https://latrobe.libguides.com/apa7 | |||
Assessment Criteria – Task 2: Oral presentations
| Assessment criteria | Strongly meets or exceeds requirements 100-80% | Soundly meets requirements 79-70% | Meets requirements 69-60% | Meets requirements in a limited way 59-50% | Does not meet requirements 49-0% |
| Quality of the recordings | The quality of the audio and video of each recording is consistently high. You have framed yourselves in your video in a balanced way. You have managed to save and upload the video to the correct locations. | The quality of the audio and video of each recording is mostly adequate. You may have framed yourself in your video in a balanced way. You have managed to save and upload the video to the correct locations. Minor issues with these aspects may be evident. | The quality of the audio and video of each recording is unsatisfactory. You may not have framed yourself in your video in a balanced way. You may not have managed to save and upload the video to the correct locations. | ||
| 3 marks | 3 marks | 2.5 marks | 2 marks | 1.5 marks | 1-0 marks |
| Comprehensibility (ease of understanding) and fluency of speaking. | No strain is experienced in listening to or understanding your speaking. | Your speaking is mainly clear and fluent. Both of you are easy to understand and cause little or no strain for the listener. | Your speaking is generally clear, and fluent. There might be sections of your speaking that cause some strain for the listener to understand. | Your speaking is not always clear, and/or fluent. There may be a number of sections of your speaking that cause strain for the listener to understand. | Your speaking is not clear, and/or not fluent. Your speaking may cause considerable strain for the listener to understand. |
| 5 marks | 5-4 marks | 3.5 marks | 3 marks | 2.5 marks | 2-0 marks |
| Identifying and addressing the statement | Each of your discussions directly and obviously addresses the respective statements covering a range of relevant aspects and at a sufficient depth. | Your discussions mostly address the respective statements and introduce some relevant aspects. They are mostly addressed in some depth. | Your discussions address the respective statements to some extent though aspects may be limited in number and depth. | Your discussions address the respective statements to a limited extent. Aspects may be very limited in number, and these are treated mostly superficially. | Your discussions either do not address the respective statements and/or aspects may be very limited and/or are treated superficially. |
| 5 marks | 5-4 marks | 3.5 marks | 3 marks | 2.5 marks | 2-0 marks |
| Explicit use of ideas from the readings, class discussions and other resources in LMS. Acknowledgment of these ideas. | In each of your discussions you clearly and effectively make reference to, and draw on ideas from the readings, the class discussions and other resources in LMS. Ideas taken from all these sources are clearly and accurately acknowledged. | In each of your discussions you clearly and effectively make reference to, and draw on ideas from the readings, the class discussions and other resources in LMS. Ideas taken from all these sources are mostly clearly and accurately acknowledged. | In your discussions you make some reference to, and draw on ideas from from the readings, the class discussions and other resources in LMS. However, the way you have used these may not be consistently clear. Ideas taken from all these sources may not be consistently or clearly and accurately acknowledged. | In your discussions you make little reference to ideas from the readings, the class discussions and other resources in LMS. Use of these ideas may be limited, or their relevance may not be clear. Ideas taken from all these sources may not be acknowledged. | In your discussions you make little or no reference to ideas from the readings, the class discussions and other resources in LMS. Use of these ideas may be very limited, or their relevance be very unclear. Ideas taken from all these sources may not be acknowledged or this may be done very poorly. |
| 10 marks | 10-8 marks | 7 marks | 6 marks | 5 marks | 4-0 marks |
| Organisation of ideas within the discussion and clarity of your positions and perspectives. | Your discussions are well organized so that the key ideas are clearly evident and logically orderd. Your positions and perspectives on the statements are consistently very clear. | Your discussions are organized so that the key ideas are mostly clearly evident and ordered. Your positions and perspectives on the statements are very clear. | Your discussions are organized so that the key ideas are evident. There may be some sense of a logical order to your ideas. Your positions and perspectives on the statements are clear. | Your discussions are organized so that the key ideas are somewhat evident. The order of ideas may lack a clear and logical order. Your positions and perspectives on the statements may not be consistently clear. | Your discussions are organized so that the key ideas are not clearly evident and the order of these ideas may lack a logical order. Your positions and perspectives on the statements may not be at all clear. |
| 12 marks | 12-10 marks | 9.5-8.5 marks | 8-7.5 marks | 7-6 marks | 5-0 marks |
| Quality of the written summary | The written summary succinctly and effectively captures the key ideas discussed. | The written summary mostly succinctly and effectively captures the key ideas discussed. | The written summary partially captures the key ideas discussed. | The written summary minimally captures the key ideas discussed. | The written summary is either absent or fails to captures the key ideas discussed. |
| 5 marks | 5-4 marks | 3.5 marks | 3 marks | 2.5 marks | 2-0 marks |
| Total Marks: / 40 | |||||
Assessment Criteria – Task 3: Reflective essay
| Assessment criteria | Strongly meets or exceeds requirements 100-80% | Soundly meets requirements 79-70% | Meets requirements 69-60% | Meets limited requirements 59-50% | Does not meet requirements 49-0% |
| Identification of learning contexts | You clearly identify one or more learning contexts that you have personally experienced. Sufficient and relevant information is provided about the context to provide a very clear understanding of the purposes and approaches for learning. You identify and clearly describe key features of the communication that typically takes place in this/these context(s). You clearly explain what it means to be an effective communicator within these contexts. | You identify one or more learning contexts that you have personally experienced. Relevant information is provided about the context to provide a clear understanding of the purposes and approaches for learning. You identify and describe key features of the communication that typically takes place in this/these context(s). You explain what it means to be an effective communicator within these contexts. | You may identify one or more learning contexts that you have personally experienced. Some information is provided about the context to provide a basic understanding of the purposes and approaches for learning. You identify and describe features of the communication that takes place in this/these context(s). You may provide some explanation of what it means to be an effective communicator within these contexts but this may need to be more fully developed. | You may identify one or more learning contexts that you have personally experienced. Some information is provided about the context but this only provides a limited understanding of the purposes and approaches for learning. You may attempt to identify and describe features of the communication that takes place in this/these context(s) but this may need to be more clearly and fully explained. You may provide some explanation of what it means to be an effective communicator within these contexts but this may be limited and/or unclear. | You may attempt to identify one or more learning contexts that you have personally experienced. Some information may be provided about the context but does not provides an adequate understanding of the purposes and approaches for learning. You may attempt to identify and describe features of the communication that takes place in this/these context(s) but this might be unclear and incomplete. You may attempt to provide some explanation of what it means to be an effective communicator within these contexts but this may be inadequate and/or very unclear. |
| 10 marks | 10-8 marks | 7 marks | 6 marks | 5 marks | 4-0 marks |
| Analysis of communicative resources | You provide some very strong and consistently clear arguments for how these contexts made good use of available communicative resources and / or how and why these contexts should be changed to make greater and more effective use of available communicative resources. | You provide some strong and clear arguments for how these contexts made good use of available communicative resources and / or how and why these contexts should be changed to make greater and more effective use of available communicative resources. | You provide some mostly clear arguments for how these contexts made good use of available communicative resources and / or how and why these contexts should be changed to make greater and more effective use of available communicative resources. More information would help to explain the resources and how they are/could be used, to strengthen your arguments | You provide some arguments for how these contexts made good use of available communicative resources and / or how and why these contexts should be changed to make greater and more effective use of available communicative resources. More information is needed to explain the resources and how they are/could be used. Your arguments while evident, need to be expressed more consistently and clearly. | You may attempt to provide some arguments for how these contexts made good use of available communicative resources and / or how and why these contexts should be changed to make greater and more effective use of available communicative resources. Little/no information may be provided to explain the resources and how they are/could be used. The ideas you provide are not clear. Your arguments may be absent or very unclear. |
| 15 marks | 15-12 marks | 11.5-10.5 marks | 10-9 marks | 8.5-7.5 marks | 7-0 marks |
| Use of set readings and other published academic resources | You draw effectively on ideas from the set readings and other relevant academic resources to consistently and effectively support the arguments you are making. At least seven sources are | You draw mostly effectively on ideas from the set readings and other relevant academic resources to consistently and effectively support the arguments you are making. At least | You draw on ideas from the set readings and other relevant academic resources to support the arguments you are making. At least seven sources are cited, and at least three of these are from the set | You attempt to draw on ideas from the set readings and other relevant academic resources to support the arguments you are making. You may cite seven sources and at least three of these may be from the set | You may attempt to draw on ideas from the set readings and other relevant academic resources to support the arguments you are making. However, this is poorly managed. You may cite fewer than seven sources in total. |
| cited, and at least three of these are from the set readings. Your writing demonstrates an excellent understanding of the readings you cite. The way you have used quotes from these sources demonstrates your ability to balance your voice with those of the authors. It is consistently very clear which ideas are yours and which belong to authors that you cite. | seven sources are cited, and at least three of these are from the set readings. Your writing demonstrates a very good understanding of the readings you cite. The way you have used quotes from these sources mostly demonstrates your ability to balance your voice with those of the authors. It is mostly clear which ideas are yours and which belong to authors that you cite. | readings. Your writing demonstrates an emerging understanding of the readings you cite. The way you have used quotes from these sources demonstrates some ability to balance your voice with those of the authors. It may not always be clear which ideas are yours and which belong to authors that you cite. | readings. However, their relevance may not be clear. Your writing demonstrates some understanding of the readings you cite but in places this is not always evident. The way you have used quotes from these sources demonstrates a limited ability to balance your voice with those of the authors. It may sometimes be quite unclear which ideas are yours and which belong to authors that you cite. | Three of these may be from the set readings. However, their relevance may be unclear. Your writing demonstrates little understanding of the readings you cite. The way you have used quotes from these sources may demonstrate a very limited ability to balance your voice with those of the authors. It may sometimes be very unclear which ideas are yours and which belong to authors that you cite. | |
| 15 marks | 15-12 marks | 11.5-10.5 marks | 10-9 marks | 8.5-7.5 marks | 7-0 marks |
| Organisation, accuracy and clarity of writing, formatting and referencing | You have produced a clear, well organised, appropriately referenced, and formatted piece of writing that has been carefully edited. | You have produced a mostly clear, well organised, appropriately referenced, and formatted piece of writing. | You have produced a piece of writing that is somewhat clear and may include an organised structure but this may need further attention. It is mostly appropriately referenced. There may be inaccuracies that suggest a need for more editing. | You have produced a piece of writing that may include an structure but this may be inappropriate for this style of academic writing and need revision. Attempts to reference may have been made but there may be many inaccuracies that suggest a need for editing. It is highly recommended that you contact the Learning Hub via the Library website for assistance for your next assignments. | You have produced a piece of writing that may lack a structure or may be inappropriately organised for this style of academic writing. Attempts to reference may have been made but there may be many absences and/or inaccuracies that suggest a strong need for editing. It is essential that you contact the Learning Hub via the Library website for assistance for your next assignments. |
| 10 marks | 10-8 marks | 7 marks | 6 marks | 5 marks | 4-0 marks |
| Total Marks: /50 | |||||
Mark and grade guide
Assessment task out of 10
| 80-100% | 70-79% | 60-69% | 50-59% | 0-49% | |
| MARKS | 10 – 8 | 7.5-7 | 6.5-6 | 5.5-5 | Less than 5 |
| STUDENT GRADE | A | B | C | D | N (fail) |
Assessment task out of 40
| 80-100% | 70-79% | 60-69% | 50-59% | 0-49% | |
| MARKS | 40 – 32 | 31 – 28 | 27 – 24 | 23 – 20 | 19-0 |
| STUDENT GRADE | A | B | C | D | N (fail) |
Assessment task out of 50
| 80-100% | 70-79% | 60-69% | 50-59% | 0-49% | |
| MARKS | 50-40 | 39-35 | 34-30 | 29-25 | 24-0 |
| STUDENT GRADE | A | B | C | D | N (fail) |
Appendix 1: Australian Professional Standards for Teachers
In order for your course to be approved by The Victorian Institute of Teachers we are required to align our Subject Intended Learning Outcomes (SILOs) with the Australian Professional Standards for Teachers. The relevant standards are indicated next to the SILOs on Page 3 of this guide.
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