Specify any fine-tuning that you made, in light of the analysis Suggest ways to evaluate the effectiveness of this task State any area that you would like specific feedback on (peers will review this in class) Upload the task and your analysis on the ‘submit part of the Module. Task B (summative assessment): Improve Task A in response to feedback, literature and self-assessment. Assess in pairs using the Part A marking rubric another participant’s Part A. Respond to the feedback to your Part A to begin to improve Part B. Articulate how this feedback is used to improve the task. Locate this in Appendix 1. Designate whether the task will be a formative assessment or summative assessment. Engage with online Module 2 (LAMS). Several ideas from the module, readings provided in it, or other credible sources should be used to inform Part B. Using a structure appropriate to the task, ensure that you: State clearly the purposes of your task for students. Use relevant literature (see Module 2) to insightfully improve the task after Part A. coherently organise the task document , with all components aligned, including purpose, description and assessment criteria. explain the plan for gaining feedback to improve this task in the future. Locate in Appendix 2. provide a title that clearly and succinctly indicates the nature of the task. cite and reference, conventions appropriate for your discipline/context. State referencing system used. Self-assess your final version of the task using the marking criteria provided, ticking appropriate levels for each criteria and justifying the level ticked. If your assessment task is more formative in nature: Explain how feedback to student may be enabled, with small amount of work on your part in semester time (may be large amount of time before semester starts) Locate this in Appendix 3. If your assessment task is more summative in nature: Explain how marking criteria may be utilised by students in advance (defrosted), during the task, and afterwards. Locate this in Appendix 3. Submit in learning module 2 in the ‘file submission’ section. Include ‘student work release form’, stating whether you would like your work to be used anonymously, with attribution or neither.
The degree of RSD autonomy this task is set at is Scaffolded Research (Level 3) The Participant… Task Criteria Unsatisfactory Lacking clarity, coherence, organisation, etc Satisfactory Clear, sufficient, organised, coherent, etc Highly Satisfactory Innovative, rigorous, complete, scholarly, creative a. Embarks & Clarifies Embark on research and clarify the knowledge that is needed Are the purposes of your task clear for students? b. Finds & Generates Find and generate needed information/data using appropriate methodology Was relevant literature insightfully used to improve the task after Part A? c. Evaluates & Reflects Evaluate information/data and reflect on the research processes used Does your self-assessment of the task using this marking criteria provide valid justifications for tick placement? d. Organises & Manages Organise information collected/ generated and manage research processes Is task document fully coherently organised, with all components- purpose, description and assessment criteria- aligned? e. Analyses & Synthesises Analyse information/data and synthesise new knowledge to produce coherent individual & team understandings Is there an explanation of how feedback to students will be managed (formative task) or of how students should use assessment criteria before, during and after the task (summative task) in Appendix 3? Is there an explanation of the plan for gaining feedback to improve this task in the future in Appendix 2? . . . . . . f. Communicates and Applies ethically:Write about, speak on and perform the processes, understandings and applications of the research, and respond to feedback, fully considering ethical, cultural social issues Does the title clearly and succinctly indicates the nature of the task? Are appropriate citing and referencing conventions followed? Do you have an explanation, located in Appendix 1, of how feedback from Part A was used to improve the task? . . . . . .