HDS106Summative Assessment Task2:Online Role-Play and Learning Reflection
Weighting:40%
Submission timeline:This taskconsists of several steps that occur over weeks 6-8.
You mustposta draft of your pitchto your role-play discussion board (on our unit site)byWednesday21stAugust, 5 pm(week6).
You must provide all feedback to your peers onyour role-play discussion boardbyTuesday27thAugust, 5 pm(week7).
The final (marked) components of the task are due to the AT2 dropbox byMonday2ndSeptember, 9 am(week 8).
Late submissions of your final assignment will incura penalty of 5% per day from yourfinal mark. Late drafts will not receive feedback from staff.
Referencing Convention:APA6th Edition.
PLEASE NOTE THAT THIS ISAN INDIVIDUAL ASSIGNMENT ANDNOTA GROUP TASK!
Please read this entire instruction sheet carefully. This is a complex task with multiple components.
Task Description
This task is an online role-playwithin a small group discussion board.Each student will be assigned a different educational service provider to represent in the role-play.Therole-playscenario is acase conference with the family of akindergarten studentMax(6years old) who hasCerebral Palsy, Autism, and complex care needs.You will be assigned a specific educational program to represent and your task is to write a “pitch” explaining yourprogram’seducational approach and benefits.This task will teach you some valuable skills in digital literacy, communication, critical appraisal of research, and reflective learning. We hope you will enjoy the experience! Your teaching team and markers will be there to support you throughout the task. You will also have a chance to discuss and work on your assignment during your seminars.
This is an individual assignment,however there will be 3-4 other students submitting pitches for different programs on yourrole play discussion board. You will need to read and comment briefly on their pitches. Your final pitch is due with your other assignment components onMonday 2ndSeptember, 9 am(week 8). It should be submitted like a regular assignment via the AT2 dropbox on our HDS101 unit site.
Thistask includesfivecomponents:
yourpitch(1,000 words)
somepeer feedback(brief, no word limit)
alearning reflection(300 words)
alearning goaland strategyfor the next assignment (200 words), and
aself-marked rubric.
These are explained in more detail below, along with their assessment criteria.
WrittenPitch (1,000 words +/- 10%).
At the end of week 4you will be assigned a hypotheticaleducational program, and providedwith some basic profile informationabout the case student(accessed via the assessment 2 folder). You will then write a “pitch”for your assignededucational program, explaining howit would meet thelearningneeds of thisstudent. In your pitch you should:
Describe your assignedprogram’seducational approach in relation toMax’slearning andinclusionneeds, and
Justify yourprogram’seducational approaches with evidencefrom research and other published sources.
You will be provided with some readings to get you started, and are also expected to find additional peer-reviewed evidence to support your arguments. Your pitch should include in-text citations and a reference list, formatted toHYPERLINK "http://www.deakin.edu.au/students/studying/study-support/referencing/apa-6"APA 6thEdition requirements.Remember that youraudience isMax’s familyand supporting health professionals,so your information should be explained clearlyandshould takethe family’sconcerns into account.
Your pitch will be marked against the following criteria:
Criteria
|
High Distinction
|
Distinction
|
Credit
|
Pass
|
Unsatisfactory
|
Pitch: Explanation
/10
|
8-10points
As for distinction, plus:
Student’s content addresses specific theoretical models or philosophies in disability, education,or inclusion.
|
7-7.5points
As for credit, plus:
Student’s examples are realistic for the assigned case and context.
Student’s examples are illustrated with applied, practical examples.
|
6-6.5points
Studentprovidesdetailed, accuratedescriptionsof key
learning considerations for studentswithAutism, Cerebral Palsy, and complex care needs.
Studentdescribes in detailat least one educational strategy or approach used by theirprogram.
These descriptions are consistent with the assigned case and profile.
|
5-5.5points
Studentprovidesbrief, mostly accuratedescriptionsofkeylearning considerations for studentswith Autism, Cerebral Palsy, and complex care needs.
Studentbriefly describesat least one educational strategy or approach used by theirprogram.
These descriptions are consistent with the assigned case and profile.
|
0-4.5points
Definitions of terms are incorrect.
Student does not address education strategies or learning considerations,or lists these without detail.
Information is not consistent with assignedprogramorprofile.
|
Pitch: Justification
/10
|
8-10points
As for distinction, plus:
Student addresses the challenges or limitations in theirprogram’seducational approaches.
Studentevaluatestheirprogram’sapproachagainstother educational modelsor programs.
|
7-7.5points
As for credit, plus:
Student addresses the value of educationalparticipationand social inclusionfor people withcomplex disabilityacross the lifespan.
|
6-6.5points
Student providesclear and evidence-based justificationsfor theirprogram’seducational approach.
|
5-5.5points
Studentidentifies some strengthsof theirprogram’seducational approaches forstudentswith Autism, Cerebral Palsy, and complex care needs.
|
0-4.5points
Student’s pitch does not provide a justification for theirprogram’seducational philosophy or approaches.
|
Pitch:Use of Evidence
/10
|
8-10 points
Most of the points have been supported with evidence.
Evidence has been drawn from a wide range of sources.
Student engages insomecritical appraisal of the evidence, or provides detail about the sources.
|
7-7.5 points
Studentused arange of relevantsources(in addition to those prescribed).
|
6-6.5 points
Sources used were mostlythoseprescribed, with some evidence of wider reading.
|
5-5.5 points
Only the prescribed readings were used as supporting evidence.
|
0-4.5 points
Minimal or no referencing of sources within the student’s work.
|
Pitch:Writing and Referencing
/5
|
4-5points
As for distinction, plus:
Students directly address common concerns of young adults with disability and/or their parents,concerning the topicsof education, employment, or transition to adulthood.
|
3.5points
As for credit, plus:
Language used was respectful, professional, and highly appropriate to the target audience (parents).
|
3points
Language used was generally clear, concise, and coherent.
Occasional errors in spelling ortypography.
Referencing is in APA6th format and is mostly correct.
|
2.5points
Language was sometimes unclear.
Some errors in spelling, typography, or referencing.
Referencing in APA6th format has been attempted with several errors.
|
0-2points
Language was frequently unclear.
Frequent errors in spelling or typography.
Referencing has not been attempted or contains major errors.
|
Draft post and peer feedback:
You are expected to post a draft of your pitch on your role-playdiscussion boardbyWednesday of week 6(August 21st).Your marker and peers willread your draft and provide you with early feedback in the form of some questions. This feedback is designed to help you reach a higher level of performance on the assessment rubric.Youdon’t need to postyour learning reflection, learning goal, or self-marked rubric on the discussion board.
In addition to posting a draft pitch, you are also expected to read and comment on the otherstudents’submissions on your board byTuesday 27thAugust, 5 pm. Please note that you will be unable toseeor respond to anyposts until you have posted your own draft.
In your comments, try to provide some encouraging, constructive criticism to help your peers develop their argument. This could be posed as a suggestion, a link to a further resource, or a request for additional information (please see some guidelines for constructive discussion board posts in AT2 folder on our cloud site). You will receive a small number of marks for providing constructive comments to your peerson time, as indicated below:
Assessment criteria for peer feedback (3 marks):
You have posted peer feedback on the discussion board on time (one mark).
You have left feedback forallof the posted drafts on your board (one extra mark).
Your feedback is consistently thoughtful, constructive, and well-written (one extra mark).
Learning Reflection(300 words max.)
In this assignment you were asked to represent the perspective of an educational provider, and find evidence in support of thatprogram’sapproach.You may nothave fullyagreedwith your assignedprogram’seducation approachor you may have found some conflicting evidence–that’s ok! This section of the task gives you an opportunity to reflect on your learning experiences.
In your learning reflection, you should consider:
What made it easy and/or difficult to research the educational model you were representing, and why? How did you feel about representing this model?
What skills did you utilise or develop in completing this research and making your pitch? How has this changed your future practice?
Whatmight this research and decision-making process be like for parents,teachers,or policy makers in education?
The discussion board activities have prepared you for this type of self-reflection. I encourage you to review the boards from weeks 1-5, for examples of good self-reflection and critique by your peers.
Your reflectiontask must be submittedvia the Dropboxalong with your final pitch,on the2ndof Septemberat 9 AM.Your learning reflection will be evaluated against the following criteria:
Criteria
|
High Distinction
|
Distinction
|
Credit
|
Pass
|
Unsatisfactory
|
Learning Reflection
/5
|
4-5points
As for distinction, plus:
The reflection is well-written, cohesive, and shows that the student can generalise their own experiences in the task to the wider practice context (e.g., the experiences of others, or their own future practice).
|
3.5points
As for credit, plus:
Studentalso considerswhy these challenges may arise as the result of research practices or policy.
|
3points
As for pass, plus:
Student considers some implications for families,education providers and/or policy makers.
|
2.5points
Studentprovides a brief reflection on their experiences of completing the research component of the task.
|
0-2points
Student does not provide alearning reflection, ortheir learning reflection is unclear, off-topic,or lacks sufficient detail.
|
Learning Evaluation and Goal(200 words max).
In this unit we expect all students to mark their own assignments prior to submission.This process allows the markers to give you more tailored and useful feedback.
Tomark your own work, pleasedownload and complete the rubric and cover-sheet in theAT2 resources folder. Indicatethe criteria you think you have met by marking themin bold or highlighting them in colour. These self-evaluationswon’taffectyour calculated mark, so you should be as honest as you can.
In this task you are also expected to write a learning goal for yournext assignment (AT3). A good learning goal will include:
A specific skill you would like to work on (e.g., referencing, writing, time-management)
A reason for selecting that goal (e.g., based on your current performance or experience, or your future ambitions as a student or professional)
At least one plan for achieving that goal (e.g., a resource you will access or a strategy you will implement).
Try to be as specific as possible. A good goal will be clearly written (what exactly are you aiming for?),measurable(how will you know you have achieved it?) and realistic within the timeframe between AT2and AT3 (4weeks). More information about writingclear goals can be found here:HYPERLINK "https://michaelhyatt.com/goal-setting.html"https://michaelhyatt.com/goal-setting.html.A list of available study supports at Deakin can be found here:HYPERLINK "http://www.deakin.edu.au/life-at-deakin/why-study-at-deakin/study-support"http://www.deakin.edu.au/life-at-deakin/why-study-at-deakin/study-support.
Write your learning goalfor AT3in the space provided on the assignment coversheet, and submit this along with your marked rubric and final pitch to the Dropbox on the2ndSeptember.Your learning goal and self-marked rubric will be evaluated according to the following criteria:
Self-marked Rubric (3 marks):
You have marked your own assignment against the AT2 rubric (onemark).
Your rubric has been completely marked (oneextramark).
Your marks realistically reflect your performance (one extra mark).
Learning Goal (4 marks):
You clearly state one goal you wish to work on for AT3(one mark).
You havepresented your goal ina “SMART” format (specific, measurable, achievable/realistic and within the time-frame of the next assignment).(oneextra mark).
You clearly explain how this goal relates to your self-evaluated performance and/or learning experience from AT2, oryourbroader aims as a Deakin student (one mark).
You identify one realistic strategy to help you achieve this goal (one extra mark).
What will help me to complete this task?
There will bea lot of information and guidance provided for this task in the AT2 folder on our cloud site, from week 4. Youreducational program’sprofile document will contain some background readings (core to every profile) and one focus reading, to get you started with your research. You are encouraged to read the other profiles as well, so that you can develop a robust argument for your ownprogram’sapproach.
In this unit students who regularly attend the seminars tend to perform much better on the assessments than those who do not – so I strongly recommend you keep your attendance up!Please note thatthe week 5 and 6 topic modules will be highly relevant to AT2, and should be reviewed carefully prior to the completion of this task.
The AT2 discussion board houses a list of FAQs about the task that will be added to over the following weeks. It’s a good place to start if you have any concerns. Feel free to post additional questions on the board.General study support can be found on theHYPERLINK "https://www.deakin.edu.au/students/studying/study-support/referencing"Student Life website, and support for researching your assignment can be found on the library’sHYPERLINK "http://www.deakin.edu.au/library/study"Find resources page. Our liaisonlibrarians havealso placed a research guide for HDS106 in the AT resources folder on our cloud site.
What feedback will I get for this task?
For this task we are providing students with someearly feedback in the form of questions, to help improve your marks on your final submission. These initial feedback questionsshouldbe returned to you byWednesdayof week 8(for on-time submissions), via thePerspectivesplatform. You can also exchange feedback with your peers on this platform. Your final feedback will be returned byFridayof week 11 via the assignment dropbox. It will consist of rubric marks and general comments.
Extensions and Late Submissions
Drafts submitted late without an extension will not receive formative feedback from the teaching team.
Late submissionsof the final pitchwillattract a 5% penalty PER DAY to a maximum of 25%.
If you require an extension foryour draft or final submission, please contact me atHYPERLINK "mailto:[email protected]"[email protected] am very happy to give extensions for a wide range of circumstances. Please apply for your extension as early as possible, using the extension request form in the AT resources folder.This will ensure I can place you in an appropriate extension group, avoiding inconvenience to you and other students.Requests after the submission date cannot be accepted and will require special consideration, which can be accessed viaHYPERLINK "http://www.deakin.edu.au/students/studying/assessment-and-results/special-consideration"this link.
Plagiarism and Academic Misconduct
You must ensure that theworkin your assignmentisyour own.This means that you must:
Writeyour ownassignment (don’t pay for someone else’s work, or ask another person to write or edit your assignment for you).
Submit auniqueassignment (it should not be the same as another student’s)
Acknowledgeall sources of information(this includes direct quotes, paraphrased quotes, and key ideas).
You can learn more about Deakin’sHYPERLINK "https://www.deakin.edu.au/students/studying/academic-integrity"rules for academic integrityon their website. You should also review Deakin’s general guidelines aroundHYPERLINK "https://www.deakin.edu.au/students/studying/study-support/referencing"research and referencing.
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