The degree of RSD autonomy this task is set at is Scaffolded Research (Level 3) Task Criteria Unsatisfactory Satisfactory Highly Satisfactory The Participant… Lacking clarity, coherence, Clear, sufficient, organised, Innovative, rigorous, organisation, etc coherent, etc complete, scholarly, creative Are the purposes of your task clear for students? a. Embarks & Clarifies Embark on research and clarify the knowledge that is needed b. Finds & Generates Was relevant literature insightfully used to improve the Find and generate needed task after Part A? information/data using appropriate methodology c. Evaluates & Reflects Does your self-assessment of the task using this Evaluate information/data and marking criteria provide valid justifications for tick reflect on the research placement? processes used Is task document fully coherently organised, with all d. Organises & Manages Organise information collected/ components- purpose, description and assessment generated and manage criteria- aligned? research processes e. Analyses & Synthesises Is there an explanation of how feedback to students will . . . Analyse information/data and be managed (formative task) or of how students should synthesise new knowledge to use assessment criteria before, during and after the task produce coherent individual & (summative task) in Appendix 3? team understandings Is there an explanation of the plan for gaining feedback . . . to improve this task in the future in Appendix 2? f. Communicates and Applies Does the title clearly and succinctly indicates the nature . . . ethically:Write about, speak on of the task? and perform the processes, Are appropriate citing and referencing conventions . . . understandings and applications followed? of the research, and respond to Do you have an explanation, located in Appendix 1, of feedback, fully considering how feedback from Part A was used to improve the ethical, cultural social issues task?
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? . . . . . .
CurriculumDesign_Assessment1_2014.docx