17975780 - SIMPSON Ami-

Marie, A1
by Ami-Marie Simpson

Submission date: 12-Sep-2018 11:50PM (UT C+1000)

Submission ID: 1000664453
File name: 17975780_SIMPSON_Ami-Marie_102098_A1.docx (713.15K)
Word count: 7199
Character count: 46529
Int roduct ion T heme clarit y
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17975780 - SIMPSON Ami-Marie, A1
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

49
Ami-Marie, you have completed all the components
of the task. Your summary considers the general
capabilities. T he comparative table sets out the
strengths, concerns, changes proposed but lacks
an explanation in relation to evidence based
research. T he report explains the reasoning behind
the changes sort. Consideration needs to be given

/60 to explicit supported evidence f or UbD and the

outcome of the interrelationship between the scope
& sequence, concept map, assessment and the
reconstructed unit. Further, consider the audience
more in the report and show why teachers should
accept your recommendations. A suggestion here
would be to show how do your suggestions support
the teacher in executing the unit successf ully? T he
concept map is more designed f or student - what
about the one f or the teachers? T his will ensure
that all teachers are f amiliar with the threshold
concepts of the unit. T he reconstructed unit covers
the areas you mention as concerns and f ollows the
UbD process as you clearly state. By adding these
components you presented a value added
reconstructed unit f or the f aculty. T he report covers
the recommendations stated in the introduction with
some well stated positions. It would be helpf ul to
consider f urther the context of persuasion and to
highlight the strengths to support those who have
worked on this unit bef ore. You have written clearly
requires no proof reading and used the APA.

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QM Introduction Theme clarity

Statement does not f ocus one or more of the f ollowing:

(1) literacy; numeracy; critical and creative thinking; and personal and social capabilities in
relation to reconstruction
 (2) research approaches to evidence and to structure (UbD)

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Comment 1
how does this research support the suggested changes - an explanatory sentence would assist
here.

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Comment 2
T he importance of concept mapping f or staf f is required here to assist in ensuring that all staf f
have an understanding of the threshold concepts of the unit.

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Comment 3
needs to show the connecting words (af f ect by/ developed f rom/ etc. to show the
interrelationships between the sub-concpets
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RUBRIC: CTL INDIVIDUAL EVALUATION 2

COMP. T ABLE Credit

Comparative table of changes f rom original program to implement in the reconstruction. T o improve
literacy, numeracy and personal and social capabilities in a dif f erent context.

FAIL T he table shows insignif icant strengths/weaknesses/ changes and/or research

evidence.

PASS Comparative table brief ly analysis the areas specif ied and shows clear links to recent
evidence based research to support the change.

CREDIT Comparative table is analytical of the areas specif ied and shows clear links to recent
evidence based research to support change.

DISTINCTION Comparative table is critically analytical of the areas specif ied and shows clear links
to recent evidence based research to support the change.

HIGH DISTINCTION Comparative table is sophisticated and analyses the areas specif ied; shows clear
links to recent evidence based research to support the change.

RECONST RUCT IO Distinction

T he reconstructed unit highlighting new areas presented showing improvements to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based teaching and learning using
UbD

FAIL T he modif ications do not promote signif icant change. Ref lects a simplistic approach
to threshold concept development, assessment, and sequencing to achieve improved
inquiry-based teaching and learning using UbD

PASS T he unit modif ication ref lects areas f or change showing an integrated approach to
teaching & learning. Ref lects a developing prof essional approach threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD

CREDIT T he unit modif ication ref lects areas f or change in a structured approach to
integrating change Ref lects a prof essional approach to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD

DISTINCTION T he unit modif ication ref lects areas f or change in a highly integrated and persuasive
manner. Ref lects a developed prof essional approach to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD

HIGH DISTINCTION T he unit modif ication ref lects areas f or change in an exemplary integrated and
persuasive manner Ref lects a highly prof essional approach to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD
REPORT Distinction
Recommendations to Faculty Demonstrates critical evaluation of educational programs to improve student
achievement. Constructs a persuasive report to staf f showing evidence-based improvements: threshold
concept development, assessment, and sequencing to achieve improved inquiry-based teaching and
learning using UbD

FAIL T here may be little /no or unbalanced justif ication of choices and little change
recommended in a descriptive account without lacking persuasion. Provides little/no
understanding in linking evidence to changes using UbD.

PASS Produces a brief analysis justif ying choices and sequencing of research materials
and approaches with some recommendations f or change Provides a logical
structured answer that links evidence to changes using UbD.

CREDIT Provides a good analysis and persuasive report, incorporates justif ying choices &
sequencing of research materials and approaches with some recommendations f or
change. Provides a logical, structured answer that links evidence to changes in
teaching & learning using UbD with some persuasion.ull

DISTINCTION Provides a sound analysis and persuasive report, incorporates justif ying choices and
sequencing of research materials and approaches with recommendations f or change.
Provides a logical, structured answer that persuasively links evidence to changes in
teaching & learning using UbD.

HIGH DISTINCTION Provides a scholarly analytical and persuasive report incorporating choices and
sequencing of research materials and approaches with convincing recommendations
f or change. Provides a well- researched and most insightf ul analysis that
persuasively integrates evidence to change in teaching and learning using UbD.

PRESENT WORK Distinction

Presents work prof essionally, with clear academic writing and within the word limit and uses current edition
APA ref erencing style correctly, including competently integrating evidence.

FAIL Work lacks structure; little evidence paper has been edited; terminology inappropriate;
f requent spelling/ typographic errors. Poor paraphrasing; over reliance on quotes; no/
inaccurate ref erence list signif icant matches in originality report.

PASS Generally clear; paper/ presentation has introduction, body and conclusion;
developed with student’s voice; sentences coherent and grammatically correct; within
word/time length; some typographic/ spelling errors. Generally accurate APA
ref erencing. Originality report detects some insignif icant matches.

CREDIT Well-structured and coherent text; ef f ective grammatical expression; adheres to

word/time length; uses appropriate terminology; minor typographic and /or spelling
errors. Mostly accurate APA ref erencing; T urnitin- low percentage f or originality
report.

DISTINCTION Clear and concise structure; strengthened by relevant research; grammar and syntax
mostly correct; cohesive text within word/time length; discriminating use of
appropriate vocabulary; f ew typographic or spelling errors. Consistently accurate APA
 ref erencing; competent integration of evidence, original work

HIGH DISTINCTION Well-structured paper or innovative presentation; explicitly identif ies the key issues;
cohesive, grammatically correct structure; very f ew typographic or spelling errors.
Consistently accurate APA ref erencing; highly competent integration of evidence
original work.