COURSE OUTLINE: EDUC2632X08, 2019, Semester One

ASSESSMENT RUBRICS

The overall grade awarded for each assignment cannot be greater than that awarded for the Academic Literacy
component.
Criteria F P C D HD
Students are expected to Insufficient evidence of ability Adequate level of ability High level of ability Very high level of ability Extremely high level of ability
demonstrate a high displayed. There are substantial displayed. There are several displayed. There are few displayed. There are incidental displayed. There are no errors
standard of academic errors in: errors in: errors in: errors in: in:
writing. To score a high • the structure and coherence of the• the structure and coherence of the • the structure and coherence• the structure and coherence of the the structure and coherence of
grade, standard Australian written work; written work; of the written work; written work; the written work;
English should be used to
• the appropriate use of expression • the appropriate use of expression • the appropriate use of • the appropriate use of expression the appropriate use of
communicate key ideas
and grammar; and grammar; expression and grammar; and grammar; expression and grammar.
clearly and concisely.
• the accuracy of spelling and • the accuracy of spelling and • the accuracy of spelling • the accuracy of spelling and the accuracy of spelling and
punctuation. punctuation. and punctuation. punctuation. punctuation.
The reference
list/bibliography is correct.
Electronic resource identifiers
are consistently used (DOIs -
Digital Object Identifiers
and/or URLs - Universal
Resource Locators)

Assessment 1: Planning Rubric (25%)

Criteria Aspect Assessed Marks
Sequence • Planning document describes three sequential lessons 15
• Referenced to selected Year and Standard from WA/SCASA curriculum.
• Exhibits ICT innovation in curriculum design to motivate and stimulate learners to
achieve their goals.
• The overall design of the learning sequence is significant to students’ lives and is
stimulating for the target audience.
• Overall design elicits thinking that goes beyond rote comprehension.
• The learning design promotes communication amongst students.
Learning • Strong elements of learning theory have influenced the design of the curriculum and 5
Theory they have been drawn on in the implementation.
• Draws upon wider reading, learning theories or models.
ICT • ICT is carefully embedded into the curriculum as a tool to support thinking and 5
statement learning. Detailed explanation provided. Draws upon wider reading.

Assessment 2: Group Presentation Rubric (Group mark 20%)

Group members must demonstrate their ICT competence in terms of both the component of the lesson that they are directly
responsible for, as well as being technically able to help their team members in the class activity. Individual marks may vary.

Criteria Aspect Assessed Marks

Organisation • Learning objectives clearly stated, used and reviewed. 2.5
of session • Prior knowledge checked and acted upon.
• Successfully/innovatively gains group’s attention.
• Group members support each other throughout and ensure smooth transitions between
activities
Active • ICT activity engages audience creatively by using ICT thoughtfully. 9.5
engagement • Challenges audience to consider the ICT within the context, and reflect.
• Audience encouraged to consider how ICT contributed to learning. 4
Post activity • Discussion considered possible ICT implementation issues.
• Focussed on key concepts encountered in readings and lectures.
Lesson • Clear directions and scaffolding processes are provided. 4
online/shared • Checks are in place to assess student understanding.
environment • Provision of supporting material, e.g., guides, templates, and examples.

The University of Notre Dame Australia Date of Publication to Students: 1 February 2019 Page 9 of 11