代写 EDU10010 Language and Learning in your Discipline
EDU10010 Language and Learning in your Discipline:
Assessment 3: Reflective Writing –Reflective Report (25%) and Learning Plan (20%)
(Total: 1700 words; Value: 45%; Final due date: Sunday, 9 October 2016)
STUDENT NAME: GRADE:
| CRITERIA | High Distinction (HD) | Distinction (D) | Credit (C) | Pass (P) | Fail (F) |
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Reflective Report Concepts 8 points |
Demonstrates an excellent understanding of unit content as well as the academic skills needed to achieve and how to apply them in your discipline. Includes a well thought out discussion on giving effective oral presentations. | Demonstrates a very good understanding of unit content as well as the academic skills needed to achieve and how to apply them in your discipline. Includes a very good discussion on giving effective oral presentations. | Shows a good understanding of unit content as well as the academic skills needed to achieve and how to apply them in your discipline. Includes a good discussion on giving effective oral presentations. | Shows a developing understanding of unit content as well as the academic skills needed to achieve and how to apply them in your discipline. Limited discussion on giving effective oral presentations. | Shows little or no understanding of unit content as well as the academic skills needed to achieve and how to apply them in your discipline. May not include a discussion on giving effective oral presentations. |
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Reflective Report Reflection &Critique 10 points |
All reflections clearly describe growth, achievement and accomplishments, and include goals for continued learning. Evidence of a very strong ability to self-assess. Reflection strongly aligns with learning plan. Clear identification of barriers/constraints and enablers to learning as well as future learning strategies. | Most of the reflections describe growth, and include goals for continued learning. Evidence of a sound ability to self-assess. Reflection clearly aligns with learning plan. Very good identification of barriers/constraints and enablers to learning as well as future learning strategies. | Some of the reflections describe growth, and include goals for continued learning. Evidence of the ability to self-assess. Reflection mostly aligns with learning plan. Some identification of barriers/constraints and enablers to learning as well as future learning strategies. | A few of the reflections describe growth, and include goals for continued learning. Evidence of an adequate ability to self-assess. Some reflections align with learning plan. Very little identification of barriers/constraints and enablers to learning as well as future learning strategies. | The reflections do not describe growth or include goals for continued learning. Does not have the ability to self-assess. Reflection does not align with learning plan. Limited or no identification of barriers/constraints and enablers to learning as well as future learning strategies. |
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Reflective Report Overall Presentation 3 points |
The structure of the report is logical and flows smoothly. The writing is engaging with very well constructed sentences demonstrating an excellent grasp of standard writing conventions. There are no grammatical, punctuation, and spelling errors.Adheres to the word limit and formatting requirements. | The structure of the report is clear and flows well. The writing is mostly engaging with clearly constructed sentences demonstrating a very good grasp of standard writing conventions. There are occasional minor grammatical, punctuation, and spelling errors.Adheres to the word limit and formatting requirements. | The structure of the report is satisfactory and it generally flows well. The writing lacks variety and originality. However, the sentence structures are correctly constructed demonstrating a good grasp of standard writing conventions. There are some grammatical, punctuation, and spelling errors.Adheres to the word limit and formatting requirements. | The structure of the report is passable, but confusing at times. The connections between ideas are not always clear with some poorly constructed sentences. There is an adequate understanding of standard writing conventions. There are frequent grammatical, punctuation, and spelling errors.May have gone slightly over or under the stipulated word length and adheres to most formatting requirements. | The report lacks a clear sense of direction with awkward sentence structures. Does not demonstrate an understanding of standard writing conventions. There are a significant number of grammatical, punctuation, and spelling errors.May have exceeded or gone under the stipulated word length and does not adhere to formatting requirements. |
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Reflective Report Sources and referencing 4 points |
Sources are credible and meet the required number of citations. Referencing style is used correctly and consistently with no errors. | Sources are credible and meet the required number of citations. Mainly accurate use of referencing style with only a few minor errors. | Majority of the sources are credible and meet the number of citations. There are some errors in the referencing style and it may lack some consistency. | Some of the sources are not credible and may not meet the required number of citations. Adequate use of referencing style with many errors and lacks consistency. | Sources lack credibility and/or do not meet the required number of citations. Unsatisfactory use of referencing style with little or no adherence to the referencing style chosen. |
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Learning Plan Content 14 points |
Excellent identification of practical and realistic learning needs. Goals and strategies are clearly aligned to learning needs. Strategies and resources are realistic. There is clear evidence of an exploration of barriers and enablers to learning including preferred learning style. The outcomes strongly align with goals and learning needs. There is strong evidence of modification of learning plan in alignment with ongoing review and reflection within the context of the specified learning needs. | Very good identification of practical and realistic learning needs. Goals and strategies are clearly aligned to learning needs. Strategies and resources are realistic. There is evidence of an exploration of barriers and enablers to learning including preferred learning style. The outcomes align very well with goals and learning needs. There is clear evidence of modification of learning plan in alignment with ongoing review and reflection within the context of the specified learning needs. | Good identification of practical and realistic learning needs. Goals and strategies are mostly aligned to learning needs. Strategies and resources are mostly realistic. There is some evidence of an exploration of barriers and enablers to learning including preferred learning style. The outcomes mostly align with goals and learning needs. There is some evidence of modification of learning plan in alignment with ongoing review and reflection within the context of the specified learning needs. | There is some identification of practical and realistic learning needs. Some of the goals and strategies are aligned to learning needs. Some of the strategies and resources are realistic. There is limited evidence of an exploration of barriers and enablers to learning including preferred learning style. The outcomes do not always align with goals and learning needs. There is limited evidence of modification of learning plan in alignment with ongoing review and reflection within the context of the specified learning needs. | There is little or no identification of practical and realistic learning needs. Most of the goals and strategies are not aligned to learning needs. The majority of the strategies and resources are not realistic. There is no clear evidence of an exploration of barriers and enablers to learning including preferred learning style. The outcomes do not align with goals and learning needs. There is no evidence of modification of learning plan in alignment with ongoing review and reflection within the context of the specified learning needs. |
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Learning Plan Presentation 6 points |
Clearly written and comprehensive demonstrating an understanding of its purpose. There are no grammatical, punctuation, and spelling errors. Adheres to formatting requirements. | Clearly written and quite comprehensive demonstrating an understanding of its purpose. There are very few grammatical, punctuation, and spelling errors. Adheres to formatting requirements. | Points are mostly clear and fairly comprehensive demonstrating an understanding of its purpose. There are a few grammatical, punctuation, and spelling errors. Adheres to formatting requirements. | Points are not always clear demonstrating a basic understanding of its purpose. There are some grammatical, punctuation, and spelling errors. Does not completely adhere to formatting requirements. | Points are not clear and do not demonstrate an understanding of its purpose. There are several grammatical, punctuation, and spelling errors. Does not adhere to formatting requirements. |
