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Case 3 - Postgraduate unit |
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Description |
This case study was conducted within a postgraduate Education degree,
which focused on the specific theory and practice of teaching Indigenous
and multicultural students. Adaptively-released assessment feedback
(ARAF) strategies were implemented the essay component of the second
assessment task in the unit, Assessment 2: Portfolio – Panel Discussion
& Essay.
The word limit for the essay is 2500 words; it is worth 25% of the
overall grade for this unit. |
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Video |
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Strategies |
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The adaptively-released assessment feedback (ARAF) strategies used in
this unit included: |
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At the beginning of the semester |
- Students receive assessment task details, instructions and
marking rubrics.
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Before assessment task submission |
- Students complete assessment task, according to assessment task
details and instructions, and use the marking rubric for guidance.
- Students complete the marking rubric as a self-assessment task
to indicate how they perceived their own performance in the
assessment task.
- Students submit their assessment task with their completed
self-assessment rubric through the Turnitin portal on the Learning
Management System (Moodle).
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After assessment task submission |
- Based on the Lecturer's guidance, the Tutor marks the submitted
assessment tasks, recording 1) qualitative assessment feedback on
the marked-up assessment task; and 2) quantitative feedback on the
rubric. Quantitative and qualitative feedback were both recorded on
a marking rubric.
- A research assistant divides the two types of feedback and sends
them out to the students by email at different consecutive time
periods, seeking and coordinating the comments the students make on
a survey about the feedback they received.
- Research Assistant returns marked-up assessment task, including
qualitative feedback, to students via email.
- Students access their marked-up assessment task, including
qualitative feedback, via email.
- Students were invited to respond to questions about their
reactions to receiving qualitative feedback:
- Describe what you thought immediately after you read through
the qualitative feedback (comments) provided to you about the
assessment task.
- Describe what you felt immediately after you read through
the qualitative feedback (comments) provided to you about the
assessment task.
- Describe what you did immediately after you read through the
qualitative feedback (comments) provided to you about the
assessment task.
- Describe how you plan to use this feedback in your future
learning and studies.
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- Research Assistant returns marked-up assessment task, including
quantitative feedback, to students via email.
- Students access their marked-up assessment task, including
quantitative feedback, via email.
- Students were invited to respond to questions about their
reactions to receiving quantitative feedback:
- Describe what you thought immediately after you read through
the quantitative feedback (comments) provided to you about the
assessment task.
- Describe what you felt immediately after you read through
the quantitative feedback (comments) provided to you about the
assessment task.
- Describe what you did immediately after you read through the
quantitative feedback (comments) provided to you about the
assessment task.
- Describe how you plan to use this feedback in your future
learning and studies.
- Students were also asked for feedback about their perceptions of
evaluating their own performance, receiving qualitative and
quantitative feedback separately, and the difference between the
feedback from the tutor and their own evaluation of their
assessment.
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Rubric |
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The following rubric was used by the lecturer to mark the students’
assessment tasks. |
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Essay
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Name:
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Criteria
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Outstanding
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Thorough
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Proficient
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Adequate
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Elementary
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Not Evident
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Mark
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Knowledge
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competent interpretation and answering the question
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conveys strong impression of competence in understanding
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overall presentation and communication of ideas in a logical and
coherent manner
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Knowledge
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integration and interpretation of information, including
evidence of analysis and synthesis and evaluation of topic
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multiple authors integrated into text with a high level of
reflective thought linked to text
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Conclusion
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points/reflections drawn together in a convincing summary of
topic
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Format
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all elements present and follows assignment guide
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Structure
and progression.
Well structured and progresses in a logical sequence.
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Spelling and Grammar
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use of correct grammar, punctuation and spelling
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Referencing
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bibliography/reference list following APA format
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appropriate use of sources, direct quotes, citations and
paraphrasing integrated smoothly into text
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information well referenced using in-text referencing
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Referencing
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referencing of five or more information sources
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variety of references could include; books, electronic sources
and periodicals
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Total mark:
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/25
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Comments:
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