Professional Documents
Culture Documents
Simpson Ami-Marie Marked
Simpson Ami-Marie Marked
Marie, A2
by Ami-Marie Simpson
33 %
SIMILARIT Y INDEX
21%
INT ERNET SOURCES
0%
PUBLICAT IONS
33%
ST UDENT PAPERS
PRIMARY SOURCES
1
Submitted to University of Western Sydney
St udent Paper 11%
2
Submitted to Flinders University
St udent Paper 8%
3
syllabus.nesa.nsw.edu.au
Int ernet Source 7%
4
Submitted to Australian Catholic University
St udent Paper 3%
5
www.artofsmart.com.au
Int ernet Source 3%
6
Submitted to University of New South Wales
St udent Paper 2%
Instructor
40 /50
Ami
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Comment 1
Ref erencing correction- use semi colon not brackets
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RUBRIC: ASSIGNMENT 2: ASSESSMENT
FAIL 0- 24 Unsuitable assessment task f or stage 6 and the syllabus outcomes f or the T eaching
Area. Assessment task FAILS to demonstrate assessment f or learning and of
learning principles, is not readily accessible in language and instructions f or stage 6
diverse learners, shows limited or poor dif f erentiation and discrimination in the
scope, poor presentation and choice of task.
PASS 25- 32 Suitable original assessment f or the Syllabus and f or Stage 6 students and relevant
outcomes and perf ormance standards that is of a reasonable rigour and quality.
Assessment task satisf actorily demonstrates assessment f or learning and of
learning principles, is readily accessible in language and instructions f or stage 6
diverse learners, shows some dif f erentiation and discrimination in the scope, is
prof essionally presented and shows appropriate judgment in the choice of task.
CREDIT 33- 37 Quality original and rigorous assessment f or the Syllabus and f or Stage 6 students
and caters f or relevant outcomes and perf ormance standards. Assessment task
demonstrates sound assessment f or learning and of learning principles, is clear,
precise and accessible in language and instructions f or stage 6 diverse learners,
shows sound dif f erentiation and discrimination in the scope, is prof essionally
presented to a high standard and shows sound judgment in the choice of task.
DIST 38- 42 High Quality original and rigorous assessment f or the Syllabus and f or Stage 6
students and relevant outcomes and perf ormance standards. Assessment task
demonstrates substantive assessment f or learning and of learning principles, is
clear, precise and accessible in language and instructions f or stage 6 diverse
learners, shows good levels of dif f erentiation and discrimination in the scope, is
prof essionally presented to a very high standard and shows good judgment in the
choice of task.
HD 43- 50 Ef f ective, creative, well targeted, rigorous high quality assessment f or the Syllabus
and f or Stage 6 students that caters well f or relevant outcomes and perf ormance
standards. Assessment task demonstrates high level critical understanding and
application of assessment f or learning and of learning principles, is very clear,
precise and accessible in language and instructions f or stage 6 diverse learners,
shows strong levels and modes of dif f erentiation and discrimination in the scope, is
prof essionally presented to a exemplary standard and shows critical judgment in the
choice of task.
PASS 25- 32 Presents a coherent prof essional discussion of assessment using relevant examples
f rom a range of scholarly and prof essional reading. Shows a satisf actory
understanding of how this could be applied to the syllabus. Has made connections to
the assessment practices within education contexts and understands how teachers
use assessment methodology. Generally clear; paper/presentation has introduction,
body and conclusion; developed with student’s voice; sentences coherent and
grammatically correct; within word/time limit; some typographic and /or spelling errors.
Some appropriate use of evidence but needs to be better integrated; submitted to
T urnitin; originality report detects some insignif icant matches.
CREDIT 33- 37 Presents a coherent, critical and prof essional discussion of assessment using
relevant and current examples f rom a sound range of scholarly and prof essional
reading. Shows a sound understanding of how this could be applied to the syllabus.
Has made critical connections to the assessment practices within a range of
education contexts and understands how teachers use assessment methodology
appropriately within their practice. Well structured and coherent text; ef f ective
grammatical expression; adheres to word/time limit; uses appropriate terminology;
minor typographic and /or spelling errors. Analysis well developed with student’s voice
and supported by literature and research. As f or pass, additionally all ref erences and
citations consistently demonstrate correct f ormatting. Italics, capitalisation, regular
text and spacing f ollow APA conventions f or particular ref erence types.
DIST 38- 42 Presents a coherent, critical, sustained and prof essional discussion of assessment
using insightf ul and substantive examples f rom a broad range of scholarly and
prof essional reading. Shows a substantive understanding of how this could be
applied to the syllabus. Has made strong critical connections to the assessment
practices within a range of education contexts and understands how teachers use
assessment methodology ef f ectively within their practice. Clear and concise
structure; strengthened by relevant research; grammar and syntax mostly correct;
cohesive text within word/time limit; discriminating use of appropriate vocabulary; f ew
typographic or spelling errors. As f or credit, additionally all ref erences and citations
consistently demonstrate correct punctuation. Full stops, commas, colons,
parenthesis f ollow APA conventions f or particular ref erence types.
HD 43- 50 Presents an insightf ul and provocative discussion of assessment using robust and
well synthesized examples f rom an extensive range of scholarly and prof essional
reading. Shows a deeply critical and ref lective understanding of how this could be
applied to the syllabus. Has made compelling connections to the assessment
practices within a range of education contexts and understands how teachers use
assessment methodology ef f ectively and reliably within their practice. Well structured
paper or innovative presentation within the word/time limit; explicitly identif ies the key
issues; cohesive, grammatically correct structure; very f ew typographic or spelling
errors. With competent integration of evidence, submitted to T urnitin; original work
with insignif icant matches. As f or distinction, additionally complex citations or unusual
source materials are cited and ref erenced correctly, f ollowing APA conventions.