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MELISSA LOUISE GIBSON Marker: Leigh Disney MARKSHEET FOR ASSIGNMENT 2 Name: melia l. Gibson Grade: DISTINCTION Solid (please see the final page for additional information) criterion-based grade elaborations are derived from the University's assessment Rules.

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Gibsonm

MELISSA LOUISE GIBSON Marker: Leigh Disney MARKSHEET FOR ASSIGNMENT 2 Name: melia l. Gibson Grade: DISTINCTION Solid (please see the final page for additional information) criterion-based grade elaborations are derived from the University's assessment Rules.

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ETL421 Semester 2, 2012

MARKSHEET FOR ASSIGNMENT 2

Name: MELISSA LOUISE GIBSON Student Number: 238545 Grade: DISTINCTION Solid (Please see the final page for additional information)

Gradated Items
Fulfils the task Builds on the work done in Assignment 1 = Well done Improves students' overall numerate experience = Well done

Addresses the audience Addresses professional colleagues = Well done Provides evidence of development as a conscientious, professionally minded, pre-service teacher = Well done

Covers expected content Describes the improvement (redesign, emendation, extension) = Well done Indicates the rationale (theoretical or practical) = Okay Provides evidence of the reflective methods used = Okay Suggests ways of overcoming barriers to numeracy = Lean Accounts for the application of knowledge arising from exploring the surprising idea or unanswered question = Well done Mentions (in the appendix) how each resource contributed to the design = Okay

Meets the presentation requirements Communicates clearly and concisely = Well done Uses information visualisation techniques = Well done Adheres to format and word length requirements = Well done Uses APA referencing correctly = Well done

Comments
Suggestions for further learning It will be very interesting for you to be able to reflect on the implementation of these activities and then relate back to Unit content to consolidate learning. I think you will be able to add another dimension to your analysis and explore certain elements that only come into light after the fact. In terms of your academic writing I really appreciate your succinct writing style, the ability to say the same think in less words is a skill unto itself, use this well moving forward. Marker: Leigh Disney

ETL421 Semester 2, 2012

MARKSHEET FOR ASSIGNMENT 2 (cont.)


Additional Information Key: Well done --- the response comprehensively meets or surpasses the criterion Okay --- the response generally meets the criterion Lean --- the response addresses but does not adequately meet the criterion Skipped --- the response does not address the criterion

Grading: The following criterion-based grade elaborations are derived from the University's Assessment Rules. However, as the Assessment Rules combine criterion-based assessment with norm-referencing, you should be aware that results posted on Learnline for your assignments may not necessarily reflect your final grade. The Examiners meetings held at the end of Semester will determine whether marks need to be scaled up or down in any particular unit before the official grades are released to you via My Student Info on the CDU website. High Distinction Indicates an accomplished assignment of publishable quality; very well-balanced and thoroughly effective; highly proficient in all areas of the assignment. Distinction Indicates a well-researched and well-argued response; demonstrates understanding of the less obvious aspects of the unit; ideas drawn from a range of sources are adapted to context. Credit Indicates a well-written and well-organised response; key ideas are applied with relevance and insight; displays some use of analytical skills. Pass Indicates a coherent response that adequately addresses the assignment specification; demonstrates knowledge of fundamental concepts. Pass Conceded Indicated an assignment that falls short of the basic requirements, but has one or more compensating strengths in relation to the unit's learning outcomes. Fail Indicates a partially developed or inadequate response to the assignment specification and without compensating strengths.

Additional Grade Descriptors (where used): Emerging --- inconsistent performance at this grade level; some evidence of performance at the previous grade level Solid --- consistent evidence of performance at this grade level Comprehensive --- thorough evidence of performance at this grade level; some evidence of performance at the next grade level (if applicable)

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