ETL421 Semester 2, 2013

MARKSHEET FOR ASSIGNMENT 2

Name: Mark Smith
Student Number: 254336
Grade: CREDIT Comprehensive
(Please see the final page for additional information)
Structured feedback on the various task elements, as derived from the
Assignment Specification
Fulfils the set task
Builds on the work begun in Assignment 1 = Well done
Improves students' overall numerate experience = Well done
Addresses the audience
Addresses professional colleagues = Okay
Provides evidence of development as a conscientious, professionally minded, pre-service teacher =
Well done
Covers expected content
Narrates the improvement (redesign, emendation, extension) = Well done
Indicates the rationale (theoretical or practical) = Okay
Provides evidence of the reflective methods used = Lean
Suggests ways of overcoming barriers to numeracy = Okay
Accounts for the application of knowledge arising from exploring the surprising idea or unanswered
question = Lean
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
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ETL421 Semester 2, 2013
Comments
Suggestions for further learning
Hi Mark, Thank you for your assignment. You chose your illustrative dialogue to support your main
idea(s) and it shows that you are tuned into possibilities that this dialogue might offer for students'
learning. I hope this has begun a 'listening to your students' journey for more revelations! The students
are well on their way to organising themselves in a complex project like this one. When they embark on
this process, it will truly be a broadly numerate one of problem-solving and maths thinking. This will
also be helpful in articulating their learning when you introduce whole curriculum implementation of
numeracy to your staff. The Unknown part of the Johari Window usually contains insights into systemic
or institutional aspects that may be barriers to learning. More reflection needed here.
Marker: Debbie Prescott
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ETL421 Semester 2, 2013
MARKSHEET FOR ASSIGNMENT 2 (cont.)
Additional Information
Key:
Well done --- the response comprehensively meets or surpasses the requirements of the task element
Okay --- the response generally meets the requirements of the task element
Lean --- the response addresses but does not adequately meet the requirements of the task element
Skipped --- the response does not address the requirements of the task element
Grading:
The following criterion-based grade elaborations are derived from the University's Grading Policy. However, as the
Grading Policy is subsumed by the University's Assessment and Moderation Policy, 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 further moderated before the official grade for the unit is
released to you via 'My Student Info' on the CDU website. Note: grade release will occur on the date published in the
University's higher education calendar.
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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