End of Module Assessment & marking criteria JUNE 2021 Module description Subject learning outcomes: Submission: Length: Task description: Reflective portfolio: ZOO 316 ZOO316 Insect Physiology A learning curriculum used to detail fundamentals of the physiology/internal anatomy and biochemistry of insect organ systems, to explain the physiological and biochemical adaptations that have allowed insects and their relatives to become extremely successful in most habitats, and the ways in which insect functions differ from those of other animals and use of insect models for general physiological and biochemical research. • demonstrate knowledge of the integrated physiological systems of insects • demonstrate an understanding on the underlying role of physiological processes in the success • demonstrate an understanding of the role of physiological processes on the diversity of insects • demonstrate an awareness of the nature and basis of research on insect physiology/internal anatomy • demonstrate the ability to integrate knowledge from insect ecology and insect external anatomy • effectively communicate the various concepts of insect physiology/internal anatomy • display efficient practical skills necessary for the study of the insect internal anatomy • demonstrate self-directed learning skills and working in a team /group • demonstrate critical thinking and analytical skills Before Tuesday 6 July 2021 at 13:00 (deadline), penalties for late submission. max 5 pages The aim of this assessment is for you to think reflectively, to evaluate your own learning, and to enhance your written communication skills. This reflective portfolio is a record of your experience of learning and examining those processes – as a form of critical analysis. The portfolio assessment asks you to document what and how you are learning in the course. Reflection is generally understood as the process of internally examining and exploring an issue of concern, triggered by an experience. Portfolios are highly individual documents, no two are the same. An ideal portfolio would present a picture of someone actively engaged in learning motivated by some personal or communal objective. The portfolio will indicate that you accept responsibility to maximise the development of appropriate knowledge, skills and attitudes through participation in the course, aspire to become accurate in the self evaluation fundamental to effective, lifelong, self-directed learning, are deriving useful information from feedback available in teaching and learning activities, are committed to the ideals of compassionate and ethical professional behaviour, and are accepting responsibility for contributing to the professional development of peers through collaborative work in teams. Every portfolio must contain the following information/sections: • About me (yourself, authors of portfolio). Introduce yourself and your journey through Insect Physiology (max 1page) • Reflect and evaluations technical and theoretical portions of your learning by selecting 4 sections for the 9 we covered in class (e.g. digestion, excretion, nervous system, etc.) from the 9 covered in class (max 2 pgs): Provide a summary of the key points you understood and learned from each of the 4 sections What were the challenging learning tasks from each of the 4 sections you selected? What learning tasks did you respond to most easily from the 4 sections you have selected? How would you rate your knowledge overall for the topic (out of 5)? Draw, label and describe/annotate one insect system or process from each of the 4 topics you have selected (e.g. for central nervous system, you might draw the ventral nerve cord), take a picture of your hand drawn figure, and paste onto your document as Figure 1: A drawing of …., Figure 2: A drawing of…, 3, 4. What do you feel proudest about regarding your learning activity for the module? What do you feel most dissatisfied with regarding your learning activities this module & what strategies are you putting in place to overcome the problem/issue in the second semester? • • • • Reflect on your goals for the module as a whole and how you met those goals; these are 'bigger picture' goals, such as grades, personal growth, social outcomes and engaging with social issues. Reflections on group work during the group presentations - what contributions did you make, what roles did you tend to play, how do you think you impact on others in the group, how do they impact on you? Reflections on your practical sessions (above 3 bullets max 1.5 pgs) A summary of what you think students who show up next year should know about how to survive and flourish in this class and a reflection on how your experiences as a learner in this class will affect your own practice. (max 0.5 pgs) Marking criteria A. Written communication and visual presentation skills ( /10) 5: Excellent grammar and spelling with superior sentence, paragraph and overall structure, which lead to a clear narrative and sub-narratives. Additional relevant material has been incorporated into the portfolio, such as graphical information (e.g., photos, drawings) and/or, samples of notes taken during a guest lecture, among other relevant additions that support the learning experiences encountered and reflected upon. 4: Very good grammar and spelling with very good sentence, paragraph and overall structure. Narrative and sub-narratives provide easy-tofollow story lines that are well interlinked. Some relevant graphical information has been incorporated into the portfolio and reflected upon critically. 3: Sound grammar, spelling and structure but in need of some improvement. Narrative content is clear and easy to follow. Additional supporting information is supplied to some extent. 2: Adequate grammar, spelling and structure, but in need of significant improvement. Narrative content is present and is able to be followed. May have some additional content of a graphical or other nature. 1: Poor grammar and spelling and illogical and incoherent structure. Narrative is not easy to follow. No additional information sources are included in the portfolio. B. Level of critical reflection ( /45) 5: Student describes significant events and reflects critically on them in a deep and significant way by relating the reflections to their learning experiences. The student considers and evaluates the reasons behind the event and explores alternatives (e.g. I did not do x very well). This was probably because of y, but may have also been due to z). In the following week's entry the student will report on how they reacted to the situation/event mentioned the previous week and any improvements made or the reasons why no improvements were made. 4: Student describes significant events and reflects critically on them in a significant way by relating the reflections to their learning experiences. The student reports on reasons behind the event (e.g. 'I did not do x very well, because of y'), but does not mull over and explore alternatives to deep and significant extent. In the following week’s entry the student will report on how they reacted to the situation/event mentioned the previous week and any improvements made or the reasons why no improvements were made. 3: Student describes a limited number of significant events and reflects on them by reporting reasons behind the event (e.g. 'I did x because of y'). However, student does not deeply reflect using critical analysis on their performance during the significant event nor mull over and explore alternatives very well. 2: Student describes significant events but makes no attempt to provide reasons (e.g. 'I did x; he said y'). There is some attempt to relate the events to processes of learning, but few alternatives are explored. Some critical analysis is employed to examine the situations described, but is mostly left at the descriptive level. Some entries about improvements made and some reasons are provided. 1: Student makes little attempt to personally relate events during the Session's learning Experiences and makes few attempts to critically analyse these situations. Few attempts are made to examine the reasons why learning experiences did not work out well or explore alternatives to find ways as to how they could have been improved. C. Reflection of theory and technical learnings ( /30) 5: Student makes clear links between their personal reflections and relevant work covered in class, provides good drawing and appropriate annotations from documents, and also includes some evidence from specific situations in the classroom, or personal events that have a positive or negative impact on the student's learning, or other learning events/experiences. 4: Students makes very clear links between their personal reflections relevant work covered in class, provides good drawing and appropriate annotations from documents, and also includes some evidence from specific situations in the classroom personal events that have a positive or negative impact on the student's learning, or other learning events/experiences. 3: Student makes sound links between their personal reflections and relevant work covered in class, provides good drawing and appropriate annotations from documents, and also includes some evidence from specific situations in the classroom, or personal events that have a positive or negative impact on the student's learning, or other learning events/experiences. 2: Student attempts to make links between their personal reflections and work from class but these are not very clear and a limited range of supporting evidence. 1: The student makes no links between their personal reflections and the class work. No meaningful use of evidence. D. Achieving learning improvements and summary ( /15) 5: Student states whether s/he has achieved any of her/his learning goals identified in the portfolio and reflects critically on the process of achieving these goals (e.g. 'I did not achieve this goal because of x', 'I achieved this goal because of y'). S/he also fully discusses what further work s/he needs to do in this area and a clear and achievable plan as to how this is going to be completed. 4: Student states whether s/he has achieved any of her/his learning goals identified previously and reflects critically on the process of achieving these goals (e.g. 'I did not achieve this goal because of x', 'I achieved this goal because of y'). However, the student does not fully discuss what further work s/he needs to do in this area but does provide a sound plan for how this is going to be completed. 3: Student states whether s/he has achieved any of her/his learning goals identified previously but does not fully reflect on the process of achieving these goals. 2: Student identifies realistic and appropriate learning goals but does not explain how s/he plans on achieving these goals. 1: Student does not identify many learning goals appropriate to their critical reflection, nor provide adequate plans to achieve any goals described.