Example assessment & marking criteria
Assessment type:
Evaluative report
Subject:
INF532 Knowledge Networking for Educators
This subject examines the educational practices of connected learning environments within distributed networks of
people and institutions, including schools, information organisations and online communities. Knowledge
networking is introduced as an active and complementary partnership of online tools, information access,
information distribution and pedagogic practices, which are underpinned by social, ubiquitous, blended and
personalised learning. Research foundations and case studies will define the value and function of personal
knowledge networks. The subject examines tools and opportunities to produce, circulate, curate and comment on
new media and explore the affordances of popular peer-culture tools and community-based knowledge for
connected learning.
On successful completion of this subject, students will be able to:
 understand the life-cycle of information, its history and its future;
 locate and evaluate a range of innovative online tools and spaces for creative knowledge production and
learner engagement;
 use a suite of new media tools for information management, content creation, content curation, collaborative
work, and connecting social networks and communities of practice within and beyond the school;
 describe and critique the interplay between formal and informal learning in physical and digital venues, and
approaches such as the flipped classroom;
 build on knowledge networking to strengthen school-based classroom engagement and learning through
intentional and reflective online instructional design;
 design, develop and deploy products, tools or strategies that show an understanding of education
informatics; and
 utilise a personal learning network to enhance professional growth, personal knowledge management and
collective intelligence practices.
Subject learning
outcomes:
Assessment task:
Value& length:
Task description:
2. Network literacy evaluative report
50%, 1800 words (+/- 10%) plus blog entries
Complete a network literacy evaluative report drawing upon blog posts throughout the session to document how
your practice-based and experiential learning activities helped you meet the learning objectives of this subject.
This assignment is in two parts. You must complete both parts.
Part A: Knowledge networking blog
Create a knowledge networking blog by the end of Week 1, and use this to show evidence that you have:
 engaged with sections of the four self-paced topic modules, online readings and networked class
discussions;
 completed a number of formative learning activities using a range of digital tools and spaces, content
curation platforms, and creative knowledge production applications;
 participated in the series of six 1 hour ‘tweet meets’ (peer-learning sessions) on topic module content;
 critiqued student knowledge networking artefacts;
 developed and/or refined your network literacy and knowledge networking skills and understandings
throughout the session; and
 reflected on your development as a connected educator.
Part B: Evaluative Report (no more than 1800 words)
Write an evaluative report on your learning in INF532 this session. Include:
(a) an evaluative statement using the networked learning experiences documented on your KN blog as
evidence of meeting the learning objectives of this subject (900 words); and
(b) a reflective statement on your development as a connected educator as a result of studying INF532,
and the implications for your role as a ‘connected leader’ within your school community, and/or at
district/state/national level (900 words).
Rationale:
Note this evaluative report should be published as the final entry (or page) on your knowledge networking blog.
This assignment provides students with opportunities to:
 Demonstrate how knowledge and information engagement in connected learning environments are an
essential combination of online tools, spaces and activities in a participatory culture.
 Demonstrate an active engagement with knowledge networking environments and innovative social
networking tools, content curation platforms, and creative knowledge production applications to support their
own informational, educational, social and personal needs, as well as those of their colleagues and students.
This assignment is designed to assess all learning outcomes, with particular emphasis on 5, 6 and 7.
Marking criteria & standards of performance
Developed by Judy O’Connell & Barbara Combes
Part A: Knowledge Networking Blog
Levels of achievement:
High Distinction (85+)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Working towards (<50%)
Student investigates a range
of ideas and issues
Blog entries demonstrate a
strong professional position
about key issues as discussed
in weekly forums, blog posts and
subject learning materials
Blog entries shows an emergent
professional dialogue about key
issues as discussed in weekly
forums, blog posts and subject
learning materials
Blog entries show awareness of
key issues as discussed in
weekly forums, blog posts and
subject learning materials, and
provides evidence of being able
to highlight appropriate facets of
the issues being discussed
Blog entries show awareness of
some of the key issues and
central course concepts as
discussed in weekly forums, blog
posts and subject learning
materials, however, emphasis is
disproportionate and somewhat
descriptive
Blog entries are descriptive and
show little or no awareness of
key issues discussed
Student applies
and integrates critical
analysis
Strong evidence of independent
investigation, original
questioning and analysis.
Independently takes and
understands multiple
perspectives and through these
can provide an insightful and/or
exhaustive critical discussion of
the issues at hand
Evidence of independent
investigation, and original
questioning and analysis.
Independently takes and
understands multiple
perspectives and through these
can provide an insightful critical
discussion of the issues at hand.
Some evidence of independent
investigation, original questioning
and analysis. Takes and
understands multiple
perspectives and through these
can provide a critical discussion
of the issues at hand
Little evidence of independent
investigation, original questioning
and analysis. Attempts to take
and understand multiple
perspectives
No evidence of independent
investigation, original questioning
and analysis. No attempt to take
and understand multiple
perspectives
Student is able to form,
present and support own
opinions
Incorporates own opinion and
original ideas into discussion,
explicitly shaped by a strong
foundation in theory and
examples, and to promote further
thinking
Incorporates own opinion into
discussion, with foundation in
theory and examples, with some
incorporation of ideas to promote
further thinking
Incorporates own opinion into
discussion, linked to theory or
examples
Some attempt to incorporate own
opinion into discussion, however,
opinion may not be grounded in
theory or examples. Little or no
attempt to incorporate original
ideas
No attempt to incorporate own
opinion into discussion, or
opinion is not grounded in theory
or examples
Mark for Part A:
Part B: Evaluative Report – blog post
Levels of achievement:
Comprehension and analysis:
Evaluative statement
demonstrates engagement with
networked learning experiences.
Demonstrates quality research
and academic writing skills
using appropriate scholarly
conventions
Synthesis:
Reflective statement
demonstrates understanding
and evaluation of development
as a ‘connected’ educator
Mark for Part B:
General Comment:
High Distinction (>85%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Working towards (<50%)
Draws from the literature beyond
the readings to support
justifications. Accurately engages
with the range and breadth of the
concepts, theories and practical
applications of knowledge
networking. Demonstrates
sophisticated critical research,
analysis and synthesis skills,
using ideas and principles beyond
those introduced in the modules.
Argument flows, writing,
referencing and online attribution
are free from error, demonstrating
an outstanding level of research
undertaken
Draws from the literature beyond
the readings to support
justifications. Evidence of precise
engagement with the concepts
and theories pertinent to the
concepts, theories and practical
applications of knowledge
networking. Demonstrates
competent analysis using ideas
and principles beyond those
introduced in the modules.
Argument flows, writes with
clarity. Use of scholarly
conventions reflects a high level
of research undertaken. Few
errors in online attribution and
referencing
Assignment well informed by the
readings and goes beyond key
texts. Makes connections
between the concepts,
predominant ideas and practical
applications relevant to
knowledge networking. Evidence
of analysis using ideas and
principles introduced in the
module. Use of scholarly
conventions reflects a sound level
of research undertaken.
Infrequent errors and minor
omissions in online attribution
and referencing
Draws from course readings.
Descriptive narrative with some
discussion using ideas and
principles introduced in the
module. Is abreast of the main
relevant connections and
practical applications in
knowledge networking. Use of
scholarly conventions reflects an
adequate level of research
undertaken. May have errors in
online attribution and/or
omissions in reference list
Unfamiliar with concepts relevant
to knowledge networking. No
evidence of research in the
course literature. Descriptive
narrative and includes frequent
unsupported facts and opinions.
Use of scholarly conventions
reflects the level of research
undertaken which was minimal.
Many errors and omissions in
attribution and reference list
Provides a critical and creative
reflective statement that provides
sophisticated synthesis of
knowledge networking, and
insightful reflection of
development as a ‘connected’
educator and leader. Evaluation
provides a connected
interpretation, linking all aspects
of the knowledge networking
experience with intuitive insights
Provides an in-depth reflective
statement that provides synthesis
and reflection of interconnections
of ideas and experiences in
development as a ‘connected’
educator and leader. Evaluation
provides quality scrutiny of all
aspects of the knowledge
networking experience
Provides a reflective statement
that shows conceptualisation and
synthesis of ideas, but which may
be a mix of descriptive and
reflective thinking in
demonstrating development as a
‘connected’ educator and leader.
Evaluation provides a coherent
interpretation of the knowledge
networking experience
Provides a reflective statement
that is appropriate, though limited
in some elements of synthesis of
ideas. Tentative presentation of
ideas and interconnections that
influence development as a
‘connected’ educator and leader.
Evaluation provides a
foundational interpretation of the
knowledge networking experience
Understanding is vague, and
reflective statement shows little
or no understanding of being a
‘connected’ educator or leader.
Evaluation is limited or
descriptive