SCHOOL OF HUMAN SERVICES
AND SOCIAL WORK
FIRST YEAR ASSESSMENT REPORT
Prepared by
Margaret Macleod
Learning Adviser
Logan campus
Commissioned and funded by Professor Keithia Wilson
as part of an Australian Learning and Teaching (ALTC)
National Fellowship
Final Report

October 2010
TABLE OF CONTENTS
1. OVERALL SUMMARY ............................................................................................... 1
2. SUMMARY OF KEY PRINCIPLES FOR FIRST YEAR ASSESSMENT .....……….. 5
3. EVALUATION 1006HSV HUMAN SERVICE STRUCTURES……………..…………..7
4. EVALUATION 1010 HSV LIFESPAN DEVELOPMENT.................................16
5. EVALUATION 1008HSV INTERPERSONAL SKILLS………………….................... 23
6. EVALUATION 1015HSV HUMAN BEHAVIOUR…………………. …………………..34
7. EVALUATION 1007HSV HUMAN SERVICES PROCESSES…………………….. …44
8. EVALUATION 1017HSV HUMAN SERVICES RESEARCH………………………… 52
9. EVALUATION 1014HSV INTRODUCTION TO SOCIAL THEORY…………………..58
APPENDIX 1…………………………………………………………………………………..69
APPENDIX 2………………………………………………………………………………….71
Margaret Macleod
October 2010
1. OVERALL SUMMARY OF FIRST YEAR BACHELOR OF
HUMAN SERVICES WRITTEN ASSESSMENT TASKS
This review of HSV first year written assessment tasks is based largely on student
feedback provided at individual and group consultations and workshops. This
feedback has been provided by a wide variety of students, ranging from those who
have experienced difficulties with academic writing and thinking to those who are
middle and high achievers and are striving to gain the best possible learning
experience and grades. The writer’s experience as an Academic Skills Learning
Adviser at the Logan campus for the past 10 years has also assisted in this evaluative
review, since it has enabled some common patterns in both positive and problematic
practices to be identified from a student perspective.
The review has found that, for the most part, the tasks are well designed and relevant
to the overall aims of the first year courses. A mix of assessment tasks is provided in
the courses, providing students with a variety of ways to demonstrate their learning
and achievement.
Several courses (1006HSV; 1007HSV; 1017HSV) are currently well supported with
resources to assist the students with their tasks. However, it is recommended that
the provision of appropriate resources be adopted in all courses. Further
development or enhancement of resources to assist with assessment tasks would
significantly enrich the learning experience for these students and moderate some of
the assessment pressures that contribute to poor student retention. Some suggestions
for resource enhancement are made in the individual task evaluations.
Specific concerns with assessment tasks:
Student feedback has identified a number of specific concerns with written
assessment tasks which impact on their engagement with learning and their sense of
capability. These concerns are summarised below, along with some suggestions to
enhance the first year assessment experience for these students.

Tasks that are perceived as too difficult for beginning students’ abilities.
o The critique task in 1017HSV Human Services Research and the essay on
Marx in 1014HSV Introduction to Social Theory are described by students
as significant stressors because of their conceptual difficulty.
o

Recommendations: 1017HSV critique task would be more appropriate as
a second year task. 1014HSV essay task needs considerable simplification
and clarification. It also needs resources to enable students to achieve the
desired outcomes.
Tasks that are perceived as ambiguous or overly complex
o The essay tasks in 1015HSV Human Behaviour, 1010 HSV Lifespan
Development and 1006HSV Human Services Structures (short paper), all
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first semester courses, are described by students as overly complex and/or
ambiguous. This reportedly undermines beginning students’ belief in their
ability to succeed at university.
o Recommendations: These tasks could be enhanced by simplifying the
task and/or clarifying what is expected. Resources to assist students with
these tasks could also optimise their learning.

Tasks that are perceived as inappropriately timed.
o
Students report that the poster task in 1010HSV Lifespan Development
is problematic because it requires them to form into groups at a very
early stage of their university life (weeks 1-4).
o Recommendation: Consider making this an individual rather than a
group task
General concerns about assessment:
As well as these specific concerns with actual tasks, there are some general concerns
that also reportedly contribute to disengagement and dissatisfaction. These are:

Lack of relevance of assessment tasks.
o Some students report that they are unable to see the relevance of
tasks (and sometimes course content) to their chosen career path.
This is particularly the case when beginning courses focus mainly on
theoretical or conceptual content. Students from a low socioeconomic background and/or those who are first in family at
University often lack the cultural capital to see the significance of
‘abstract’ information. This can impact on retention. To illustrate,
several second year students have reported that “The Difference and
Disability second year course is so enjoyable, engaging, has good
assessment - had we had this in first year a lot more would have
stayed”
o Recommendation: To enhance students’ sense of purpose, they
should be provided, where possible, with content and tasks that they
perceive as authentic or ‘real”. Student retention and satisfaction is
enhanced if they can readily connect what they are learning with their
choice of profession. The tasks in 1007HSV Human Services
Processes are a good example of tasks that students see as authentic.

Lack of consistency in assessment information
o Students have reported the following inconsistencies that they suggest
contribute to a sense of inadequacy, disempowerment and perceived
inability to negotiate the complexities of university culture.
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October 2010



Different members of the same teaching team in some
courses providing different messages about assessment tasks
(i.e. there can be different messages about what constitutes
the desired outcome).
Inconsistent messages across courses about what constitutes
correct referencing, and general rules about formatting (e.g.
use of headings etc).
Information about assessment appearing in different places on
the L@G website in different courses (for example,
assessment information may be located under ‘Assessment’,
‘Resources’, or ‘Course Content’). This is particularly the
case with ‘additional’ information or resources, some of
which can be difficult to locate. Beginning students need time
to navigate the complexities of university websites.
o Recommendations:
 It is very important that all members of a teaching team in a
course provide the same messages to students about
assessment tasks.
 It would be helpful if all members of a teaching team commit
to a single referencing format and style in the first year.
HERBIE would be a good location for a referencing and
formatting resource that all agree is suitable.
 Course convenors could agree to place assessment
information in the same locations on L@G to minimise this
confusion for students

‘Last minute’ assessment information
o Some students report that ‘last minute” additional assessment
information is provided by some tutors. This information may modify
or contradict previously provided information about assessment tasks.
This confuses and stresses students who have started early on tasks,
only to find that this last minute information necessitates a change of
direction or approach.
o Recommendation: Unless a course is new, all information about
assessment tasks should be provided early, and remain unaltered.

Heavy workload: Assessment tasks that are concentrated in the same
period
o Beginning students need time to acquire good academic time
management skills. Therefore, their sense of capability is undermined
if they are expected to submit several assessment items within a very
short time period (e.g. the same week). Some have assumed that this is
a deliberate ploy to ‘weed out the weak’ when in fact it may simply be
lack of planning or knowledge. A summary of due dates by week is
attached (see Appendix 1).
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October 2010
o Recommendation: Where possible, assessment tasks across first year
courses should be staggered so that beginning students have sufficient
time to provide their best possible work. If that is not possible,
teaching staff could try to ensure that a mix of tasks (e.g. different
weighting, word length or complexity) is designed to fall in the same
period. This would require some coordination across first year courses

Assessment tasks that are inconsistently weighted
o Some students have assumed that there are ‘hidden’ expectations in
assessment tasks that appear to be of similar complexity and word
length but have significantly different weighting attached. For
example, in HSV first year courses, essays of 1500 word length are
variously weighted at 30%, 35% and 45% , while a 2000 word essay is
weighted at 30% in one course and 50% in another (see Appendix 2).
o Recommendation: Where possible, essays of similar word length and
complexity should be reasonably consistently weighted across first
year courses. If a task is weighted differently to other tasks because it
is significantly more complex or difficult, this could be explained to
students so that the weighting process is seen as transparent.
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2. SUMMARY OF KEY PRINCIPLES FOR FIRST YEAR
ASSESSMENT (BASED ON STUDENT FEEDBACK)
Students value transparency in assessment tasks.
This is because initially most students do not have the confidence or skills to
be able to ‘interpret’ tasks. Valued assessment includes:
 Assessment tasks that are clear, straightforward and unambiguous.
 Assessment information (eg. task description, marking criteria) that is
in concordance.
 Marking criteria that relate clearly to the task and guide students to
understand what parts of the task are most important/worth the most
marks. Students do not consider generic marking criteria helpful.
 Assessment that clearly relates to the course and overall degree. That
is, students value being able to see how a particular task is beneficial to
understanding the course content, and how it is relevant (in terms of
skills and content) to the degree as a whole. ‘Why am I being asked to
do this?’ is unfortunately a common student question.
Students value consistency.
Lack of consistency can contribute to a sense of personal inadequacy,
disempowerment and perceived inability to negotiate the complexities of
university culture. To enhance consistency students find it helpful if:
 All members of the teaching team in a course ensure they are giving
the same messages to students about assessment tasks. A frequent
complaint is that ‘the lecturer told us to do X, but out tutor told us to
do Y’.
 All members of the teaching team in the first year commit to a single
referencing format (if possible). This avoids confusion for students
caused by some tutors correcting referencing when tutors in another
course have approved it.
Assessment defines what students see as important, and directs how they
manage their time.
Given that many are juggling work and family commitments, this is not
surprising. Therefore, assessment tasks that are disproportionately complex or
demanding or focus on just one small part of the overall content will
undermine students’ engagement with the content of the course as a whole.
Students value assessment tasks that sequentially build on academic skills
as well as content knowledge.
This applies to assessment tasks within a course and assessment tasks across
the courses.
In first semester, students value essay tasks that initially
 Are relatively short (e.g. 750-1000 words)
 Are relatively simple (e.g. summary/description and simple interpretative
analysis – such as answers to how/why questions)
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
Include limited research requirements (e.g. simple searches of readily
obtainable information)
By second semester, students feel more capable of writing essays that
 Are longer (1200-2500 words)
 Incorporate more complex analysis (e.g. critical analysis/evaluation tasks)
 Include more rigorous research
Students prefer a mix of tasks
This can include quizzes, short answer tests, essays, exams etc. Different tasks
enable students to show their understanding of content in different ways.
Students value resources that model the desired outcome
Resources can include example essays, paragraphs etc. In the first semester, an
example essay structure is also considered useful. A FAQ resource is also
valued (and for academics, can help reduce time spent answering questions).
Students appreciate assessment tasks that are staggered.
Beginning students can become overwhelmed if, for example, they are
expected to submit three essays in the same week. Beginning students need
time to acquire good university time management skills. If this is not possible,
they prefer that a mix of tasks (e.g. different weighting, word length or
complexity) be required within a short period.
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1006HSV Human Services Structures (Semester 1, Year 1)
Overall Summary of Evaluation of Assessment Items 1 and 2
Item
1
2
3
Assessment task
Short Paper
Major Paper
Group
Presentation
Length
800 words
2000 words
30 mins
Weighting
25%
45%
30%
Due date
Wed Week 5
Wed Week 12
From week 6
Assessment Items 1 and 2 are good examples of how to clearly relate assessment
tasks to the Learning Outcomes of a course. Both assessment tasks also assess the
capacity of students to analyse and synthesise new information and concepts and
relate them to current social problems/issues. A particular strength of the second
assessment item (major paper) is that it allows students to research and write
about social issues of interest to them, thereby providing an effective approach to
learning. Both assessment items are provided with resources, including example
essays, which model desired outcomes.
Nevertheless, the first assessment item (short paper) causes anxiety for students.
The main reasons for this (discussed in detail in the individual assessment task
evaluation) are:
1. It incorporates multiple tasks. This challenges students who are still at an
early stage of learning how to effectively organise and structure information,
especially in a relatively few words.
2. It requires students to engage in self reflection about issues and concepts,
and relate their values and beliefs to literature. This is difficult when many are
still grappling with understanding the concepts themselves.
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Evaluation: 1006HSV Human Services Structures (Item 1)
ASSESSMENT TASK
Assignment task: Short paper
Weighting: 25%
Word Length: 800 words
Timing (semester/week): Semester 1, week 5
Description: Task: Using Australian policy online (http://www.apo.org.au) find an
article about a social condition or problem. (You need to attach a hard copy as an
appendix to your assessment submission). Explain the issue and the reasons it is
considered a social condition or problem, key ‘actors’ or ‘stakeholders’ and your
position in relation to the issues, using the literature to inform your explanation.
Analyse your position indicating, from reading relevant literature, the knowledge and
values that inform and influence your views. You need to draw on terms and concepts
introduced in the first weeks of this course.
Notes to inform the task:
It is not possible to define welfare and human services outside of the contested beliefs
(or inherent tensions) and assumptions that characterise the field. Students must
therefore develop some frameworks and concepts for interacting with that complexity.
It is generally acknowledged that human service professionals must have self
awareness and capacity to reflect on what they bring to this contested field. This
assessment locates the student as both part of a system of contested ideas through
which professional power is enacted and as a professional whose actions impact on
others. The assessment marks the beginning of a theme of self awareness and
reflexive practice within a contested field of ideas and practice. It requires students to
build skills in analysing the arguments of others and engaging with them in a spirit of
respect.
You already bring to your human service practice, a worldview and a set of
assumptions and values which inform your thinking about what human services is,
how society ought to be, how people ought to live, what is good/bad, right/wrong.
Much of this is unconscious or partly conscious, learned within your family, your
culture and from the ways you have made sense of your personal experiences. These
assumptions will influence how you engage within the contested world of human
services. Your assumptions will influence what weight you place on knowledge or
information you gather. This assessment asks you to identify some of the values and
assumptions you hold and asks you to consider and explore alternate views.
You can begin by 1) reading article, 2) asking yourself and thinking about what your
own beliefs are about the issues, 3) talking to others about the issues raised 4)
checking the literature (including your texts and articles posted on the website) 5)
consider what role you think government should have in relation to the issue and
explain your reasons for your position and what informs your reasons. It is important
to read relevant sections of the text and other literature to explore the issues, perhaps
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talk to other people who hold similar and opposing ideas to develop and refine your
reasoning for holding your views. You must then organise your research into a very
tightly argued, appropriately structured well-referenced 800-word paper.
This task is intended to help you begin to think about social issues, how the problem
is represented and policy responses which will help the development of your major
paper.
Purpose: unstated
STUDENT FEEDBACK
A significant number of students seek help with this task. They are confused by the
multiple tasks involved, the detailed information provided in the “notes to inform the
task” section, are unsure about how much of this information actually relates to the
task, and how to discuss all this in 800 words. Many are particularly concerned by the
stated need to articulate ‘their position’ and don’t understand how to relate their
position to relevant literature.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
No Review
Suggested
The assignment task is very detailed, and incorporates multiple tasks within a short
word limit. Too many tasks within the one assignment can cause anxiety for new
students.
Further, the notes, designed to clarify and assist with the task, confuse some students,
because they have problems distinguishing the advice on how to think about the task
from the task itself. Given the complexity and multiplicity of the task, this additional
information unfortunately serves to complicate it.
An additional problem is that the summary at the end of the notes, which states that
‘this task is intended to help you begin to think about social issues, how the problem
is represented and policy responses which will help the development of your major
paper’ does not include, or obscures, the self reflective task in this assessment piece.
2. Criteria – Do marking criteria assist in understanding the
assignment task?
No Review
Suggested
The second criterion (see below) causes the most concern for students. They are
unsure about what demonstrating ‘self awareness’ means and how to relate their
beliefs to literature.
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The third criterion also introduces a dimension that is not articulated in the assessment
description. This is the need to discuss historical as well as current values. If criteria
do not “match” the task, students may find the task unintelligible.
Marking Criteria
1. Chooses appropriate article and identifies relevant concepts (e.g. inherent
tensions), using the literature, in analysis of issues (8 marks).
2. Identifies links to own beliefs and values, discusses and analyses
comprehensively, with reference to the literature. Recognises the need for selfawareness (5 marks).
3. Demonstrates understanding of the links between historical and current values
that shape this aspect of human services (6 marks).
4. Structures and organises discussion logically. Spelling, sentence construction
and grammar are of a high standard. Formats written work appropriately and uses
correct referencing (6 marks).
3. Weighting - Is weighting appropriate for assignment
Yes
task?
4. Size of Task – Is word length appropriate for assignment
task?
No Review
Suggested
The assignment task is made up of multiple tasks, requires students to both understand
and organise a diverse range of information. Many find it difficult to do this in 800
words.
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No Review
Suggested
For most students, understanding the key concepts introduced in the course and
relating them to an article is sufficiently complex. The directives to ‘analyse your
position’ and ‘recognise the need for self-awareness’ introduces a dimension that
many students find difficult to achieve at this stage of their university life.
6. Relationship to Course Learning Outcomes - Does the
Yes
assignment task clearly relate to/develop the learning
outcomes for the course?
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
Yes
This task is supported with resources. As well as information to assist with
understanding the key concepts relevant to the task, students are provided with a
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document that outlines some ways students can improve their essays (based on
the last year’s essays) and an example of an essay that had achieved a high grade.
It should be noted though that this essay did not appear to address the third
criterion – which suggests that this criterion might not mean quite what is seems.
It is also stated on L@G that additional information about critical reflection has
been incorporated into tutorials
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design
To overcome the problems outlined above, one suggestion is to redesign the
assessment task by removing some of the multiple tasks included in it. Since it is the
difficult self-reflective task discussed in the third criterion (‘identifies links to own
beliefs and values, discusses and analyses comprehensively, with reference to the
literature. Recognises the need for self-awareness’) that appears to cause the most
anxiety, this task could be deleted. This would also make the task more achievable
given the short word limit.
However, this task relates closely to the fourth and fifth Learning Outcomes for the
course (see below), which explains why it is incorporated.
Learning outcomes
1. Students are familiar with the history, philosophies, politics, institutional
structures and technologies of the Australian post-welfare state.
2. Students can draw on human services literature to develop a framework for
analysis of welfare and human services.
3. Students can use this understanding to participate in debates, decision making
and problem solving pertinent to human service contexts.
4. Students can use this knowledge to reflect on the outcomes of their own actions,
their own values and commitments, and the human service contexts they operate
within.
5. Students demonstrate capacity to read and analyse an article, compare the
arguments and perspectives of various authors, identify the welfare assumptions
and concepts through which arguments are constructed, critically evaluate various
positions, articulate and reflect on their own position, respectfully communicate
with peers who express different positions and use library skills to research
specific human service questions.
Perhaps this important self-reflective task could be included in the major paper
instead? By week 12, students would have had the opportunity to develop the skills
needed to reflect on their own beliefs and values, especially if this is incorporated in
tutorial discussion, and the longer word length of the major paper would more readily
allow for the inclusion of this task
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A further suggestion is to delete the notes from the assessment description, place them
under “resources” on the Learning@Griffith website, rewrite them to explain more
clearly how they relate more closely to the task itself, and use the tutorials to discuss
the pre-writing thinking processes, (such as ‘talking to others about the issues raised’)
that may inform the task.
Resource Enhancement
As discussed, students are already provided with resources, including the very
useful example essay. However, this particular resource could be enhanced by
including in it comments which show which parts in it address each criterion. This
raises awareness in students of the need to ensure that each criterion is clearly
addressed through adequate signposting. Other strengths, such as correct
paragraphing and referencing, could similarly be commented on. It can also be
useful to include a poorer example essay, which can similarly be used to highlight
common errors and provide information on how to overcome them.
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Evaluation: 1006HSV Human Services Structures (Item 2)
ASSESSMENT TASK
Assignment task: Major paper
Weighting: 45%
Word Length: 2000 words
Timing (semester/week): Semester 1, week 12
Description: Rationale - this task allows you to develop and demonstrate research
and writing skills about a topic of particular interest to you. It continues the process of
developing an understanding of and applying academic writing conventions. It invites
you to think deeply and in a structured way about social issues of significance in our
communities and of interest to you.
There are several options for this paper: Choose one topic.
Select a group and one policy area (e.g. Older people and Health; Families and
Housing; Children and Services for families and children e.g. child protection or child
care). Critically analyse how this policy area may have impacted upon this group over
time and discuss the reasons for significant policy shifts. Discuss current issues in the
delivery of services in this area (for example, changes in the way services are
provided and what influences these changes such as use of new technology,
ideological shifts; gaps in service delivery; inherent tensions in the choices made by
governments favouring different ideologies).
Group
Older people
People with disabilities
Families, Young People and Children
Indigenous Australians
Women
Men
Refugees and Migrants
Policy area
Health
Housing
Education
Law
Income security incl Employment
Media and Technology
Services for families and children eg
family support, child care, child
protection
Purpose: See “rationale” above
STUDENT FEEDBACK
Students do seek help with this task, but mainly to make sure that they are structuring
their essay correctly, and that they are clearly addressing the task.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
Yes
The assignment task is clearly explained, and well designed, allowing students to
choose groups and policy areas of interest to them.
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2. Criteria – Do marking criteria assist in understanding
the assignment task?
Yes
The marking criteria relate specifically to the assignment description and enhance
understanding of this task. For example, the first criterion makes it clear that a
discussion of the post welfare/market welfare state is necessary (see below).
Marking Criteria (45 marks)
Clear description of current context (i.e. How has the post – welfare/market
welfare state influenced the current context) in which the issue is currently
experienced (10 marks)
Well developed analysis of changes (history of policy development/changes and
what has influenced change across time) (10 marks)
Discusses current issues/challenges in providing services in this field of practice
(15 marks)
Extent of research, use of literature, structure (introduction, body, conclusion),
writing style (clarity of expression, grammar, spelling, sentence construction and
punctuation) format (1.5 spacing, left justified etc) and APA referencing (10
marks)
3. Weighting - Is weighting appropriate for assignment
task?
Yes
45% is appropriate for what is required in the task
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
Yes
Feedback from students indicates that they do not find the task too conceptually
difficult, or that the skills required are beyond them
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
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Yes
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This task is supported with resources. Students are provided with a document
which outlines some ways students could have improved their short paper, which
assists with this major paper. Students are again provided with an example of an
essay which had achieved a high grade.
SUGGESTIONS FOR ENHANCEMENT
Resource Enhancement
As with the example essay provided to assist with the short paper, the example
essay resource for this task could be enhanced by including in it comments which
show which parts in it address each criterion. This raises awareness in students of
the need to ensure that each criterion is clearly addressed through adequate
signposting. Other strengths, such as correct paragraphing and referencing, could
similarly be commented on. It can also be useful to include a poorer example
essay, which can similarly be used to highlight common errors and how to
overcome them.
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1010HSV Lifespan Development (Semester 1, Year 1)
Overall Summary of Evaluation of Assessment Items 1 and 2
Type
Due date
1. Poster
Week 4
Tue (4.00pm)
Weighting
25%
2. Essay
Week 9
Word limit: 1500 words
Fri, (5.00pm)
3. Examination
Week 16 or 17
Date to be advised
35 %
40 %
Taken together, the poster and essay provide a useful scaffolding of knowledge and
skills. The poster task allows students to provide a simple visual representation of
their knowledge, communicate their understanding concisely, and encourages active
learning and retention of information. It is also beneficial for visual learners. This is a
peer assessed task (moderated by tutors), enabling students to become active
participants in the assessment procedure. The case study essay task builds on their
understanding of content developed by the poster by requiring them to apply their
theoretical knowledge of lifespan development to a character in a movie. Case studies
are an excellent way of enabling contextual learning.
Nevertheless, these two assessment items are reportedly significant stressors for
students. The main reasons for this (discussed in detail in the individual assessment
task evaluations) are:
1. The poster is a group project, requiring students to form, organise and work in
groups in the first few weeks of their university life, when most are experiencing
transitional problems (including how to organise their time effectively).
The task also requires students to understand and visually depict a complex range
of content, which again is difficult, given that students are only just in their first
few weeks of university.
2. The case study essay incorporates multiple tasks. This challenges students who
are still at an early stage of learning how to effectively organise and structure
information, and communicate clearly in an essay format. Ideally, case study
tasks, if used at an early stage of university life, are best kept simple for beginning
students, and well supported with resources that model how to organise and
communicate information.
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Evaluation:1010HSV Lifespan Development (Item 1)
ASSESSMENT TASK
Assignment task: Item 1: Poster + marking sheet
Weighting: Total 25% (Poster 21%, Marking Sheet 4%)
Word Length: Poster size not to exceed 1m x 1 m
Timing (semester/week): Semester 1, week 4, marked in class week 5
Description: Group work task – poster to represent one of the developmental
periods and key changes in domains, including contexts. Task is peer + tutor assessed
Purpose: To increase understanding of content, develop group work skills, critical
analysis and reasoning.
STUDENT FEEDBACK
This task causes significant anxiety for students. The main stressor is the group work
component. This is because of the timing of the task. In the initial few weeks, students
are still grappling with transitional issues, and therefore encounter significant
problems with organising groups, managing meetings and effectively working in
groups. Further, the withdrawal of students in this period means that groups are often
left at the last moment without members to complete the task.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
Yes
In general, it is clear and unambiguous. However, a different word is used to describe
the same term in the Purpose and Task sections. Biosocial, cognitive and psychosocial
are called “perspectives” in the Purpose, but “domains” in the Task. Different
terminology can confuse students.
2. Criteria – Do marking criteria assist in understanding
the assignment task?
Yes
3. Weighting - Is weighting appropriate for assignment
task?
Yes
The weighting could be reduced to minimise anxiety. However, given the complexity
of the task, the weighting is appropriate.
4. Size of Task – Is word length appropriate for
assignment task?
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Yes
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5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No. Review
suggested
At this stage of their university life (weeks 1-4), students do not have the necessary
skills or knowledge to successfully form groups, maintain group cohesion, or work
effectively in groups.
The complexity of the task is also an issue. Students are required to understanding
•
Developmental periods
•
Three domains.
•
Relevant contexts
•
Relationship between developmental periods.
Understanding all these terms, how each relates to another, then converting this
understanding to a visual format, whilst also grappling with the difficulties of group
work, is challenging for students in the first few weeks.
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
No. Review
suggested
The content relates to the learning outcomes. However, the task of group work does
not relate to the learning outcomes, and no clear rationale is provided for it. A
rationale for a poster design is also not provided.
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No
A useful resource is provided to assist students with designing a poster.
However no resources are provided to assist students with the task of effective
group work.
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design
Two suggestions are
1. Make this an individual task rather than a group task
2. Simplify the content of task.
Resource Enhancement

18
Resources – If the group work component of the task is kept, additional
resources on effective group work are needed.
Margaret Macleod
October 2010
Evaluation: 1010HSV Lifespan Development (Item 2)
ASSESSMENT TASK
Assignment task: Lifespan Essay 2 - Case Study
Weighting: 35%
Word Length: 1500 words
Timing (semester/week): Semester 1, Week 9
Description: Choose one character from a movie (see list below) and write an
essay applying the 3 perspectives (biosocial, cognitive and psychosocial) to the
character. You must apply appropriate theory in your essay to explain the character's
development, and include research findings in your discussion. Also, discuss how the
character's life has been enriched, or theorise about ways in which it could be. (Don't
forget to include the external forces which influence the domains:- historical time
period, family, socio economic status and culture)
Purpose: To demonstrate an understanding of lifespan development perspectives,
and to be able to apply that knowledge to a specific case.
STUDENT FEEDBACK
The complexity of this assignment (multiple tasks) causes significant concern for
many students. Students also have difficulties with organising all this information
within an essay format, and remaining within the word length
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
No
Phrases such as “include research findings in your discussion” and “don’t forget to
include the external forces..” do not clarify these components of the task for
students.
2. Criteria - Do marking criteria assist in understanding
the assignment task?
No
The marking criteria are generic and therefore do not assist in understanding the task.
For example, students do not understand what argument they should be developing
and supporting. Nor do they understand what is meant by “critically analyse” issues .
Marking Criteria:
7% Topic definition: This refers to the definition of the the topic and the maintenance of focus on
that topic. You must demonstrate understanding of the topic and apply your knowledge
appropriately to the case you have chosen.
7% Logic of argument: This refers to the presentation of a well constructed argument which is
substantiated by the literature.
7% Depth and breadth of reading: This refers to wide and critical reading.
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Margaret Macleod
October 2010
7% Analytic capacity: This refers to the ability to identify central issues and to critically analyse
these with reference to theory and research.
7% Presentation: This refers to the competent and accurate presentation of the essay including:
essay structure, spelling, punctuation, grammar, language, and referencing (both within the text
and in the reference list) in APA format.
3. Weighting - Is weighting appropriate for assignment
task?
35% for an essay of this complexity is appropriate.
Yes
4. Size of task - Is word length appropriate for
assignment task?
No. Review
Suggested
Students have indicated that it is difficult to fit all the required content into the
word length.
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No. Review
Suggested
This task is a case study task. Since case studies require students to apply their
understanding of information (e.g. theories, models) to a specific case, this
requires both a detailed understanding of the theory and the ability to connect the
theory with the case. In first semester, first year, many students find this type of
critical analysis task difficult. The difficulty of the task is exacerbated by its
complexity (multiple tasks). Further, how to organise all this information into a
coherent essay challenges many students.
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No
There are sufficient content resources. However, no resources are provided to
assist students in organising and writing a case study assignment.
Additional resources to optimise student understanding and learning are
suggested below under “resource enhancement” .
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design

20
Simplify overall task. For example, this component could be deleted -. “Also,
discuss how the character's life has been enriched, or theorise about ways in
which it could be”.
Margaret Macleod
October 2010



Clarify task by rewording it. For example, the directive “Don't forget to
include the external forces which influence the domains:- historical time
period, family, socio economic status and culture” suggests that all these
forces need to be incorporated, whereas only those that are applicable to the
character in the movie need be. It is also unclear how these forces are to be
incorporated.
Increase word length to accommodate all the tasks required
Include criteria that relate specifically to the task
Resource Enhancement
Additional resources are needed to provide sufficient support to enable students to
successfully complete the task. These could include
 An example essay (either written by teaching staff or a previous student essay)
which could model how to organise the information, include research, and
develop an argument. The particular character/movie used in the essay could
be withdrawn from the bank of nine movies provided without jeopardising
choice.
and/or
 Information on
o how to take notes/organise information
o how to write case study/ critical analysis tasks including
i. how to write paragraphs
ii. how to incorporate research and theory
Some examples of information I have provided to students in workshops and
consultations which seem to help are included below in the suggested scaffolding
section. These could be turned into resources for the L@G course site.
Suggested Scaffolding to Optimise Student Task Understanding &
Learning
 Templates for note taking and organising information
In order for first year students to understand and successfully undertake and complete
the assessment item, they first need assistance with breaking down the task and
organising information. Using a matrix or another form of graphic organiser (e.g.
mind map) to collect and organise information helps to
o Break down the overall task into easier steps.
o Assist students in processing how they can accomplish the task.
o Explain the relationship between theory and the case study (character in
movie).
o Facilitate understanding of how to analyse rather than just describe the
character.
Example: This table illustrates how a student could organise information. The
assumption here is that the character chosen illustrates development in the early
adulthood phase of lifespan development
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Margaret Macleod
October 2010
Example of character’s
development (Early
Adulthood)
Find examples to illustrate the
domains and theory (not
everything will be found in the
movie – only include what is
relevant)
Domains/Perspectives
(Early Adulthood)
Theory/Theories
(Early Adulthood)
Biosocial
(list biosocial
characteristics)


List relevant theory
Psychosocial
(list psychosocial
characteristics)


List relevant theory
Find examples to illustrate the
domains and theory (not
everything will be found in the
movie – only include what is
relevant))
Cognitive
(list cognitive
characteristics)
List relevant theory
Find examples to illustrate the
domains and theory (not
everything will be found in the
movie – only include what is
relevant))
 Templates for Structure
Identifying three levels of structuring guides the analytical process of the task. It also
enables students to organise coherent paragraphs or sections in their essay.
Suggested structure (one point at a time)
Describe (e.g., character’s psychosocial development)
Analyse (relate it to domain and theories)
Support (how do you know this? (Reference your source e.g., According to Smith…)
 Modelling desired outcome
Providing students with an example of the desired outcome promotes academic
skill development in critical thinking and academic writing. It is recommended
that students are provided with either an example of a full essay OR an example of
an analytical paragraph (example provided)
Example paragraph
The character in the movie illustrates several aspects of psychosocial
development, which can be defined as……….(define this domain and reference
the source of the definition). For example, the character experiences significant
depression following the loss of her child. This affects her relationship with her
husband. This is an example of how ….. (relate to relevant theory and reference
source).
….
Another example of psychosocial development is when the character…..
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Margaret Macleod
October 2010
1008HSV Interpersonal Skills (Semester 1, Year 1)
Overall Summary of Evaluation of Assessment Items 2 and 3
Item Assessment task
1
Participation in
workshops
2
Mini Analysis of
listening skills
3
Individual
Analysis of
interpersonal
skills
4
Examination
Length
Weighting
30%
750 words
10%
Due date
Throughout
semester
Tuesday week 5
2000 words
30%
Tuesday week 10
2 hours
30%
Exam period
Assessment items 2 and 3 provide students with a useful opportunity to communicate
their content knowledge and skills through self-evaluation. By undertaking the mini
analysis task, described on the course website as a “formative piece of work”, the
students are provided with feedback on their content knowledge and critical
evaluation skills. This assists them with the larger and more complex individual
analysis task. Scaffolding the tasks in this way should assist students with building
confidence in content, critical evaluation (including integrating theory with practice)
and appropriate academic writing.
Nevertheless, the mini analysis is a significant stressor for students. The main reasons
for this (discussed in detail in the individual assessment task evaluations) are that:
1. Students usually need to invent the interaction that they are expected to
evaluate. This not only takes considerable time, but they need to invent
something appropriate and relevant that can be evaluated – which makes the
task much more complex and difficult.
2. The weighting of 10% (which reflects the “formative” assessment profile)
means that some students don’t take this task seriously or they pragmatically
decide not to spend too much time on it. This is understandable, given that a
number of other assessment items are due in the same period. (See overall
matrix of HSV year 1/sem1 assessment items). Conversely, many anxious or
highly motivated students put in considerable work for a very small return.
3. At this early stage of their university life, students don’t have the
“language” or skills to successfully write an essay incorporating critical
evaluation. They need resources which model how to achieve this. Providing
these resources would also assist with the third task – the larger individual
analysis task
The Individual Analysis can also pose problems for students who do not understand
how to put into practice the feedback they have received on their mini-analysis. They
often know what they should do, (e.g. “be more analytical”, “integrate theory with
practice” etc.) but don’t know how to do it. They need resources which explicitly
demonstrate how to overcome the common problems identified in the mini-analysis.
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Margaret Macleod
October 2010
Evaluation: 1008HSV Interpersonal Skills (Item 2)
ASSESSMENT TASK
Assignment task: Mini analysis of listening skills
Weighting: 10%
Word Length: 750 words (plus a maximum one-page description of the
interaction)
Timing (semester/week): Semester 1, week 5
Description: This assessment will provide you with the opportunity to reflect on
and analyse your listening skills. Think about a recent interaction you had with
another person. Choose one “snippet” of that interaction where you feel you
effectively listened (or wish you had effectively listened) to the other person. Write a
one-page (maximum) description of the interaction in your own words, i.e. some
information about the context and the actual verbal (dialogue) and non- verbal
behaviours that occurred (just like a movie script). Then, in 750 words, analyse your
listening behaviour using concepts presented in lectures, workshops and readings. The
task in this assignment is to analyse, not just describe what you did well or not so
well. Some questions that might assist with your analysis are:
•
Did I effectively listen to this person?
•
What in my behaviour (verbal and non-verbal) indicates that I did or
did not?
What did I do?)
•
What in the other person’s behaviour (verbal and non- verbal)
indicates that I did
or did not? (What did they do in response?)
•
Why did I respond (or not respond) that way? (e.g. relationship with
other person,
history, other contextual factors).
•
What were my strengths/weaknesses in this situation?
•
What would I do the same/differently in the future?
•
How does this relate to the listening behaviour concepts we have
covered in this
course to date?
Purpose: The purpose of this assessment is to develop an understanding of
interpersonal communication processes, to gain skills in active listening and receiving
information from others, to successfully integrate theory and practise, and to
undertake self-direction and independent learning.
STUDENT FEEDBACK
A significant number of students seek help with this task. Although most seem to
have grasped the key concepts involved, (that is, their understanding of the content is
not an issue), they express anxiety over the amount of work needed to complete this
task, particularly the time it takes to write a relevant interaction. This is because most
students need to invent an interaction, as they can not easily recall a conversation
24
Margaret Macleod
October 2010
which embodies the skills/concepts they are meant to analyse. (My understanding
here is that their tutors tell them to invent one if they can’t recall one). They are also
unsure about how to express their understanding using appropriate academic
terminology.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
Yes
Students are clearly informed about what is expected of them, and are provided with
guiding questions to facilitate their evaluation. However, some students assume how
the questions are ordered relates to how they should structure their essay, which leads
to poor organisation of ideas.
2. Criteria – Do marking criteria assist in understanding
the assignment task?
No. Review
Suggested
In general, they are relevant. However, what are called “listening skills’ in the
assignment task are called “receiving skills” in a marking criterion. Different
terminology may confuse those students with a poorer grasp of conceptual content.
3. Weighting - Is weighting appropriate for assignment
task?
No. Review
Suggested
The weighting reflects the description of this task as a formative piece of assessment.
However, the multiple tasks involved (inventing an interaction as well as evaluating
it) means that there is considerable work for small return of marks. Because of the
need to invent and write an interaction, the weighting is therefore not appropriate for
the amount of work required.
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No. Review
Suggested
This task is a critical evaluation task, requiring higher order critical thinking skills and
a knowledge of how to express judgment using appropriate academic language. It is
this last skill in particular that is not well developed in students just beginning
university. Nevertheless, successful critical evaluation is achievable in a small task
such as this, providing students are well supported with a full range of appropriate
resources, including those that model the desired outcome to facilitate evaluative
writing skills.
Students also need time to develop the skills required to write a suitable and relevant
interaction which can be used as a piece of self-evaluation. In effect, they need to
decide what concepts they wish to discuss before they write the interaction. They then
need to know how to write an interaction that illustrates those concepts. At this stage
25
Margaret Macleod
October 2010
of their university life, the multiple tasks/skills involved can significantly stress some
students.
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No. Review
Suggested
The students are provided with some guiding questions to direct their evaluation.
However, while these are useful, students also need resources which explain how
to express judgement using appropriate academic terminology, how to organise
ideas and structure key points, how to move from description to evaluation, and
how to integrate theory with critique.
Additional resources to optimise student understanding and learning are
suggested below.
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design

Simplify task by providing students with a small bank of existing interactions
from which they choose one. The interactions could be developed by the
teaching staff to illustrate a range of effective and ineffective listening skills.
(Another suggestion is to source already developed resources [e.g. DVDs]
used in other schools or for corporate training). Although this moves the task
from self-evaluation to a more general case-study evaluation, it would
significantly decrease the work and anxiety involved. The provided
interactions will also model for the students how to write their own
interactions needed in the next assessment task (individual analysis).
Resource Enhancement
In addition to the interactions discussed above, additional resources are needed to
provide sufficient support to enable students to successfully complete the task.
These could include
 An example essay (either written by teaching staff or a previous student essay)
which could model
o how to organise the information
o include research
o use appropriate evaluative language
o how to be concise
and/or
26
Margaret Macleod
October 2010

Information on
o how to take notes
o how to write case study/ critical analysis tasks including
i. how to write paragraphs
ii. how to incorporate research and theory
Some examples of information I have provided to students in workshops and
consultations which seem to help are included below in the suggested scaffolding
section. These could be turned into resources for the L@G course site.
Suggested Scaffolding to Optimise Student Task Understanding &
Learning
 Templates for note taking and organising information
In order for first year students to understand and successfully undertake and complete
the assessment item, they first need assistance with breaking down the task and
organising information. Using a matrix or another form of graphic organiser (e.g.
mind map) to collect and organise information helps to
o Break down the overall task into easier steps.
o Assist students in processing how they can accomplish the task.
o Explain the relationship between theory and the case study (characters in
interaction).
o Facilitate understanding of how to analyse rather than just describe the
interaction
Example: This table illustrates how a student could organise information.
What happened
Evaluation
Theory/Support
In line 4, when Sally told Poor listening – a
Called “comparing” – define, cite
Jane about her dreadful
block to effective
source of information
experience, Jane started
listening.
thinking about how much Consequences were
worse her experience had ….
been
……………..
Effective listening
skill
 Templates for Structure
Identifying four levels of structuring guides the analytical process of the task. It also
enables students to organise coherent paragraphs or sections in their essay.
27
Margaret Macleod
October 2010
Suggested structure (one point at a time)
Describe (e.g. what happened)
Evaluate/Judge (strengths/weaknesses)
o was it an example of effective or ineffective listening?
o what were the consequences? Positive or negative?
Support /Explain
o how do I know this was effective or ineffective listening? (use theory to
support judgement and reference my source e.g., According to Smith…)
o How do I know what the consequences were? (Provide example from
interaction and relate to theory)
o Why did I do what I did? (relate to theory about why blocks do/don’t occur)
If negative evaluation, what should be done? (use theory, cite source)
 Modelling desired outcome
Providing students with an example of the desired outcome promotes academic
skill development in critical thinking and evaluative academic writing. It is
recommended that students are provided with either an example of a full essay OR
an example of an analytical paragraph (example provided).
Example paragraph
When Sally told Jane about her dreadful experience, Jane immediately
started thinking about how much worse her experience had been. Doing this
created a block to effective listening. This is called “comparing”, which is defined
as …. (describe/define concept, cite source of information). The impact of this on
the interaction was.. (describe, support). To listen effectively, Jane should ….
(discuss how to overcome this block, support with evidence, cite source of
information)
New paragraph: Another block to effective listening occurred when Jane
….etc.
New paragraph: An example of effective listening was when Jane ….etc
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Margaret Macleod
October 2010
Evaluation: 1008HSV Interpersonal Skills (Item 3)
ASSESSMENT TASK
Assignment task: Individual analysis of interpersonal skills
Weighting: 30%
Word Length: 2000 words (plus 1-2 page description of the interaction)
Timing (semester/week): Semester 1, week 10
Description: This assessment will provide you with the opportunity to reflect on
and analyse your interpersonal skills. It builds on your ‘mini-analysis of listening
skills’ so it would be useful to consider the feedback you received on that piece of
assessment. Again, reflect on an interaction you had with another person. Describe the
interaction (in 1-2 pages maximum) considering issues of context, content and
process. Analyse your interpersonal behaviour in accordance with the concepts
covered in the course to date. The questions that were offered for assistance for your
mini-analysis may again be useful here. However, this time consider the questions in
relation to receiving information, sending information, and managing the interaction.
For example, Did I effectively listen/send information/manage the interaction? (Hint:
A good assignment will be one that is able to effectively “describe” what you did and
the concept it relates to and to “analyse” the interpersonal behaviour: was it effective?
What evidence can I show to prove that? What impact did it have on the interaction)?
Purpose: The purpose of this assessment is to develop an understanding of
interpersonal communication processes, to gain skills in active listening and receiving
information from others, to gain skills in communicating information to others, to
gain skills for effectively managing interpersonal interactions, to successfully
integrate theory and practice, and to undertake self-direction and independent
learning.
STUDENT FEEDBACK
Students seem to have a good general understanding of what is expected from them,
and as with the mini-analysis, most seem to have grasped the key concepts involved.
However, a significant number of students seek assistance with how to “be
analytical”, and/or how to explain their evaluation using the appropriate academic
terminology for evaluation, and how to organise their ideas (overall structure).
ASSESSMENT DESIGN
29
1. Clarity - Is assignment task clear and unambiguous?
Yes
2. Criteria – Do marking criteria assist in understanding
the assignment task?
Yes
3. Weighting - Is weighting appropriate for assignment
task?
Yes
Margaret Macleod
October 2010
4.
Size of Task – Is word length appropriate for
assignment task?
Yes
5.
Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No. Review
Suggested
As with the mini-analysis, this task is a critical evaluation task, requiring higher order
critical thinking skills and a knowledge of how to express judgment using appropriate
academic language. It is this last skill in particular that is not well developed in
students just beginning university. Nevertheless, successful critical evaluation is
achievable, providing students are well supported with a full range of appropriate
resources, including those that model the desired outcome to facilitate students
writing skills. If the suggestions outlined for the preceding mini-analysis task
(example essay, paragraph etc) are taken up, then this task should not pose significant
problems for the majority of students.
Similarly, if students have already been provided with an interaction for the minianalysis, then the task of and skills involved in writing an interaction for this
individual analysis should be less difficult, as they will have a model upon which to
base their work. Without this scaffolding, it is likely that the task of writing an
interaction will again be time consuming and difficult.
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No
The students are currently provided with some general feedback on the minianalysis task, and an example essay plan to guide the organisation of their ideas
(see reproduced below). This is very useful. However, unless resources are
provided that model how to clearly express judgment using appropriate academic
language, how to move from description to analysis, and how to integrate
theory/research with the interaction, students may still have difficulties
successfully completing this task. If these resources are provided for the minianalysis, though, reproducing them for this task may not be necessary, although
some additional resources that show clearly how to overcome problems found in
the mini-analysis could be helpful.
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Margaret Macleod
October 2010
Here is a guide for you in terms of structuring your analysis so that it meets all of the
criteria: Please do not pay any attention to the number of concepts I have written
here, it is just for the purpose of the example. You may have more or less
concepts/skills in each section of your paper.
Intro: Introduce topic, state what the paper will discuss.
Body:
-Sending
- Concept/Skill A
- Concept/Skill B
- Concept/Skill C
- Receiving
- Concept/Skill D
- Concept/Skill E
- Managing the Interaction
- Concept/Skill F
- Concept/Skill G
- Concept/Skill H
For EACH Concept/Skill that you cover you need to:
Identify the concept/skill
Define it using the literature
Link to the transcript as evidence to where you used it.
Discuss the impact it had on the conversation
Draw on the transcript as your evidence and/or the literature to support your point.
If you were ineffective – discuss why and give a specific example of how and where
you could have said/done it better. I.e.: In line 7, I could have reflected content by saying
“so you were on your way to uni when the car broke down”.
Conclusion: Summarise key points from your paper.
Of course, this is an example and it is completely up to you as to whether this structure will
work for you.
Additional resources to optimise student understanding and learning are suggested
below.
SUGGESTIONS FOR ENHANCEMENT
Resource Enhancement

Resources – Additional resources are needed to enhance initial student
understanding of the task. In particular, students need to know how to be
“analytical” rather than descriptive, and how to express judgement in
academically suitable ways.
Suggested scaffolding to optimise student task understanding and
learning

Examples of descriptive and analytical paragraphs:
Students need to be shown how they can clearly incorporate evaluative analysis
into their essays. Often, their evaluation is implicit rather than explicit. Along with
the resources suggested for the mini-analysis, some examples of work from
previous student’s essays (or examples from the mini-analysis) could be modified
to model the desired outcome. For example, a poorly structured and descriptive
paragraph could be shown, along with the same paragraph re-written to illustrate
the changes needed to achieve explicit and coherent analysis.
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Margaret Macleod
October 2010

Examples of how to overcome common problems
Some general feedback is already provided. However, this could be built upon by
providing some specific examples of how to overcome the problems identified.
Explaining what not to do is useful, but showing how to correct these problems
(via example) is even more useful.
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Margaret Macleod
October 2010
1015HSV Human Behaviour (Semester 1, Year 1)
Overall Summary of Evaluation of Assessment Item 3
Item Assessment task
1
Library tutorial
Mid-semester
2
3
4
exam
Essay
End of semester
exam
Length
3 hours
Weighting
5%
Due date
Week 5
1 hour 30 minutes
20%
Week 6 – In class
1500 words
2 hours 15 minutes
45%
30%
Week 8
Week 15 or 16 (to be
advised
The assessment tasks for this course are well designed in that they are diverse, and
incorporate two early and low–weight assessment items to balance the formative and
summative roles of assessment. Further, Item 3 (essay) incorporates within it a ‘safety
net’, allowing students who have performed poorly (less than 48%) to resubmit
although only to a pass conceded grade. (See below under Assessment task:
Description).
However, this essay task has caused many students considerable anxiety for many
years now, in spite of some “fine tuning“of it last year. The main reason for this
(discussed in detail in the evaluation) are that.
1. The task itself is not explained in sufficient detail to make what is required
transparent. It seems unambiguous and straightforward, yet there are ‘hidden’
tasks that are not explained either in the Task Description, or the marking
criteria. It also appears (from student feedback and an example essay shown to
students) that what is actually required is a rather general discussion of the
topic, although this desired outcome does not match, and is not interpretable
from, the quite specific Task Description.
2. The research provided is reportedly difficult to read and its relevance to the
task unclear.
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Margaret Macleod
October 2010
Evaluation: 1015HSV Human Behaviour (Item 3)
ASSESSMENT TASK
Assignment task: Essay: Adoption and twin studies
Weighting: 45%
Word Length: 1500 words
Timing (semester/week): Semester 1, week 8
Description: Essay Topic: Discuss how adoption and twin studies have influenced
the Nature versus Nurture debate? HINT: The question is not asking you to look at
adoption or twin studies OR the Nature versus Nurture debate alone, it is asking you
about the INFLUENCE of research on this debate.
Although you are expected to comply with the word limit, a little over or under (no
more than 10%) is acceptable. The word limit is not trivial. The word limit should
motivate you to be concise and clear in presenting the content.
In order to ensure that you have read broadly and deeply enough for any university
paper, it is usually a good idea to have drawn on at least 10 high quality references. A
high quality reference is one that has been checked and reviewed by other experts in
the area before being published. In academic disciplines these references are usually
found in what are called refereed journals. Some of the books that are written are also
considered to be seminal works and high quality references. For this essay, you are
required to cite a total of 12 references. In order to assist you with this assessment
piece we have provided you with the titles of the following references, and you are to
find another 5 references on your own. Use these works to formulate your argument.
Bouchard, T., Jr. (1999). Genes, environment and personality. In S. Ceci & W.
Williams (Eds.), The nature-nurture debate: The essential readings (pp. 98-103).
Oxford: Blackwell Publishers.
Cadoret, R. (1995). Adoption studies. Alcohol Health and Research World, 19(3),
195-201.
Howe, D. (1998). Heredity, environment and adoption outcomes. In Patterns of
adoption: Nature, nurture and psychosocial developmental (pp. 118-133). London:
Blackwell Science.
Koepper-Schomerus, G., Stevenson, J. & Plomin, R. (2001). Genes and environment
in asthma: A study of 4 year old twins. Archives of Disease in Childhood, 85(5), 398401.
Rutter, M. & The English and Romanian Adoptees (ERA) Study Team. (1999).
Developmental catch-up,and deficit, following adoption after severe global early
privation. In S. Ceci & W. Williams (Eds.),The nature-nurture debate: The essential
readings (pp. 108-133). Oxford: Blackwell Publishers.5
Wright, L. (1997a). The environment we make. In Twins: and what they tell us about
who we are (pp. 131-142). Brisbane: Wiley & Sons.
34
Margaret Macleod
October 2010
Wright, L. (1997b). The nature-nurture wars. In Twins: and what they tell us about
who we are (pp. 11-34).Brisbane: Wiley & Sons.
All books are available in the Reserve section of the Logan Library - this means you
will only be able to borrow the books for a maximum of two hours. I ask that you be
considerate of your peers when borrowing these books. Journals can be retrieved
electronically via the library’s databases.
In explicit recognition of the difficulty some students have in knowing the standard of
writing and referencing required at university level, the writing guide bundled with
the text and workbook available from the Logan Co-op bookstore provides specific
information and examples of essay writing and referencing. Further information and
resources for the essay go to the Learning@Griffith website.
Essay assignment Safety Net scheme.
The teaching team is mindful that some new University students sometimes find this
first essay in the Human Behaviour course a little daunting. In addition, as it will be
one of the first times many of the students have had to write a university level essay, it
can be difficult for students to accurately judge the required standards in writing.
Misinterpretation of the essay question is another problem that sometimes leads to a
difficulty. A very low mark in this first university assignment may require a student to
achieve a High Distinction standard in the exams to pass the course. Thus, the Essay
Assignment Safety Net allows new students a second chance to gain an understanding
of what is required at University standard and allows the teaching team to use the
assignment as a formative piece of assessment. Students who receive less than 21.5
marks (48%, the equivalent to a Pass Conceded level of achievement) for the
assignment will be invited to resubmit the assignment after rework (the comments
attached to the assignment will detail the major areas for attention). Resubmitted
assignments will score 21.5 (out of the available 45) IF they reach an acceptable Pass
standard. No resubmitted assignment will receive more than 21.5 marks. A student is
allowed only one attempt to raise their mark under the safety net scheme. Resubmitted
assignments that do not reach a Pass standard will be awarded a mark on merit and the
student who submitted the assignment will be formally advised to seek assistance to
improve their academic skills. Only those students whose original assignments are
marked below the equivalent to a Pass Conceded level will be invited to resubmit.
Students utilizing the safety net scheme do not gain an academic advantage over those
students who legitimately pass the assignment at their first attempt. The resubmission
will require additional work by the student concerned to raise their work to a
minimum standard.
Purpose: The purpose of this essay is two fold:
1. To allow you to demonstrate your ability to think critically and develop an
argument about a given topic, and
2. To assist you in developing your academic writing skills.
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Margaret Macleod
October 2010
Thus, marks will be assigned based on these two major aspects, (1) your ability to
develop a clear argument and use evidence to support it, and (2) how you present the
paper.
A criteria sheet detailing what is expected will be available in the resources area of
the web-site.
STUDENT FEEDBACK
This assessment task has been in existence for many years now, and for as long as it
has existed, it has been a significant stressor for many students. There has been recent
‘fine tuning’ of the task by adding this sentence
HINT: The question is not asking you to look at adoption or twin studies OR
the Nature versus Nurture debate alone, it is asking you about the
INFLUENCE of research on this debate.
However, this does not appear to have made the task any less ambiguous for students.
It is not clear what this means, since research doesn’t influence the debate – rather,
research may support or undermine arguments that make up the debate. So although
most students understand the key concepts (nature vs nature) inherent in it, they are
uncertain about exactly what is required of them in this task.
There appears to be other tasks as well (these are discussed in the next section). This
also confuses many students, because these tasks are not included in the assessment
description, or highlighted in the marking criteria. They are unsure of how to
prioritise these additional tasks, that is, what exactly they should be focusing on.
Conversely, some students appear unaware of these additional tasks.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
No Review
Suggested
As discussed above, it is the lack of clarity of this assessment task that is a key issue.
On the surface, it may seem uncomplicated, the task seemingly quite specific (i.e. use
the research provided as well as other research found to discuss how these particular
studies have influenced the debate). So one common assumption is that students need
to find research on this issue, and explain how this particular research influences the
debate (e.g. does it support the nature or nurture claims?) This leads many to spend
considerable time looking for research articles on the topic. However, students are
told that they should not focus specifically on the research. This confuses many
students.
Further, the task, seemingly straightforward, is made ambiguous by additional
information that is not mentioned in the assessment description and seemingly
contradicts the logical reading of the task. The additional tasks are as follows:
1. Students are told to focus on two or three main areas to demonstrate their point
(e.g. asthma, depression, alcoholism etc). There are two problems with this
36
Margaret Macleod
October 2010
a. Students look for very specific research about these issues in the
context of either twin/adoption studies or the nature vs nurture debate.
This is reportedly a difficult task.
b. Some of the research provided that they must use focuses on an issue
(e.g. asthma) that they may not want to use to demonstrate their point.
Nevertheless they are expected to use it. So students who wish to
discuss, for example, depression and alcoholism, find that they must
also incorporate discussions about asthma. They are unsure how to do
this.
2. In a resource on the website (found under lectures, week 4, reproduced below)
students are told that they should provide a general overview of the debate,
including an historical overview. Indeed, an example “good” essay (shown to
the writer by a student, apparently discussed in a lecture, but unable to be
found by the writer) actually incorporates a significant amount of historical
overview and general discussion of the debate (this is in spite of the directive
to perform this task only in the introduction, and the hint which directs
students not to focus on the debate). So this resource does not “fit” with what
appears to be the key task (discuss how particular research has influenced the
debate). Other problems with this resource are discussed in the section
“Assessment Resources”.
 Intro – introduction to the debate, why it’s important, historically where has it
come from, who are the key players, etc (these can be modified to suit your
paper)
 all the way until you’re talking about how twin/adopt studies have
influenced the debate (1-1½ pgs)
 Body – pick specific areas to help demonstrate your point (2min-3max), be
sure to show both sides of the argument (roughly 4-5 pgs)
 Conclusion – which has a greater impact, nature or nurture,
or are they equal? (¼ – ½ pg)
2. Criteria – Do marking criteria assist in understanding
the assignment task?
No Review
Suggested
The marking criteria are generic and therefore do not assist in understanding the task.
For example, there is no breakdown of the specific areas that will be assessed.
Further, students do not understand what argument they should be presenting and
supporting, what they should be critically analyzing, or what ‘link theory and
application’ means in this particular task. Lack of transparency in how knowledge and
skills are assessed can undermine the confidence of students.
Marking Guidelines
Assignments grades will reflect the following guidelines for markers.
For a Pass mark (50 - 64%), a student must:
37
Margaret Macleod
October 2010
Define key concepts and answer the question(s) presented
Demonstrate a basic understanding of relevant theory.
Demonstrate an ability to link theory and application.
Show some attention to the way the essay is structured.
Write in competent English prose with minimal punctuation, grammatical or spelling
errors.
Provide supporting references.
For a Credit mark (65 - 74%), a student must:
Provide accurate definitions of key concepts and answer the question(s) presented.
Demonstrate a good understanding of relevant theory.
Demonstrate a reasonable ability to integrate literature, theory and application.
Provide clear, logical structure to the essay
Deliver content that goes beyond description to analysis.
Write in competent English prose with minimal punctuation, grammatical or spelling
errors.
Provide relevant and appropriate supporting references.
For a Distinction mark (75 - 84%), a student must:
Provide accurate definitions of key concepts and answer the question(s) presented.
Demonstrate a thorough understanding of the relevant theory and its application.
Demonstrate a high ability to integrate literature, theory and application.
Provide clear, logical structure to the essay.
Demonstrate the ability to critically analyse.
Write in competent English prose with no punctuation, grammatical or spelling errors.
Provide relevant and appropriate supporting references that justify arguments
presented.
For a High Distinction mark (85 - 100%), a student must:
Provide accurate definitions of key concepts and answer the question(s) presented.
Demonstrate a thorough understanding of the relevant theory and its application.
Demonstrate excellent ability to synthesize literature, theory and application.
Provide clear logical structure to the essay.
Demonstrate high levels of critical analysis.
Demonstrate effective mastery of the subject matter.
Write in competent English prose with no punctuation, grammatical or spelling errors.
Provide relevant and appropriate supporting references that justify arguments
presented.
3. Weighting - Is weighting appropriate for assignment
task?
No Review
Suggested
When only one summative essay task is provided in a course, students are not
provided with the opportunity to learn from feedback and develop their writing
skills. This contradicts one of the stated purposes of this task, ‘to assist you in
developing your academic writing skills’. In this situation, allocating a large
proportion of marks (45%) to a single essay writing task might not be considered
appropriate. 45% could also be considered too many marks for a 1500 word
assignment.
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Margaret Macleod
October 2010
Further, knowing that a significant proportion of marks are allocated to a single
writing task can be a significant stressor for students in this early stage of their
university life. The possibility of resubmitting is one way of addressing this
problem for failing students, but nevertheless being awarded only a pass conceded
grade still places extra pressure on these students to perform well in other tasks. It
can also cause discontent in those other students who have only just managed a
pass grade but are not given the opportunity to learn from feedback and improve
their grade.
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No Review
Suggested
Students report that the articles they are meant to read and use in their assignment task
are extremely difficult to read, and their relevance to the actual task is not always
clear. Students are also expected to develop an argument, but are not shown how to do
this.
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
No Review
Suggested
The task relates clearly to a Learning Outcome. However, the stated purpose for the
task
1. To allow you to demonstrate your ability to think critically and develop an
argument about a given topic, and
2. To assist you in developing your academic writing skills.
does not aid students in seeing how this task relates to this Learning Outcome. The
stated purpose only relates to generic academic skills (critical thinking, developing an
argument, academic writing).
.
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No Review
Suggested
At present, there isn’t a resources folder on the Learning@Griffith website for
this course, which makes the few resources provided difficult to locate. I have,
with difficulty, located three, although there is also an example essay somewhere.
These three resources are not sufficient, for the following reasons.
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Margaret Macleod
October 2010
1. As discussed above (Assessment Design 1. Clarity), there is a resource
directing students how to structure the essay, but this is difficult to locate. It is
found under the heading ‘lectures, week 4’, which means that some students
may not see it, or have problems locating it afterwards. Unfortunately, this
resource is also not as helpful as it could be, for the following reasons:

It can mislead students into assuming that the introductory
paragraph should be 1-1½ pages long.
“Intro – introduction to the debate, why it’s important, historically
where has it come from, who are the key players, etc (these can be
modified to suit your paper)
 all the way until you’re talking about how twin/adopt
studies have influenced the debate (1-1½ pgs)

The directive to ‘pick specific areas to help demonstrate your
point - be sure to show both sides of the argument (roughly 4-5
pgs) confuses students, because they are unsure what argument they
need to show both sides of – the specific areas they have chosen or
their argument about overall debate?

The directive to state only in the conclusion what the student’s
overall argument is ‘Conclusion – which has a greater impact,
nature or nurture, or are they equal?’ contradicts the need for an
academic argument to be stated in the introduction, developed and
supported in the body of the essay, then restated in the conclusion.
This information therefore does not assist students in learning the
skills of developing and supporting an argument.
2. Another resource called “Tips for your 1015HSV Essay” (see Appendix 1) is
located under “Assessment – topic 4 ” on the website. However, this resource
provides only very general advice, including grammar. Further, information such
as this
There are many writing devices that are very effective in creative
writing that would be absolutely disastrous in a university assignment.
Examples include, setting up ambiguity, going for shock value, shifting
tense, abruptness, shifting perspective, personalising the material, or
strings of nouns.
would probably confuse rather than enlighten inexperienced students.
3. A further resource, called “Common mistakes on essays” (see Appendix 2) is
made available to students after the due date for the assignment task, presumably
to assist those students who have failed. However, although it explains common
mistakes, it does not explain how to rectify them. Students need to know how to
overcome problems if they are to improve their mark.
Additional resources to optimise student understanding and learning are
suggested below.
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Margaret Macleod
October 2010
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design
Assessment Description:
 A clearer description of the task is needed so that students know exactly what
is wanted. This description also needs to explicitly relate to the marking
criteria, and any resources provided.
Assessment Purpose
 The purpose of the task needs to be linked to the Learning Outcomes for the
course
Marking criteria
 The marking criteria need to be rewritten so that they provide an unambiguous
explanation of what is required, and how specific tasks are weighted. For
example, if an historical overview of the debate is required, students would
benefit from knowing what proportion of the total marks is allocated to this
particular task.
Weighting
 Consider making this task worth fewer marks
Required research
 The research that students are required to use in this essay requires evaluation
to determine if it is too difficult for beginning students to comprehend.
Resource Enhancement
A resource folder should be created so that students may easily locate any
resources. The resources already provided, including the example essay, should be
located in this folder. The following suggestions are made to enhance these
resources:
41
i.
Use the example essay to explain what is required, i.e. which parts of
it address the task and each criterion (important: the marking criteria
need to be rewritten first for this to be useful). This raises awareness in
students of the need to ensure that each criterion is clearly addressed
through adequate signposting. Other strengths, such as correct
paragraphing and referencing, and the development of a clear
argument, could similarly be commented on. This could then replace
the resource explaining how to structure the essay, which as previously
discussed, contains misleading information. It can also be useful to
include a poorer example essay, which can be used to highlight
common errors and provide information on how to overcome them.
ii.
Rework the resource ‘Tips for your 1015HSV Essay’ so that more
than just general/grammatical advice is provided.
Margaret Macleod
October 2010
iii.
42
Rewrite the “Common mistakes on essays” resource so that
information on how to overcome these mistakes is provided. It could
be useful to link this resource to the example essay.
Margaret Macleod
October 2010
1007HSV Human Services Processes (Semester 2, Year 1)
Overall Summary of Evaluation of Assessment Items 2 and 3
Weighting
Learning
Objectives
20%
2, 3, 4, 5, 7,
8
Analysis
Analysis of a case study
13 Sep 10 16:00
Monday, Week 8 at 30%
4pm (Mon, 13 Sep)
1, 2, 3, 4, 5,
8
Report
Major Report
25 Oct 10 16:00
Monday, Week 13 at 50%
4pm (Mon, 25 Oct)
1, 2, 4, 5, 6,
7
Assessment Task
1
2
3
Presentation
Group Tutorial Presentation
Due Date
As agreed.
Assessment Items 2 and 3 are effective assessment tasks as they are perceived by
students to be ‘real’ tasks; that is, they are seen as comprising the actual skills and
knowledges students will need in their profession. As well as having relevance, they
are both clearly designed and worded, and students therefore find them unambiguous.
However, in relation to the Analysis task (Item 2) some students have sought
assistance with understanding the marking criteria. Few concerns have been raised
about the Report task (Item 3). Although it is a both a case study task, involving
critical evaluation, and a report writing task, the adequate provision of resources
appears to assist most students to achieve the desired outcomes effectively.
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Margaret Macleod
October 2010
Evaluation: 1007HSV Human Services Processes (Item
2)
ASSESSMENT TASK
Assignment task: Analytical essay
Weighting: 30%
Word Length: 1500 words
Timing (semester/week): Semester 2, week 8
Description:
Analyse one of the case studies provided via course website. Make sure you locate
and choose from Assessment One case studies.
You need to consider yourself as a worker. Your analysis will explain how you
understand the process of helping. In your analysis consider
 The macro factors (political, economic, social, cultural, and organisational)
that may impact on the situation (e.g. perhaps consider issues of the post
welfare state).
 The micro factors (individual and interpersonal) influencing the situation (e.g.
draw on knowledge of culture, lifespan development, human behaviour,
interpersonal skills).
 Knowledge of assessment and what might be important in undertaking an
assessment. What perspectives influence how you think about issues? What
knowledge might you rely on?
 Consider values, ethical issues and the strengths and limitations you may bring
as a worker in the situation. Reflect on what you have learned about yourself
as an emerging human services worker
STUDENT FEEDBACK
Most students who seek help from the writer with this task do so to ensure that they
are “on track” – that is, that they have clearly addressed the required components of
the task. Few express uncertainty about what is expected of them, and all see the
relevance of this task to their chosen profession. Because of this perception of the task
as ‘real’ or ‘authentic’, the level of analysis expected of them is seen as challenging,
but not unreasonable.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and
unambiguous?
Yes
There are no ambiguities with this task description – the expectations are clearly set
out, without any unnecessary wordage.
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Margaret Macleod
October 2010
2. Criteria – Do marking criteria assist in
understanding the assignment task?
No Review
Suggested
The marking criteria (see below) are clearly related to the task and reinforce what
is required from the students. However, there are some ambiguities, which, if
corrected, could enhance the efficacy of the criteria. These are:
 The phrase ‘evidence of reading’ does not assist students in
understanding what is expected from them. More specific guidelines in
relation to the use of research to support claims could clarify for students
just what is required from them, for example “..at least 10 academic
references” .. (as per announcement on the Learning@Griffith website for
this course).
 The phrase “Elaborates and critiques contextual factors and considers
implications and alternatives” is imprecise. For example, are students
meant to consider alternative macro factors? Clearer wording of what is
actually required would be helpful.





45
Discusses the macro factors pertinent to the situation. Shows understanding
of key factors and concepts. Elaborates and critiques contextual factors and
considers implications and alternatives. Evidence of reading (7 %).
Discusses the micro factors pertinent to the situation. Shows understanding
of key factors and concepts. Elaborates and critiques contextual factors and
considers implications and alternatives. Evidence of reading (7 %).
Knowledge of assessment. Shows understanding of key factors and
concepts. Critiques material and considers implications and alternatives.
Evidence of reading (7%).
Considers the case study from the workers perspective and reflects on use
of self. Discusses own learning and shows self awareness. Shows
understanding of ethics. Evidence of reading (6 %).
Relevant genogram or ecomap attached as appendix (3%)
3. Weighting - Is weighting appropriate for
assignment task?
Yes
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
Yes
Margaret Macleod
October 2010
6. Relationship to Course Learning Outcomes - Does
the assignment task clearly relate to/develop the
learning outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No Review
Suggested
The writer was unable to find any resources to assist the students with this task.
Resources could further enhance the quality of this assessment task.
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design
The task is well designed apart from the ambiguities noted in the marking criteria. It is
suggested that the requirements about reading (research) and the directive to
“elaborates and critiques contextual factors and considers implications and
alternatives” be more clearly articulated in the marking criteria.
Resource Enhancement
Provision of resources could enhance students’ understanding of the task. These
resources could include:
 An example essay, linked to a case study (which is withdrawn from the bank
available) OR
 An example paragraph
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Margaret Macleod
October 2010
Evaluation: 1007HSV Human Services Processes (Item 3)
ASSESSMENT TASK
Assignment task: Major Report
Weighting: 50%
Word Length: 2000 words
Timing (semester/week): Semester 2, week 13
Description: Major Report
Weight: 50%
Task Description:
N.B. Please choose an agency that you are not already familiar with. Do not
contact the agency without lecturer's prior agreement in writing. Each group
must submit a completed Agency Visit Request form by Week 7.
Reporting on an Organisation
Through research and a group visit to a human service organisation, write a formal
report which addresses the following:
The structure (how the organisation is governed, funded, managed and staffed),
philosophy (mission, values, or guiding principles), functions and processes (how
clients are referred, who is eligible, what services are provided, how services are
provided, over what period of time, are clients views sought? etc) of one human
service organisation. (In short, how is it set up, what it does and how it does it?).
From your discussions develop a case study that explains the sort of intervention(s)
provided by this organisation describing the possible progression of a client through
the intervention process or, an intervention project this agency has been part of).
Using the literature to support your analysis, show that you understand what evidence
base e.g. theoretical approaches, knowledge informs the decisions that have been
made within the organisation to shape their approaches to intervention (choice of
methods, practices).
There are three stages to this piece of work:
1. Research the literature so that you are well prepared for your agency visit. Ensure
you have a plan (or framework) for analysing (understanding how and why they do
what they do) service delivery within the human service agency. Make sure you have
researched human service knowledges and practices (individual, group or community
development approaches) pertinent to the service delivery area or field, and are
familiar with some of the methods of assessment and intervention that you are likely
to encounter.
No contact should be made with an agency until the literature has been studied, a
plan (or framework) for analysis devised, and permission is given by the lecturer
to make contact.
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Margaret Macleod
October 2010
2. Plan and undertake a group visit to the Human Service Agency and using your plan
(or framework) collect a range of data pertinent to understanding the organisational
structures, assessment and intervention processes used in that organisation. You need
to be prepared to adjust your plan (or framework) depending on the information you
are able to access.
You are required to work in small groups to plan and undertake the agency visit
(individual visits will not meet the course requirements). However, the analysis and
write up is an individual task. Your team skills are important in this assessment and
you should be able to explain what you did to be sure your group worked together
effectively or reflect on what you might have done in retrospect.
An email/or letter of thanks must be sent by the group to the agency to acknowledge
their contribution to your learning. It should be submitted as an appendix.
3. Write a formal report (strictly adhering to the outline provided in CommonTime)
drawing on both the literature and the results of your field visit to describe and
analyse the structure and functions of the organisation. Ensure you consider the
opportunities and constraints within the organisation and wider environment (context)
that shapes the approach to service delivery. Evidence of your visit to the agency can
be included as appendices to your written report e.g. brochures, location maps.
Inclusion of additional materials needs to consider the relevance and purpose of the
material and should be kept to a minimum.
A specific formal report writing format is to be used. Information about how to
format the report will be provided during Common time. The format must be
followed precisely.
STUDENT FEEDBACK
Some students find this task challenging, but the majority are clear about what is
expected. Student feedback indicates that the provision of quality resources on how to
write an evaluative report assist them sufficiently with this task.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
Yes
2. Criteria – Do marking criteria assist in understanding
the assignment task?
Yes
The criteria (see reproduced below) are unambiguous and relate to and support the
assessment task
48
Criteria
Margaret Macleod
 Presentation
and layout of formal report (5%)
October
2010
 Description of professional and ethical practice in teamwork and in task
execution. Use of the literature (5%)
 Evidence of extensive reading, research and information retrieval skills
in the literature review (10%)
 Descriptive overview of organisation (10%)
 Discussion and analysis of agency intervention processes showing an
understanding of context. Comment on relevant human service concepts,
methods, approaches as they inform the structure, functions and delivery
of services in this organisation. Must make links with relevant literature
mentioned in literature review (15%)
 Case study developed by student shows understanding of organisational
processes (5%)
3. Weighting - Is weighting appropriate for assignment
task?
Yes
Although the weighting is 50%, this is appropriate for a task of this complexity
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
Yes
The task is suitable for the level of the students’ skill development because it is well
supported with quality resources that clearly model the desired outcomes.
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
Yes
The task is very well supported with resources developed by the writer and enhanced
by the inclusion of specific content information by a previous course convenor. These
resources explain to students how to critically evaluate in the context of a case study,
and how to write a report, including information about the specific headings required
49
Margaret Macleod
October 2010
in the report. The provision of example paragraphs that model the content required as
well as effective paragraph structure ensure that students are well aware of the desired
outcome.
SUGGESTIONS FOR ENHANCEMENT
The only suggestion to improve on this assessment task is that the resource on critical
evaluation and case studies is placed on the Learning@Griffith website for this
course. At present, it is located only on the Common Time website.
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Margaret Macleod
October 2010
1017HSV Human Services Research (Semester 2, Year
1)
Overall Summary of Evaluation of Assessment Item 1
Assessment Task
1
2
3
Due Date
Weighting
Learning
Objectives
Paper
Critique
Part 1: Thu 26 Aug
(Week 5) 9am; Part 2:
Mon 20 Sep (Week 9) 45%
9am; Part 3: Thu 21 Oct
(Week 12) 9am.
1, 2, 3, 4, 5,
6, 7
Mid Semester Exam During Class
Mid Semester Exam
23 Sep 10
20%
Sept 23th 2010 In class
1, 2, 3, 4, 5,
6, 7
Exam during Exam Period (Central)
End of Semester Exam
6 Nov 10 - 20 Nov 10
November Examination 35%
Period
1, 2, 3, 4, 5,
6, 7
This is a very well designed assignment task. It is divided into three separate
pieces of assessment which models for students how to break up an evaluative
task into relevant parts. The initial low weight assessment task (part 1) provides
students with diagnostic feedback on their evaluative and academic writing and
thinking skills. It is extremely well supported with lectures, and the provision of
detailed information about the task on the course website.
Nevertheless, student feedback indicates that this task causes significant anxiety
and concern for students, primarily because it is perceived as far too difficult for
their level of skill development. It is recommended that this task be simplified, or
moved to being a second year task
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Margaret Macleod
October 2010
Evaluation: 1017HSV Human Services Research (Item
1)
ASSESSMENT TASK
Assignment task: Critique of a research article (submitted in 3 separate parts)
Weighting: Weighting: 45% total (15% each part)
Word Length: 1500 words total (500 words minimum each part and 600 words
maximum)
Timing (semester/week): Part 1: Thu 26 Aug (Week 5) 9am; Part 2: Mon 20 Sep
(Week 9) 9am; Part 3: Thu 21 Oct (Week 12) 9am.
Description: This assessment will involve critiquing a piece of published research.
The assessment requires students to critique the various aspects of the research using
the criteria for critiquing that are provided in the web modules. This assessment
will be completed in three parts.
Part 1 requires students to critique the research questions and hypotheses and the
literature review.
Part 2 requires students to critique the design and sampling used.
Part 3 requires students to critique the data collection and the measures used.
Students will be required to select one article from a list articles that are contained
within the student reading supplement. These articles represent research that is
applicable to students from the different streams offered within this degree and allow
a choice of qualitative or quantitative research in each area. Students will be required
to complete the critique in three parts that are due on different dates throughout the
semester. This will allow them to break up the workload associated with this
assessment.
Purpose: This assessment will provide students with the skills that are necessary to
utilise research within their professional careers. The work of health and human
service professionals utilises what is known as evidence-based practice which requires
individuals to adopt clinical practices that have support or evidence based in research.
This approach is essential for the delivery of high quality services to clients that have
been demonstrated as effective practices. To be able to do this, human service
professionals must be able to identify the different types of evidence and the strengths
and weaknesses of this evidence. For most people, this evidence will be presented in
the context of published research findings. Subsequently, as a professional, the
student's ability to critically analyse published research is essential.
STUDENT FEEDBACK
Although this is a very well designed and unambiguous assignment task, well
supported with lectures, and detailed information about the task on L@G, student
feedback indicates that this task is a significant stressor for them, even the high
achieving students. The major concern raised consistently by students is the perceived
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Margaret Macleod
October 2010
level of difficulty of the task in relation to their current skill levels. This is discussed
below.
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and
unambiguous?
Yes
This is a very well designed and clearly written assignment task, divided into three
separate pieces of assessment which model how to break up an evaluative task
into relevant parts and assists with the scaffolding of skill development
2. Criteria – Do marking criteria assist in
understanding the assignment task?
Yes
The marking criteria (see below) clearly explain what is being assessed, and how
much weighting is given to components of the task
3. Weighting - Is weighting appropriate for
assignment task?
Yes
45% appears is a suitable weighting for a task of this complexity
4. Size of Task – Is word length appropriate for
assignment task?
No Review
Suggested
Feedback from students is that it is not easy to fit the tasks into the allocated word
length
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
Review
Suggested
Feedback from students indicates that the task is too difficult, for the following
reasons:
 The terminology and concepts, although thoroughly explained in lectures and
resources, are difficult to grasp, especially for first year students;
 The journal articles are complex, written for an experienced academic
audience. Students report significant difficulties in understanding them.
 Students are not confident with their ability to critique an academic paper or
with their skills in effectively and correctly writing a critique or evaluative
essay (i.e., an appropriate structure and choice of evaluative phrases).
6. Relationship to Course Learning Outcomes - Does
the assignment task clearly relate to/develop the
learning outcomes for the course?
53
Yes
Margaret Macleod
October 2010
The task is clearly relevant to the learning outcomes, and the importance of the
skills inherent in the task for Human Services workers are clearly spelt out
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students Yes good
with this task?
existing
resources
with more
needed
This task is very well supported currently with:
 lectures, and
 the provision of detailed information about the task on L@G, including
o an interactive tutorial,
o online quizzes, and
o definitions of key terminology etc
Additional resources to optimise student understanding and learning are
suggested below.
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design


Year of Offer – Consider making this assessment item a second year task.
Note: from 2010, the same task in the Bachelor of Social Work is now a
second year, second semester course.
Size of Task - Either reduce the amount of evaluation required in each task, or
increase the word length and possibly the weighting.
Resource Enhancement

54
Resources – Additional resources are needed to enhance initial student
understanding of the task. These could include:
 An explanation of how to take notes, structure and write an evaluative
essay.
 An example essay (evaluating another journal article) would provide a
useful model for this task.
 Some examples of information I have provided to students in
workshops and consultations which seem to help are included below.
These could be turned into resources for the L@G course site.
Margaret Macleod
October 2010
Suggested scaffolding to optimise student task understanding and
learning
Assistance is require for students regarding the critical sequencing of
information and the progressive explanations required for first year students to
be able to understand and successfully undertake and complete the assessment
item.
1. Note-taking – criteria of a “good” literature review are developed by the
convenor which allows students to engage in a structured note-taking and
progressive critique and evaluation of selected articles against the identified
criteria.
Using tables to take notes
Theory (information/your
Reality (article)
research)
A (good) literature review should …. The literature review
 Focus on mainly primary
 Does do this (strength)
sources
 Doesn’t do this
(weakness/problem)
2. Structure – three levels of structuring to guide the structuring of the critique
process are identified.
Suggested structure (one point at a time)
Describe (e.g., describe literature review in article)
Critique/Evaluate (is it appropriate/insufficient/effective etc)
Support /Justify (how do you know this? e.g., According to Smith…)
3. Provide examples – examples are suggested at two levels.
 An example essay of an evaluation of a different article posted on
Blackboard
 An example of an evaluative paragraph as per below
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Margaret Macleod
October 2010
An example paragraph
In this article, the literature review …..(briefly describe literature review). A major
strength of the literature review is that it is very comprehensive and uses mainly
primary sources……… (outline its strengths). This is essential, because a good
literature review should …. (reference - support). However, one problem with this
literature review is that it doesn’t clearly link to the central research problem. As
Smith notes…. (use what Smith says to support your evaluation). Another problem
is that there is no critical synthesis of the literature…… (support this evaluation
with reference) . Overall, then, the literature review was not sufficiently well written
and did not contribute to the research problem.
4. Provide a bank of evaluative constructs/phrases – these will guide
student’s choice of appropriate critique/evaluative terminology
Bank of evaluative phrases
Valid/invalid
Sufficient/insufficient
Appropriate/inappropriate
Strength/weakness
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Margaret Macleod
October 2010
1014HSV Introduction to Social Theory (Semester 2,
Year 1)
Overall Summary of Evaluation of Assessment items 1(Blog) and 2
(Essay)
1
2
3
Blog
Thematic Blogs
Essay
Critical Essay
Online Quiz
Tutorial Exercise (Online Quiz)
4
Exam during Exam Period (Central)
Examination
13 Aug 10 09:00
- 15 Oct 10
15%
17:00
Weeks 3, 6, 11
26 Aug 10 - 26
Aug 10 17:00
Week 5
(Thursday)
30%
6 Sep 10 09:00 20%
10 Sep 10 17:00
6 Nov 10 - 20
Nov 10
November
Examination
Period
35%
Assessment Item 1 (Blog) has considerable merit because it is a summative
assessment task which allows students to learn from feedback and gain progressive
marks during the semester. The use of a blog also has merit in that it opens up
discussion and allows students to share ideas about key issues relevant to the course.
However, not all students are familiar with this genre, and those who are used to
blogging usually do so in an informal and open way. At present, there are no
resources to assist students with this task, and this has led to many enquiries from
students about the best way to approach this task.
Assessment Item 2 (Critical Essay) has been a significant stressor for students for
several years now. The task is well thought out in that it requires students to make
connections between concepts and current social/economic issues, rather than just
learn about the concepts in abstract. However, feedback from students is that they find
the task daunting because of its complexity. There are also some perceived
inconsistencies in the task description.
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Margaret Macleod
October 2010
Evaluation: 1014HSV Introduction to Social Theory
(Item 1)
ASSESSMENT TASK
Assignment task: Thematic Blog (3 blogs)
Weighting: 15% total
Word Length: 500 words each blog
Timing (semester/week): Semester 2, weeks 3, 6 and 11
Description: Thematic Blogs (Weighting: 15% @ 5% for each of the three blog entries)
Three blog entries are required throughout the course. Specific questions related to course topics
will be provided (week 3, 6, 11) and students are EXPECTED to respond via a Blog. There is a
minimum 500 word entry for each of the three Blog responses.
This is to give you an opportunity to obtain progressive marks throughout the semester.
Students will upload to the course site an individual blog (instructions will be on the Course
announcement page). It is not a good idea to leave all your blogs till the due date. Dates of
submission are recorded on the course site.
Criteria & Marking (as per the course profile 5.2)
The Blog questions:
Blog 1 Theme: Social Theory, the Industrial Revolution & the Enlightenment
Question- Why are the Industrial Revolution and the period called the
Enlightenment significant in terms of social theory?
Blog 2 Theme: Modernism/Post Modernism: what’s it all about?
Question- Very briefly give an overview of your understanding of modernity, post
modernism and structuralism.
Blog 3 Theme: Theories of Difference
Question- Is it important as human service practitioners to understand social
theories around difference? Why?
Submission: Via the Blog menu on the course web site.
Purpose: Unstated
STUDENT FEEDBACK
Feedback from students suggests uncertainty about what a “thematic blog” means in
the context of a university assessment task. Some students sought assistance because
they were unfamiliar with blogs; others were uncertain if their experiences with blogs
outside of university were transferable to an academic setting. Others were unsure if
the format relevant to essays (i.e. introduction, paragraphs, and conclusion) still
applied. This feedback suggests that modelling a blog would be of significant benefit
to the students.
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Margaret Macleod
October 2010
Apart from this, students were uncertain how to apply the marking criteria to the task
(see below, 2. Criteria).
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and
unambiguous?
No Review
Suggested
The task assumes familiarity with the genre of an on-line web journal, which may not
be a valid assumption given that many Logan students come from a low socioeconomic background where home computers are unaffordable. Further, many other
students are mature aged, and may not be familiar with fairly recent technological
communication devices. There is also insufficient written guidance about how this
blog task carries with it different expectations to blogging in general, or what these
expectations are apart from clear writing and correct grammar –see below 2.
Criteria).
2. Criteria – Do marking criteria assist in
understanding the assignment task?
No Review
Suggested
The second criterion causes the most concern for students. They are unsure about
what a ‘critical review’ of the theories means, and how to incorporate this into the
thematic discussion. This criterion therefore appears to complicate which many take
at first glance as a fairly uncomplicated discussion. It is possible, though, that what is
required is not an evaluation of the theories (which ‘critical review’ usually means)
but simply a sufficient explanation of the theories.
Criteria & Marking:
Weighting: 15% @ 5% for each of the three blog entries
1. Clear rendering of the theme under discussion. (20)
2. Critical review of the theories underpinning the theme. (35)
3. Demonstrated relevance of the theme to contemporary issues. (30)
4. Concise and clearly written with correct grammatical structures. (15)
59
3. Weighting - Is weighting appropriate for
assignment task?
Yes
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No Review
Suggested
Margaret Macleod
October 2010
The task may not be suitable for all students’ level of skill development, because not
all students are familiar with blogs. Further, in the assessment task, blogging is taking
place in a different (academic) context, and the more structured academic approach to
posting blogs does need careful explanation and modelling. Showing them what to do
and modelling what is expected from them would ameliorate this difficulty.
The requirement to ‘critically review’ the theories underpinning the theme also
introduces a task that students may find confusing, especially given that the second
blog, for example, directs students to simply provide an ‘overview’ of modernity, post
modernism and structuralism. Given that a critical review usually incorporates an
evaluative dimension, this directive understandable bewilders some students. A
critical review of theories is also arguably a difficult task to achieve at this stage of
their university life unless resources to assist them are provided.
6. Relationship to Course Learning Outcomes - Does
the assignment task clearly relate to/develop the
learning outcomes for the course?
Yes
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No Review
Suggested
No resources could be located on the website.
Additional resources to optimise student understanding and learning are
suggested below.
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design
To overcome the difficulty associated with the third criterion ‘Critical review of the
theories underpinning the theme. (35)’, it is suggested that this task be given
additional explanation so that students are clear about what is expected from them.
To overcome the problem of unfamiliarity with blogs or uncertainty about what
blogging means in an academic context, it is suggested that resources be provided that
model the desired outcome for students.
Resource Enhancement
An example blog (perhaps on a different theme) could be provided to model the
desired academic structure and tone required. This would demystify the term “blog”
for those unfamiliar with this web based form of communication, and enlighten those
who are unsure about what an academic blog should look like.
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Margaret Macleod
October 2010
Evaluation: 1014HSV Introduction to Social Theory
(Item 2)
ASSESSMENT TASK
Assignment task: Critical Essay
Weighting: 30%
Word Length: 1500 words
Timing (semester/week): Semester 2, week 5
Description: (reproduced from course outline)
"Key concepts developed by Karl Marx can illuminate our understandings of the
origin of the current global economic crisis".
Critically discuss the merits of this statement through demonstrating your knowledge
of Marx's key concepts and their relationship to today's social and economic
circumstances.
You are required to write no more than 1500 words in total. You are also required
to reference your work as per a normal essay. All references need to be sourced
from a published book or refereed journal. Using newpaper sources is allowable.No
Wikipedia references are allowed. The work needs to be double spaced on a single
side of paper. A minimum of six references for the whole essay.
STUDENT FEEDBACK
Feedback from students is that this task is far too difficult and complex. Many have
problems with comprehending the Marxist concepts in themselves, so the task of
evaluating a statement about the validity of Marxist concepts causes significant
anxiety for many students. They are also unsure about how to arrive at and develop
an argument about the validity of this claim. Concerns about the apparent discrepancy
between the claim to be evaluated, and the task itself, have also been expressed (see 1.
Clarity).
ASSESSMENT DESIGN
1. Clarity - Is assignment task clear and unambiguous?
No Review
Suggested
Students have identified a perceived inconsistency between the claim to be evaluated,
and the task description. This is that the claim concerns the origin of the ‘current
global economic crisis’, whereas the task and marking criteria is focused solely on the
social and economic circumstances that have emerged from the current global
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Margaret Macleod
October 2010
economic crisis – that is, the task is about the consequences, not the cause, of the
crisis. This has caused considerable confusion for students and uncertainty about how
best to proceed with the task. Those who have attempted to discuss Marxist concepts
in relation to the origin of the crisis have encountered significant difficulties, which is
not surprising given that this would require some grounding in economic theory
(which is not the aim or content of the course).
Further, students claim that some members of the teaching team directed students to
only address the origins of the crisis, whilst others suggested students focus only on
the current social and economic issues that have emerged from the crisis. In addition
to this, some students have been told to focus on only two or three Marxist concepts,
whilst others have not given any direction about this. These inconsistencies have also
contributed to apprehension about this assessment task.
Concerns over these inconsistencies were raised at a workshop given by the writer,
and subsequently the course convenor responded with an announcement stating that
...please take this as the teaching team's definitive answer to
any further questions regarding the essay question:
The question is interpretative - we are interested in a
discussion about the merits of the statement and your
application of a select number of Marxist concepts to the GEC
(it can be on origin and/or consequences) - the important issue
is how Marxist concepts may illuminate our understanding of
this event. Students generally seem very fixated on assessment
(which is understandable), but as a result you are paying less
attention than you should on learning and thinking about some
of the themes.
However, students have expressed unease over the expectation that they should
interpret the task, especially if their interpretation does not match the marking criteria.
At this stage of their university life, students rarely have the confidence in themselves
or the marking process to feel that their interpretation of a task is valid. This is why
transparency of desired outcome is important for beginning students.
2. Criteria – Do marking criteria assist in understanding
the assignment task?
No Review
Suggested
As previously discussed, while the marking criteria (reproduced below) relate to the
task ‘Critically discuss the merits of this statement through demonstrating your
knowledge of Marx's key concepts and their relationship to today's social and
economic circumstances’ they do not clearly relate to the claim to be evaluated that
‘"Key concepts developed by Karl Marx can illuminate our understandings of the
origin of the current global economic crisis".
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October 2010
1. The student has outlined and described selective key concept developed by
Marx that demonstrates their understanding of these concepts. ( out of 25)
2. The student has outlined and described today’s social and economic
circumstances ( out of 15)
3. The student critically analysed Marx’s concepts and their application to
understandings of social and economic inequality in Australian society(
out
of 30)
4.The student has discussed the merits of this statement … that our
understandings …are illuminated(
out of 15)
5. Essay is clearly written, well communicated and demonstrates highly
developed written skills e.g. appropriate form and structure, correct
grammar and spelling, correct minimum reference amount, consistent
citations and APA referencing. (
out of 15)
3. Weighting - Is weighting appropriate for assignment
task?
Yes
4. Size of Task – Is word length appropriate for
assignment task?
Yes
5. Level of Difficulty - Is assignment task suitable for
students’ level of skill development?
No Review
Suggested
In order to successfully complete this task, students need to
 comprehend Marxist concepts
 comprehend the event known as the global economic crisis
 comprehend the origins of the global economic crisis
 comprehend the social and economic consequences of the global
economic crisis
 apply the Marxist concepts to these current political/economic and
social issues
 evaluate a statement about this relationship
 develop an argument about the statement.
The multiplicity and difficulty of these tasks challenges students who are still
at an early stage of learning how to effectively organise and structure
information. In particular, asking students to make judgements about the
validity of Marxist concepts and develop an argument about this claim is too
difficult for many of them. As the comment from the course convenor
indicates (see 1. Clarity), anxiety over assessment tasks can lead to
unproductive work and disengagement with other content in the course. This is
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Margaret Macleod
October 2010
particularly the case when several complex assessment items are due within a
short space of each other, which is the case for these students
6. Relationship to Course Learning Outcomes - Does the
assignment task clearly relate to/develop the learning
outcomes for the course?
No Review
Suggested
The learning objectives of the course relate to the task, except that they do not
indicate that students need to understand economic theory, which is necessary if
students are to evaluate a theoretical argument about the origins of the global
economic crisis.
2.2 Learning Objectives
After successfully completing this course you should be able to:
1 be aware of the nature of social inequality and understand the issues associated
with social change,
2 understand the explanations of social inequality and social change put forward
by the classical social theorists such as Marx and Weber,
3 understand the approach of contemporary social theorists to the problems of
understanding society and responding to human service needs,
4 understand the conceptual links between traditional social theories and
contemporary social theories,
5 understand and critically appraise competing theories of power as well as make
conceptual links between those theories and professional practice,
6 be able to apply a sociological way of thinking to substantive issues, to analyse
the appropriateness of applying any particular theory to any particular issue, and to
recognise the strengths and limitations of different social theories
ASSESSMENT RESOURCES
Are there sufficient resources provided to assist students
with this task?
No
No resources are provided to assist students with this task. Additional resources
to optimise student understanding and learning are suggested below.
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Margaret Macleod
October 2010
SUGGESTIONS FOR ENHANCEMENT
Assessment Re-design
Given that the primary aim of this task appears to be to enable students to understand
relevant sociological concepts and to think about these concepts in the context of
current issues of inequality, the task could be simplified by omitting the requirement
to evaluate the statement (claim). Removing the statement itself would also overcome
the problem with the focus on the origins of the economic crisis, leaving students to
concentrate on the social/economic consequences of the crisis (which links more
coherently to the learning objectives for the course). At this stage of their university
life, developing an understanding of Marxist (and other sociological) concepts and an
understanding that these concepts offer (debatable) explanations for social and
economic issues may be all that many students can achieve.
It is therefore recommended that this assessment task be redesigned to simplify the
task, and make any necessity to interpret the task unnecessary. This could include
clear directions as to how many Marxist concepts are expected to be discussed, and
possibly a ‘bank’ of concepts to choose from. Further, given that students value
consistency as well as transparency in assessment, it is recommended all members of
the teaching team offer consistent messages about what is expected.
Resource Enhancement
Additional resources are needed to enhance initial student understanding of the task.
These resources will depend on the task itself. Resources to enable students to
simplify the current task, including
 suggestions for taking notes
 an example essay plan
 guidance on how to evaluate an argument
 guidance on how to develop an argument
were provided by the writer at a workshop for these students. These resources are
reproduced below. However, they may not be appropriate if the assessment task is
redesigned. Nevertheless, regardless of the task, it is recommended that students be
provided with resources such as
 Information about how to approach the task
 A suggested essay plan
 An example essay or paragraph (possibly using a concepts not listed in the
bank of concepts students may choose from).
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Margaret Macleod
October 2010
Suggested approach to note taking
Key Marxist concepts Current global economic
crisis
(social/economic issues)
Does this help
illuminate the
issue?
Capitalism is an
Global economic downturn Yes, because..
economic system that is or recession
No, because….
inherently crisis-prone
homelessness
.
unemployment
Developing Arguments
In your essay you are being asked to do more than just regurgitate other’s
opinions or summarise information that you have gathered.
 You will need to select a point of view and provide evidence to support your
opinion about how valid the argument is about Marx in relation to the
contemporary situation (Social Theory)
Planning
Ask yourself
 What support do I have for my argument?
 What main points will I make to develop this argument?
 How many can I make? (divide word length by 100 to get a rough estimate of
number of points/paragraphs)
 What is the best order to make points in?
Essay writing
 Tell your reader in the introduction what your overall argument is

 Develop and support that argument in the body of the essay
 Each paragraph or section can end with a concluding sentence which
links the main idea of the paragraph back to the question and your
overall argument ( a “mini conclusion”). Example:
 Point
» Discussion
» Mini- argument
 Point
» Discussion
» Mini- argument
 Point
» Discussion
» Mini- argument
 Restate your argument in the conclusion
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Margaret Macleod
October 2010
Suggested Essay Plan





Brief overview/summary of Marx’s concepts
Brief overview/summary of current context
Concept 1
» explain concept
» relate to current issue
» mini argument (does it help us understand this issue?)
Concept 2
» explain concept
» relate to current issue
» mini argument (does it help us understand this issue?)
Concept 3
» explain concept
» relate to current issue
» mini argument (does it help us understand this issue?)
ETC
You could do it the other way around – i.e. discuss issue and related concepts
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Margaret Macleod
October 2010
Appendix 1
Overall matrix of due dates for HSV first year assessment items
Semester One
Week 1006HSV
Human
Services
Structures
1
2
3
4
5
Short paper
25%
800 words
6
Group
presentation
Week 6
onwards
30%
1008HSV
1010HSV
Interpersonal Lifespan
Skills
Development
Poster
25%
Mini analysis
essay
10%
750 words
Library Tutorial
5%
Library Tutorial
5%
7
8
Essay
45%
1500 words
Case study
essay
35%
1500 words
9
Individual
Analysis
essay
30%
2000 words
10
11
12
13
14
15
16
68
1015HSV
Human Behaviour
Major Paper
45%
2000 words
Exam
30%
2 hours
Exam
Exam
30%
2.25 hours
Margaret Macleod
October 2010
Semester Two
Week 1007HSV
Human Services
Processes
Group Tutorial
1
Presentation
20%
Time frame: as
agreed
2
3
4
5
1017HSV
Human Services
Research
1014HSV
Introduction to
Social Theory
Thematic Blogs
5%
Paper Part 1
(Critique)
15%
500-600 words
Part 1
Critical Essay
30%
1500 words
6
Thematic Blogs
5%
7
Tutorial Exercise
(Online Quiz)
20%
8
Analysis of a case
study
30%
1200 words
Paper Part 2
(Critique)
15%
500-600 words
9
10
11
Thematic Blogs
5%
Paper Part 3
(Critique)
15%
500-600 words
12
13
14
15
69
Report
Major Report
50%
2000 words
Week 13
Exam Open Book
35%
2 hours
Free
Choice
elective
Margaret Macleod
October 2010
Appendix 2
Assessment Items HSV First Year
(Reviewed items in red)
Semester 1
1006HSV
Human Services
Structures
Short paper
25%
800 words
Week 5
Group Presentation
30%
Week 6 onwards
1010HSV
Lifespan
Development
Poster
25%
Week 4
1008HSV
Interpersonal
Skills
Mini analysis essay
10%
750 words
Week 5
Individual Analysis
essay
30%
2000 words
Week 10
Exam
30%
2 hours
Week 16
1015HSV
Human Behaviour
Major Paper
45%
2000 words
Week 12
Exam
40%
2 hours
Week 16
1017HSV
Human Services
Research
Paper (Critique)
45%
1500 words total
Part 1: Week 5
Part 2: Week 9
Part 3: Week 12
1014HSV
Introduction to
Social Theory
Free Choice
elective
Mid Semester
Exam During Class
20%
Week 9
Critical Essay
30%
1500 words
Week 5
End of Semester
Exam
35%
Nov Exam Period
Tutorial Exercise
(Online Quiz)
20%
Week 7
Case study essay
35%
1500 words
Week 9
Library Tutorial
5%
Week 5
Library Tutorial
5%
Week 6
Essay
45%
1500 words
Week 8
Exam
30%
2.25 hours
Week 16
Semester 2
1007HSV
Human Services
Processes
Group Tutorial
Presentation
20%
Time frame: as
agreed
Analysis of a case
study
30%
1200 words
Week 8
Report
Major Report
50%
2000 words
Week 13
Thematic Blogs
15%
Weeks 3, 6, 11
Examination
35%
Exam period
70