There are several components of the assessment in this unit. All components must be completed. If you fail to complete all assessment components, a passing grade will not be awarded and students will receive an maximum numerical grade of 40.
Results for other assessments will be reported as either grades (i.e., HD, D, Cr, P, F) or moderated scores. Raw scores for all assessments will be moderated according to the University guidelines so that work judged to be of a given standard is awarded a moderated score within the following distribution: High Distinction 85-100; Distinction 75-84, Credit 65-74; Pass 50-64; Fail 0-49.
For example, if it is judged that the HD standard for a particular assessment is met by work scoring 90-100, raw scores will be adjusted so that students received moderated scores between 85 and 100. Similarly, if it is judged that the Pass standard is met by work scoring 63 -70, raw scores will be adjusted so that students received moderated scores between 50 and 64. This moderation takes into account both the stated performance standards for the assessment component and the degree of difficulty of the specific task
Marking Criteria and Performance Descriptors for Problem Solving Exercises and Assignment
In general, markers will be looking for the following qualities in your responses to the questions and scenarios in problem solving exercises and assignments:
* Concise address of the critical points in the scenarios provided.
* Appropriate critical analysis and justification where needed.
* Integration of information from relevant content in the unit.
* Quality of critical analysis
* Application of the statistical concepts taught to the scenarios provided (Note that SPED801 is not a calculation-based statistics unit. You will NOT be required to calculate complex statistics. The emphasis is on understanding what the statistics mean in the context of empirical studies in special education.)
You are encouraged to evaluate your work against these criteria.
There is pervasive address of critical points in all responses and a demonstration of deep understanding of all key principles. There are appropriate and concise justifications, descriptions or analyses integrating relevant information. There is no evidence of consequential gaps in understanding of basic principles and a clear ability to generalise concepts and principles to the most difficult examples.
There is extensive address of the critical points in all responses and a demonstration of deep understanding of all key principles. There are appropriate and concise justifications or analyses integrating relevant information. There is no evidence of consequential gaps in understanding of basic principles although students may have difficulty in applying some concepts and principles to the most difficult examples.
There is strong address of the critical points in the vast majority of responses and a deep understanding of the majority of key principles. There are appropriate and concise justifications, descriptions or analyses integrating relevant information. There may be a small number of consequential gaps in understanding of basic principles. Students may have difficulty in applying some concepts and principles to a limited number of examples.
There is solid address of the critical points in the majority of responses and a demonstration of deep understanding of most key principles. There are appropriate and concise justifications, descriptions and analysis integrating relevant information. Students may have difficulty in applying some concepts and principles to some examples.
There is poor address of the critical points in the majority of responses. There is little evidence of deep understanding of principles. Justifications, descriptions and analyses would often be incomplete and/or unclear. Students demonstrate a poor understanding of the majority of concepts and principles and are only able to apply these to a minority of examples.
Students are required to gain an overall pass on the unit, but do not have to pass all assessment components. If you perform poorly on one component, you may compensate for this with an improved performance in the other component(s). Resubmission of assessments and assignments is not permitted.
Special Consideration and Extensions for Assignments and Problem Solving Exercises.
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
Extension requests should be submitted before the due date. Extensions are usually not granted on the due date. Post-due date applications for extensions will not be considered under any circumstances except when the student can provide documentary evidence that it was impossible to complete a special consideration form before the due date. Extension requests for events after the original due date will not be considered
Disruptions due to work commitments require a statutory declaration from a work supervisor (eg. School Principal) stating that the work commitment was not known at the HECS census date.
Appeals Against Grades for individual Assessment Components
If any student has concern about the marking of an assessment, they must:
1. Consult the member of staff who marked the work.
2. If there is no satisfactory resolution, an appeal should be made in writing to the unit convenor within one week of the marked assessment being returned or of results being made available. The student should explicitly state the basis of the appeal.
The unit convenor will review the marking and may, at thieir discretion, ask for a re-marking by a second marker. If re-marking by a second marker is judged appropriate, the final mark will normally be the average of the two marks awarded for the assessment task. Students should note that the revised mark for the task may be higher, the same, or lower than the original mark.
Please note all failing assessments are double-marked.
The decision of the unit convenor is final.
Appeals Against Final Unit Grades
Students should refer to the Grade Appeal Policy at http://www.mq.edu.au/policy/docs/gradeappeal/policy.html and the Grade Appeal Procedures at http://www.mq.edu.au/policy/docs/gradeappeal/procedure.html
Grade Appeals must be submitted within 20 days of the release of the unit results.
Grade Appeals are submitted through ask.mq.edu.au
Academic Honesty and Plagiarism
You must read the University's practices and procedures on Academic Honesty.
These are on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
The policies and procedures explain what academic honesty and plagiarism are, how to avoid plagiarism, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee. Details of possible penalties are at http://www.mq.edu.au/policy/docs/academic_honesty/schedule_penalties.html
Other important points:
· Close paraphrasing of another persons’ writing is considered to be plagiarism. You must express ideas using your own words.
· Claim of ignorance of the University policy on plagiarism is NOT a defence. If you do not understand the preceding information, please seek advice from a member of the academic staff.
Transcript Numerical Grades
Your overall unit result will be assigned a numerical grade (NG) on your University transcript. High Distinction grades are assigned a mark between 85 and 100, Distinction grades between 75 and 84, Credit grades between 65 and 74, Pass grades between 50 and 64,and Fail grades below 49.
Grade Descriptors for Final Unit Grades
The following generic grade descriptors provide university-wide standards for awarding final grades.
High Distinction: Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
Distinction: Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Credit: Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
Pass: Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Fail: Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
If you fail more than 51% of your units in a semester, you will be subject to review.