Unit assessment

Task 1: Microteaching evaluation (Weighting 40%)

Reflective evaluation of microteaching lesson

In this task, you will be graded on your ability to:

• identify and evaluate relevant actions as well as the assumptions that shape them;
• draw on a wide range of perspectives, including the literature, to inform your critique; 
• provide an insightful evaluation of the lesson and lesson planning process using the discourse of education;
• provide a well-structured response, which is both clear and concise with spelling, grammar, punctuation and syntax of a high standard; 
• demonstrate an understanding of educational theory and the links between theory and practice; and
• apply APA referencing conventions correctly

Task instructions

The completion of this task involves a number of steps:

1. Use the lesson planning template provided on iLearn to plan a 10-minute lesson based on a key concept in your first teaching area.
2. Present your lesson to a small group of students (groups will be allocated in class). Ask a student in the group to video record your lesson. Each member of the group will provide you with feedback.
3. Use the lesson template to write a self-reflection on your lesson.
4. Use the recording of your lesson, the literature on effective teaching, your own reflection and the feedback from your peers to write a 1,500-word critical reflection on your own professional practice. Critique in this context means to make judgements about, to review, analyse and evaluate both actions and assumptions in the light of available evidence. Your critique should also include suggestions for future improvements in teaching practice.

In your response, you should:

• use the video and feedback to identify and describe any issues that affected the outcomes of your lesson
• evaluate your skills, experience, and knowledge in this area.
• identify and critique the assumptions you made when preparing and delivering the lesson.
• use the professional standards, literature and peer feedback to reflect on the effectiveness of your lesson.  Ask: How will I approach this differently in the future? What might work and why? Are there different options? Are my ideas supported by theory?

Upload the following to Turnitin as one PDF document:

• your completed lesson plan
• the feedback sheets and self-evaluation
• the 1500-word critical reflection on your lesson.

Style and structure:

You can use headings to separate sections of your reflection, however, point form is not acceptable. Reflective writing tasks use the first person. That is, 'I' is acceptable.

Assignment 1: Marking scale

Note: to pass this task you need to apply APA referencing correctly

Assignment extensions and late penalties

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration 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 Special Considerations policy and are submitted via https://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, see:

https://students.mq.edu.au/study/my-study-program/special-consideration

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Special Considerations

The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.

The University classifies a circumstance as serious and unavoidable if it:

• could not have reasonably been anticipated, avoided or guarded against by the student; and

• was beyond the student's control; and

• caused substantial disruption to the student's capacity for effective study and/or completion of required work; and

• occurred during an event critical study period and was at least three (3) consecutive days duration, and/or

• prevented completion of an assessment task scheduled for a specific date (e.g. final examination, in class test/quiz, in class presentation).

The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.

https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

Requesting a remark of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark.  To request a re-mark you need to contact  the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

Assessment Presentation & Submission Guidelines

Please follow these guidelines when you submit each assignment:

• Allow a left and right-hand margin of at least 2cm in all assignments.

• Please type all assignments using 12-point font and 1.5 spacing.

• All assessments must be submitted through Turnitin in .pdf format

• It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.

• Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

• Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.

• Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.

• The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.

• Generally, one Originality Report is generated every 24 hours up to the due date.

When preparing your assignments, it is essential that:

• Students regularly save a copy of all assignments before submission,

• Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.

• If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. Failed assessments can not be re-submitted as they are all double-marked as a part of the moderation process.

Final Submissions

• Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

University policy on grading

Criteria for awarding grades for assessment tasks

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of when the placement takes place.

Criteria for awarding grades in the unit

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Structure of the unit

The coursework for TEP387 involves a one-hour lecture and a two-hour subject-specific tutorials.

The lecture has as its focus the basics of effective classroom practice. During the lectures, students are encouraged to interact with the presenters. It is not envisaged that these presentations should be highly structured. Students are encouraged to ask questions and discuss issues.

An outline of the lecture component of the course is provided on iLearn.

Please refer to the university timetable for room locations.

Resources

Assigned textbook: Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher. P. Ed Australia.

Other readings will be available through Leganto (see link in iLearn)

 Refer to the Tutorial Workbook on iLearn for details of lectures and tutorials.

A number of changes have been made to this unit since its last offering:

• the assessment tasks have been revised
• the criteria had been updated to make it clearer for students
• the examination format has been changed