Session 2 Learning and Teaching Update
The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.
This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.
Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.
Visit the MQ COVID-19 information page for more detail.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Trudy Smith
Contact via 02 98720302
Level Two, Ross Field Building, NextSense Institute
By appointment (9.00am - 5.00pm Monday-Thursday)
Administration
Lena Karam
Contact via 02 98720303
NextSense Institute
8-4 Monday to Friday
Lena Karam
|
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Credit points |
Credit points
10
|
Prerequisites |
Prerequisites
SPED8933 or SPED933
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit aims to provide students with the knowledge to be competent in assessment as part of an integrated approach to supporting the development and/or remediation of language and literacy abilities in deaf and hard of hearing children. The course provides a foundation for students to relate assessment of children's abilities to intervention and remediation approaches in each of those areas. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Similarity Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment 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.
Note:
Online Assessments/Tests
Online quizzes or tests are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Integrity Policy at: https://students.mq.edu.au/study/assessment-exams/academic-integrity.
In submitting your responses to an online quiz you agree that you:
University policy on grading
Criteria for awarding grades for assessment tasks
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.
Descriptive Criteria for awarding grades in the unit
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.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://policies.mq.edu.au/document/view.php?id=17&version=2
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (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. |
D (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. |
Cr (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. |
P (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 |
F (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. |
Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so, as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. Please also contact Sue Silveira on 0298720248 or sue.silveira@nextsense.org.au, prior to withdrawing and for advice related to your progression.
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.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Online test | 20% | No | 30/08/2021 |
Language Assessment Report | 45% | No | 24/09/2021 |
Online quiz | 35% | No | 07/11/2021 |
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 10 hours
Due: 30/08/2021
Weighting: 20%
Test of content
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: 24/09/2021
Weighting: 45%
Interpretation of the results of a language assessment. (2000 words)
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 15 hours
Due: 07/11/2021
Weighting: 35%
Quiz on Literacy Assessment
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
SPED8934 has a full web presence through iLearn. All requirements for this unit begin Session 1 Week 1, 2021. Students are expected to access the iLearn site and engage with unit materials regularly during session 1.
Textbook Required for this Unit.
The prescribed text for this course is “Assessment in Special and Inclusive Education” by Salvia, Ysseldyke, and Witmer (13th Edition, 2017) ( ISBN-10: 1-305-64235-X or ISBN-13: ISBN-13: 978-1-305-64235-5). Students should note that that this resource is available from a number of different sources on line for purchase or rental and that there is an e-book option available through the publisher's website.
Support Resources
Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university.
Please refer to the comprehensive list of support services here.
Access and Technical Assistance
Information for students about access to the online component of this unit is available at https://students.mq.edu.au/support/study/tools-and-resources/ilearn. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help.
No extensions will be given for any technical issues. Allow enough time for your submissions.
Assistance is available from IT Helpdesk (ph: 1800 67 4357), or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
A comprehensive schedule of lecture topics and weekly readings is available on the unit iLearn site.
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout The Master of Disability Studies course.
It is intended that, as a graduate professional, you will be:
In this unit, you will be assisted to develop the 5Rs in the following ways:
Resilient |
By developing strengths and strategies in seeking, reviewing, and processing new information. By managing multiple milestone tasks associated with the use of that information for your own learning. |
Reflexive | By sharing about your professional experiences and understanding of the topics through discussion forums, and in your responses to the various assessment tasks. |
Responsive |
By productively and respectfully responding to the ideas of peers and providing meaningful and supportive feedback. By assessing and responding to the learning needs of particular learners who are deaf or hard of hearing tin your assessment tasks. |
Ready to Learn | By recognising your own learning needs relative to your current knowledge and pursuing the unit's learning objectives earnestly to ensure that you can go on to achieve positive language and literacy outcomes for the learners that you will work with in the future.
By taking responsibility for learning independently as well as fostering collaborative learning in other students. |
Research Engaged |
By engaging with literature as required and using your own research skills to seek out new information form the research literature to inform your learning and subsequent professional practice. By critically evaluating research studies and other published literature as part of an evidence-based approach to defining and using best practice in language and literacy development for deaf and hard of hearing learners. |
Unit information based on version 2021.02 of the Handbook