Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

• The assignment title page should include the student’s name, student number, unit code, title of the assessment and submitted word count.
• Allow a left and right-hand margin of at least 2cm in all assignments.
• Please type all assignments using a minimum of Arial, 12-point font and 1.5 spacing.
• All assignments must be submitted through Turnitin as an accessible word document – do not submit as a pdf.
• Faculty assignment cover sheets are NOT required.
• It is the responsibility of the student to ensure that all assignments are successfully submitted through Turnitin (https://students.mq.edu.au/support/technology/systems/ilearn/assignments-grades).
• For written assignments, the Turnitin Similarity Report must also be submitted using the correct Turnitin submission point at the time of assignment submission.

 

Draft Submissions and Turnitin Similarity Reports

Students must use the Turnitin Similarity Report as a learning tool to improve their academic writing and, in consideration of the report outcome, attend to any potential academic integrity issues, prior to submission of the final version of the assignment. Students are strongly encouraged to upload a draft copy of each assignment to Turnitin at least one week prior to the due date to obtain a Similarity Report. The Similarity 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.

Please note:

• Students should regularly save a copy of all assignments before submission.
• Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
• It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

 

Assignment extensions and late penalties

In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/assessment-exams/special-consideration.

Applications for extensions must be made via AskMQ according to the Special Consideration policy. 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.

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.

 

Late Assessment Submission Penalty 

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of ‘0’ (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm.

A 1-hour grace period is provided to students who experience a technical issue. This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings, etc.). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs, etc.) will only be addressed by the unit convenor in a Special Consideration application. Special Consideration outcome may result in a new question or topic.

 

Units with Quiz Assessments Online

Quizzes 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. In submitting your responses to an online quiz you agree that you:

• have not included content that has previously been submitted for academic credit in this or any other unit
• are submitting answers which are your own work
• acknowledge that you are aware of, and are acting in accordance with the Macquarie University Academic Integrity Policy at: https://policies.mq.edu.au/document/ view.php?id=3
• that you are not participating in any unacceptable academic activities such as cheating, collusion, deception, fabrication, impersonation, obstruction, plagiarism and/or sabotage.

 

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://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.

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 the Course Director Sue Silveira on 0477202129 or susan.silveira@mq.edu.au, prior to withdrawing, 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.

Required and recommended texts

Required: Salvia, J., Ysseldyke, J., & Witmer, S. (2017) Assessment In Special and Inclusive Education. 13th ed.

Published by Cengage. ISBN-10: 1-305-64235-X or ISBN-13:  ISBN-13: 978-1-305-64235-5

Required: TASL Manual and forms, published by Moog Centre for Deaf Education

 

Information about the unit iLearn site

SPED8934 has a full web presence through iLearn. All requirements for this unit begin Session 2 Week 1, 2022. Students are expected to access the iLearn site and engage with unit materials regularly during session 2. Students will need regular access to a computer and the Internet to complete this unit.

 

Access and technical assistance

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. 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: 

• Internet access: the iLearn site contains materials for this unit; it is also required for the online submission of all assessment tasks, and for the use of Turnitin submission for ALL tasks.
• Word processing, visual representations, and document formatting: you are required to use an appropriate form of software to present your assignments.
• Uploading of assessment tasks to iLearn.

Unit Schedule

Weeks 1-3: Principles of Assessment

Week 3 cont.: Fundamentals of language assessment for D/HH learners

Week 4: Effective Instructional Cycle

Week 5: Interventions for school-age learners (ages 8-18)

Week 6: Interventions for young learners (ages 4-7)

Week 7: Case study in language assessment and intervention

Week 8: Interventions for infants and toddlers (birth-3)

Week 9: Administration of language and literacy assessments

Week 10: Literacy assessment for deaf and hard of hearing children—the application of principles of assessment

Week 11: Principles and strategies of teaching / remediating literacy development

Week 12: Considering issues in language assessment and development for students with diverse backgrounds

Week 13: Considering issues in language assessment and development for students who use sign language

 

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:

1. Resilient;

2. Reflexive in your practice;

3. Responsive to students/clients, colleagues, parents, and professional communities;

4. Ready to learn; and

5. Research engaged.

 

Resilient	Reflexive	Responsive	Ready to learn	Research engaged
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.	By sharing about your professional experiences and understanding of the topics through discussion forums, and in your responses to the various assessment tasks.	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.	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.	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