Assessment Presentation and 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 .doc or .pdf format
• It is the responsibility 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.

 

Please note:

• Students should regularly save a copy of all assignments before submission.
• Students are responsible for checking that the correct file has been uploaded, that their submission has been successful, and that it has been submitted by the due date and time.

 

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/my-study-program/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.

 

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.

 

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

A variety of readings will be used throughout this course, and where possible we aim to ensure that these are freely and electonically available. More information will be provided on the iLearn site.

The following textbook covers most of the content discussed in this unit. A new copy of the 7th edition is expensive, but you may be able to find a cheaper second hand version. Alternatively, an earlier edition is fine and you may find a freely available copy with a quick search of the internet.

Johnson, B., and Christensen, L. (2019). Educational Research: Qualitative, Quantitative and Mixed Approaches. (7th Edition). Thousand Oaks California: Sage.

 

Information about the unit iLearn site

This unit has a full web presence through iLearn.

Students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students, but we recommend checking more regularly (preferably daily). Important assessment information will be posted here, as will other relevant unit notices and materials. Various activities and materials for discussion and critical reflection are included, along with electronic links and suggested references. Weekly lectures are available on the web through the ECHO360 lecture component or will be posted as Powerpoint files or other online videos. 

 

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.

This unit comprises 2 core research blocks - qualitative methods and quantitative methods. Within each block multiple staff members with expertise in a particular methdology will lead each week. This unit follows a flipped delivery - while there may be some differences from week to week depending on the lecturer, generally you will be provided with content presentations to listen to in your own time, along with some additional tasks to develop your understanding or apply your knowledge. In some weeks there will also be a virtual meeting - please try and attend these as they are an opportunity to reflect on your learning and ask the staff member questions about the content. The staff member leading each week will provide specific details on the iLearn site.  If you have any concerns please contact the unit convenor. Please be tolerant of slight differences in style between the lecturers - they have been chosen because they are experts in that particular methodology, not because they all teach in exactly the same way!!

The following table gives a broad overview of the unit structure. Specific information about the content in each week will be available on iLearn.

Week and staff member	Topic
1. Rebecca Bull	Introduction to the unit; Overview of Research Methods
2-6. Kathleen Tait and Markus Prowling	Qualitative Methods
7.	Completion of Qualitative Research Plan
8-12. Rebecca Bull, Emma Burns, and Rauno Parrila	Quantitative Methods
13.	Completion of Quantitative Research Plan

 

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:

RESILIENT: For many students, the content of this unit will be completely new and may seem daunting and challenging. Students are encouraged to seek support from, and provide support to, other students in the unit. Students are also encouraged to plan ahead and manage their workload.

REFLEXIVE: Students engage critically with research evidence and the methodological rigor of that evidence. They are expected to make meaningful links between the research, their own professional context and experience, and their own research ideas.

RESPONSIVE: Research methods highlight the communities that impact on practice - students, families, educators, cultures, and systems. This unit requires students to identify an educational issue and to develop a research plan to examine that issue. The ultimate aim of the unit is to develop teachers as researchers who can identify important educational issues, and who will be able to evaluate and conduct research that impacts at all levels of the community.

READY TO LEARN: Students identify their own research topic (of personal and professional interest to them) that will be the focus of their research plan and to which they will apply their newly acquired knowledge of methodological approaches.

RESEARCH ENGAGED: Students are exposed to various research approaches and complete assignments which assess their research knowledge and their ability to critically evaluate research studies. The final assignment draws together their learning in the submission of a research plan for a study.