School of Nursing
SNPG960:
Autumn 2019
Details of Assessment Tasks
Assessment Item Form of Assessment Due Date Return/Feedback
Due Dates Weighting
Assessment 1 Group collaborative
Wiki document Week 5 Thursday
4/4/2019 17.00hrs Within 15
working days of
the submission
date 40%
Assessment 2 Creative Work
(Concept Map and
reflection) Week 11 Thursday
23/05/2019
17.00hrs Declaration of
marks 60%
Total Marks 100%
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1. Assessment task 1
Assessment Title Assignment
Task Description You are required, in your learning theory group to to create a collaborative
document in Google Docs describing, analysising and discussing your group’s
chosen learning theory. You are expected to make equeal contributions to the
research and creation of your wiki document. At least two of your wiki
contributions must be a new and original contribution and two may edit or
add to an existing contribution. You are expected to use the template in
Google docs (link on the Moodle site.
You need to allocate yourself to a group of 4-6 students in week one via the
choice button on Moodle and then click on the link to Google Docs (in the
Moodle site) and create a copy of the template for your group.
A Wiki is a website that allows a group of people to create and edit (ussually
website) contents without any special technical knowledge or tools. Wiki wiki is
Hawaiian for quick.
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Assessment Due
Date Week 5 Thursday 4/4/2019 17.00hrs
Return Date to
Students Within 15 working days from submission
Weighting 40%
Assessment
Criteria This assessment will be marked with the assessment
criteria in the rubric on the following page
Referencing Style
Word Limit Use APA referencing
5000 – 6000 words for the entire wiki document (not inc references)
Submission You are expected to make equal contributions to the research and creation
of your wiki document. At least two of your wiki contributions must be a
new and original contribution and two may edit or add to an existing
contribution. Submit via eLearning into the Turnitin Dropbox
Subject Learning
Outcomes
Assessed 1,2,3
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SNPG 960 Assessment Task 1 – Wiki
Wiki Rubric adapted from University of Wisconsin uwstout.edu
Marking rubric assumes task requirements of minimum of two original contributions and two contributions
adding to an existing post
Element
Content
50% Provides a fresh and
balanced perspective on
the chosen learning
Ptrhoevoidreys comprehensive
insight, understanding,
and reflective thought
about the topic.
Explains all ideas clearly
and concisely in a logical
progression with
effective supporting
evidence. Provides original ideas
with a minimum of
personal bias.
Provides a moderate
amount of insight,
understanding, and
reflective thought about
the learning theory.
Explains most ideas
clearly and concisely with
supporting evidence. Provides one or two original
ideas with a minimum of
personal bias.
Provides evidence of some
understanding, and reflective
thought about the learning
theory.
Explains some ideas, but not
all, clearly and concisely but
with little supporting evidence. Provides one or two original ideas
which include some personal bias.
Provides only minimal
understanding, or reflective
thought about the lesrning
theory.
Incompletely explains ideas and
does not effectively use supporting
evidence. Does not provide any
original ideas and
personal bias is obvious.
Provides no
understanding or
reflective thought about
the learning theory.
Fails to explain ideas
clearly, and does not use
any supporting evidence. Absent
50 42 36 25 14 0
Present
ation
20% Presents all information
in a style that is
appealing and
appropriate for the
intended audience.Easy
to read
Includes diagrams or
images or links to
websites or documents
l
that enhance the
i
informationpresented. Presents information in a
style that is generally
appropriate for the
intended audience.
M a y i n c l u d e
diagrams, images or links
t o w e b s i t e s o r
documents, but not all
inks enhance the
nformation presented. Presents information in a style
that is not consistently
appropriate for the intended
audience .
Includes some links to websites
or documents, or images or
diagrams less than half of
which enhance the information
presented. Presents information in a style that
is often inappropriate for the
intended audience.
Includes some links to websites
or documents, or images or
diagrams which add li5le value
to the information presented. Presents information in a
disjointed, unpolished
style which is
inappropriate for the
intended audience.
Does not include any
links, or links selected
are of poor quality and
do not add any value to
the information
presented. Absent
20 17 14 10 6 0
Group
Collabor
ation
10% Contributes equally with
other group members in
researching, writing, and
editing.
Exhibits appropriate wiki
etiquette when editing
and respects the work of
others. Assists group members
with most of the
researching, writing and
editing.
Exhibits appropriate wiki
etiquette when editing
most of the time and
respects the work of
others. Assists group members with
some of the researching,
writing and editing.
Exhibits appropriate wiki
etiquette most of the time and
generally respects the work of
others. Provides minimal assistance to
group members in researching,
writing and editing, and does not
follow through with all tasks
Exhibits a minimal knowledge of
wiki etiquette and often fails to
respect the work of others. Provides no assistance to
group members in any of
the researching, writing
and editing and does not
follow through with any
of the tasks.
Exhibits no knowledge of
wiki etiquette and fails
to respect the work of
others. Absent
10 8 6 4 2 0
Organis
ation
10% Uses a consistent
organizational structure
that includes grouping
related information,
defines specialized
vocabulary and/or
provides a table of
contents.
Makes frequent and
effective use of
headings, fonts, bullet
points and white space
to enhance the content’s
visual appeal and
increase readability. Uses an organizational
structure which groups
most related information,
defines specialized
vocabulary and/or
provides a table of
contents.
Makes use of headings,
fonts, bullet points and
white space to enhance
the content’s visual
appeal and increase
readability. Uses an organizational
structure which groups some
but not all, related
information, defines
specialized vocabulary and/or
provides a table of contents.
Makes occasional use of
headings, fonts, bullet points
and white space to enhance
the content’s visual appeal and
increase readability. Uses a loosely defined
organizational structure which
attempts to group similar items.
Makes minimal use of headings,
fonts, bullet points and white space
to enhance visual appeal and
readability. Fails to provide a
consistent organizational
structure, and
information is difficult to
locate.
Makes no use of
headings, fonts, bullet
points or white space to
enhance visual appeal
and readability Absent
10 8 6 4 2 0
Writing
mechan
ics
10% Edits the text with no
errors in grammar,
capitalization,
punctuation, and
spelling. Keeps
within word limit Edits the text with minor
additional editing
required for grammar,
capitalization,
punctuation, and spelling.
Keeps within word limit Edits the text with some
additional editing required for
grammar, capitalization,
punctuation, and spelling.
Keeps within word limit Edits the text, but errors in
grammar, capitalization,
punctuation and spelling distract or
impair readability.
(three or more errors). more than
10% difference from word limit Edits the text but
numerous errors in
grammar, capitalization,
punctuation, and
spelling repeatedly
distract the reader and
major revision is
required.
(more than five errors) Absent
10 8 6 4 2 0
Referen
cing
10% Accurately cites all
sources of information
to support the credibility
and authority of the
information presented. Most sources are cited
accurately, and support
the credibility of the
information presented. Some sources are cited
accurately, and support the
credibility of the information
presented. Few sources are cited accurately,
and they fail to adequately support
the credibility of the information
presented Does not provide any
accurate information
about sources used. Absent
10 8 6 4 2 0
2. Assessment task 2
Assessment Title Concept Map and reflection
Task Description Building on the content in your group’s wiki – create a concept map relating
learning theories in adult education to a facilitative model. In addition, write
a 500 word reflection on your understanding of facilitation and how this
understanding impacts on your work in the future.
Your main or key concept should be easily identified as your chosen
facilitative model and sub-concepts – describing learning theories – should
branch appropriately from main idea to a complexity of at least four (4)
concept levels (sub-concepts). Graphically describe the relationships
between your chosen learning theories in relation to facilitation. Use the
map to connect concepts and facts (nodes) and to demonstrate
relationships between concepts – i.e. between facilitation and theories of learning
Your map should contain appropriate descriptive links between nodes
(short phrases or specific/descriptive words describing the relationship
between concepts). Do not repeatedly reuse the same link; construct a
variety of links that describe the unique relationship between specific
nodes and include specific examples that clarify the meaning of a given
concept. Include cross-links which demonstrate the complexity of the
relationships.
In your reflective commentary provide a description and reflection of the
development of the concept map. Do not simply describe the map.
Consider how undertaking this assessment task has impacted on your
understanding of what facilitation is and means to you in your practice.
Consider how the development of this assessment task has impacted
on your understanding of facilitation and theories of learning. Include a
reference list and a bibliography if appropriate, relating to the concept map.
You may create your concept map using concept mapping software but
you must save and submit as a jpeg orpdf.
You may hand draw your concept map, take a photograph and upload as a
jpeg.
See marking rubric below for further details
Assessment Due Date Week 11 Thursday 23/05/2019 17.00hrs
Return Date to Students Declaration of results
Assessment Length A minimum depth of complexity of 4 layers of sub-concepts + 500 word
reflective commentary
Weighting 60%
Assessment Criteria This assessment will be marked with the assessment criteria in the rubric on
the following page
Referencing Style Concept map – Numbered (Vancouver)
A summary of the Vancouver system can be accessed in the online guide
on the Library website at: http://uow.libguides.com/refcite
Reflection (if required) Author – Date (Harvard)
A summary of the Harvard system can be accessed in the online guide on the
Library website at: http://uow.libguides.com/refcite
Submission Upload your concept map as a jpeg or pdf into the assessment drop box
in eLearning
Upload your Reflection as a word document into the Turnitin Assignment
Dropbox. See this resource:
http://www.uow.edu.au/dvca/ltc/tel/resourcehub/students/index.html
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Subject Learning
Outcomes Assessed 1-4
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SNPG960 Assessment Task 2 – Concept Map
Concept Mapping Rubric adapted from University of Wisconsin uwstout.edu
Element
Arrangement of
Concepts (10%) All subconcepts branch
appropriately from main
idea Main concept easily
identified; most
subconcepts
branch from main
idea. Main concepts can be
somewhat easily
identified; some subconcepts
branch from main ideas with
some linked ideas. 2 main concepts can be
identified; few
subconcepts branching
from from main ideas
or linear design only one concept identified
or 2 main concepts not
clearly
identified; subconcepts not
consistently linked to main Absent
10 8 6 4 i2dea or other concepts. 0
Links and
linking lines
(5%) Linking lines connect related
terms/point in correct
direction; linking words
accurately describe
relationship between
concepts; hyperlinks
effectively used Linking lines
connect related
terms/point in
correct direction;
most linking words
accurately describe
the relationship
between concepts;
most hyperlinks
effectively used. Most linking lines
connect properly; most
linking words accurately
describe the relationship
between concepts; some
hyperlinks effectively
used. Linking lines not always
pointing in correct
direction; linking words
don’t consistently
clarify relationships
between concepts or
simplistic with few
links Linking lines not always
pointing in correct
direction; linking words
don’t clarify
relationships between
concepts; Simplistic
with very few concepts
or links Absent
5 4.5 3.5 2.5 1.5 0
Content (40%) Reflects all essential
information; is logically
arranged; concepts
succinctly presented; no
misspellings or grammatical
errors Reflects most of
the essential
information; is
generally logically
arranged; concepts
mostly succinctly
presented; 1 or 2
misspellings or
grammatical errors. Reflects most of the
essential information; is
mostly logically
arranged; most concepts
presented without too
many excess words;
fewer than 4
misspellings or
grammatical errors. Reflects some essential
information; some
sections are logically
arranged; most
concepts presented
without too many
excess words; more
than 4 misspellings or
grammatical errors Contains extraneous
information; is not
logically arranged;
contains numerous
spelling and grammatical
errors. Absent
40 34 28 21 12 0
Text (5%) Easy to read/ appropriately
sized; no more than three
different fonts; amount of
text is appropriate for
intended audience; boldface
used for emphasis. Text is easy to read;
uses no more than
four different fonts;
amount of text
generally
appropriate for
intended audience. Most text is easy to
read; uses no more than
four different fonts;
amount of text generally
fits intended audience. Font somewhat
difficult to read easily;
more than four
different fonts used;
text amount is too
much for intended
audience. Font too small to read
easily; more than four
different fonts used; text
amount is excessive for
intended audience or is
absent. Absent
5 4.5 3.5 2.5 1.5 0
Design (5%) Clean design; high visual
appeal; four or fewer
symbol shapes; fits page
without a lot of scrolling;
color used effectively for
emphasis. Complexity
evident Mostly clean
design; good visual
appeal; four or
fewer symbol
shapes; fits page
without a lot of
scrolling; color used
effectively for
emphasis Design is fairly clean,
with a some exceptions;
diagram has some visual
appeal; four or fewer
symbol shapes; fits page
well; uses color
effectively most of time. Cluttered design; low
in visual appeal;
requires a lot of
scrolling to view entire
diagram; choice of
colors lacks visual
appeal and impedes
comprehension. Very clu(ered design;
difficult to read or
understand. Or simplistic
empty design, lacking in
elements; difficult to
understand or very
linear design Absent
5 4.5 3.5 2.5 1.5 0
Referencing
(5%) Accurately cites all sources
of information to support
the credibility and authority
of the information
presented. Most sources are
cited accurately,
and support the
credibility of the
information
presented. Some sources are cited
accurately, and support
the credibility of the
information presented. Few sources are cited
accurately, and they
fail to adequately
support the credibility
of the information
presented Does not provide any
accurate information
about sources used. Absent
5 4.5 3.5 2.5 1.5 0
Reflection
(30%) Many original ideas
presented; evidence of in
depth analysis and
reflection; effective use of
reflective model evident but
not explicitly named Some original ideas
presented;
evidence of some
analysis and
reflection; effective
use of reflective
model evident but
not explicitly
named Some original ideas
presented ; evidence of
some reflection and
analysis but largely
descriptive; effective use
of reflective model
evident Few original ideas
presented ; little
evidence of reflection
or analysis but largely
descriptive No original ideas
presented ; no evidence
of reflection or analysis ;
descriptive;
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