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ASSESSMENT
Assessment 1: Group Presentation
Weighting 50%
Task:
In small groups of up to 6, prepare an oral presentation on the topic of ‘The Effects of Uberization on Working Lives’. The presentation should be no more than 15 minutes long, using Powerpoint in support. You are expected to research the topic using good quality academic and journalistic sources. Two hard copies of the powerpoint presentation (to include references) should be handed to the assessors at the commencement of the presentation
The content of the presentation is up to you but you might consider: the ‘pros and cons of Uberization, the effects on particular kinds of jobs (not just taxi-driving), the issue of careers or time demands. You should consider a range of views and seek to integrate them into a coherent argument. You may draw on personal work experience to illustrate the points covered in the academic or good quality journalistic sources used but you must show evidence of using good quality academic and journalistic sources and referencing in the Powerpoint presentation should be in the required ‘Harvard’ style (Cite Them Right version) as given in the guide to referencing provided on the UEL library webpages on the intranet at:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Harvard-Referencing-.aspx
Requirements for the Portfolio as a whole
Exceeding the word count by more than 10% will result in a penalty of 10% of your marks for your work. If your work is significantly shorter, then you will probably have failed to provide the level of detail required.
The document should be formatted as:
Font size 12
1.5 line spacing
Margins at both sides of the page of at least 2.5 cm
Pages should be numbered
Your name should not appear anywhere on the paper to ensure anonymous marking.
Assessment criteria for the Portfolio
Knowledge (level of academic knowledge relevant to the module)
- Knowledge and understanding of academic concepts and models (40%)
- Application of academic concepts and models to the analysis of cases and group assessment (30%)
- Presentation including language and grammar (10%)
- Referencing (20%)
How to submit the portfolio
Notice is hereby given that all submissions for the portfolio component of this module must be submitted to Turnitin. If you fail to submit this component to Turnitin, in accordance with the guidance provided on the Virtual Learning Environment (Moodle), a mark of 0 will be awarded for the component.
Submitting Assessments Using Turnitin:
Turnitin is required for coursework assessments, such as report/research papers or projects in Microsoft Word, PowerPoint, and in PDF format. There are two main reasons we want you to use Turnitin:
- Turnitin can help you avoid academic breaches and plagiarism. When you use Turnitin before a submission deadline, you can use the Originality Report feature to compare your work to thousands of other sources (like websites, Wikipedia, and even other student papers). Anything in your work that identically matches another source is highlighted for you to see. When you use this feature before the deadline, you will have time to revise your work to avoid an instance of academic breach/plagiarism.
- Turnitin saves paper. When using Turnitin to electronically submit your work, you will almost never have to submit a paper copy.
Late Submissions Using Turnitin
UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. Assessments that are submitted up to 24 hours late are still marked, but with a 5% deduction. However, you have to be very careful when you are submitting your assessment. If you submit your work twice, once using the original deadline link and then again using the late submission link on Turnitin, your assignment will be graded as late with the 5% deduction. This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark. Further information is available in the Assessment & Feedback Policy at
Turnitin System Failure
Best advice: Don’t wait until the last minute to submit your assessments electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlines are not extended unless there is a significant systems problem with Turnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue and that you have been given a 24 hour extension. If you don’t receive any email that specifically states you have been given an extension, then the original deadline has not been changed.
Referencing
As a student you will be taught how to write correctly referenced essays using UEL’s standard Harvard referencing system from Cite Them Right. Cite them Right is the standard Harvard referencing style at UEL for all Schools apart from the School of Psychology which uses the APA system. This book will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded.
Further information is available at
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Assessment
September 15th, 2015 
admin Assessment
Assessment task 1: Critique of a program using a program development model
Objective(s): a, b, c, d and e
Weight: 40%
Task: This first assignment is intended to practice your skills in a) understanding the assumptions and orientations of a theoretical program development model, and b) to use that understanding to critique a small program of your own choosing.
1. Select an actual program within your organisation, TAFE/RTO, school, etc. you are familiar with or interested in or one you currently see in public media or are curious about (e.g. Quit Smoking) (as long as it is targeted to adult learners). Remember to define a ‘program’ broadly as introduced in seminar Topic 1.
2. Select a program development model from the readings and subject discussions that you consider best ‘fits’ your selected program. You should know enough about the program development model to articulately discuss a particular theorist’s view of the planning (educational aims/objectives, learner needs), design, delivery and evaluation stages of a program targeting adult learners. You will need to research some additional readings on that theorist’s program development model beyond the assigned readings.
3. Write an essay that critically analyses the ways in which your program reflects the planning model. Using the literature on program planning models, you should consider the following questions in your analysis:
What assumptions are made about the program’s adult learners, its educational objectives or outcomes, and the context for learning?
How does the program align with the stages of the planning models? What are the assumptions about the nature of the needs analysis, sequencing, delivery, processes and resources?
Does your program outline the evaluation processes? If not, what evaluation approaches and strategies would you recommend that fit with the program planning model and why?
Are there contextual (e.g. workplace, organisational, socio-demographic) factors that have influenced the overall approach to how the program has been developed?
Critically discuss the implications of your analysis of the program, for the program development model as theorised (e.g. is it out-of-date? missing some key components? only valid in certain learning contexts, not a good model for programs delivered online?).
4. Ensure your critique clearly demonstrates your original perspective of the program and program development model and makes explicit your assumptions, claims and arguments. It is particularly important in a critique that your own perspective is persuasively laid out in written text and justified, rather than merely describing the selected program and program development model or citing other researchers and scholars. Be careful not to choose too large or complex a program to critique for this first assignment.
Length: 2,000 words, essay format
Due: Due: submit to Turitin by 5pm Monday 21st September
Criteria: 1.
2. Accurately interprets a theoretical program development model and justifies its alignment to the
Succinctly describes the scope and features of an adult learning program;
adult learning program;
3. Demonstrates critical analysis skills in the discussion of the implications for the program
development model through an in-depth engagement with relevant literature.
4. Writing is concise and well constructed, using appropriate language, literacy and referencing
Posted in Uncategorized Assessment
September 15th, 2015 admin Assessment
Assessment task 1: Critique of a program using a program development model
Objective(s): a, b, c, d and e
Weight: 40%
Task: This first assignment is intended to practice your skills in a) understanding the assumptions and orientations of a theoretical program development model, and b) to use that understanding to critique a small program of your own choosing.
1. Select an actual program within your organisation, TAFE/RTO, school, etc. you are familiar with or interested in or one you currently see in public media or are curious about (e.g. Quit Smoking) (as long as it is targeted to adult learners). Remember to define a ‘program’ broadly as introduced in seminar Topic 1.
2. Select a program development model from the readings and subject discussions that you consider best ‘fits’ your selected program. You should know enough about the program development model to articulately discuss a particular theorist’s view of the planning (educational aims/objectives, learner needs), design, delivery and evaluation stages of a program targeting adult learners. You will need to research some additional readings on that theorist’s program development model beyond the assigned readings.
3. Write an essay that critically analyses the ways in which your program reflects the planning model. Using the literature on program planning models, you should consider the following questions in your analysis:
What assumptions are made about the program’s adult learners, its educational objectives or outcomes, and the context for learning?
How does the program align with the stages of the planning models? What are the assumptions about the nature of the needs analysis, sequencing, delivery, processes and resources?
Does your program outline the evaluation processes? If not, what evaluation approaches and strategies would you recommend that fit with the program planning model and why?
Are there contextual (e.g. workplace, organisational, socio-demographic) factors that have influenced the overall approach to how the program has been developed?
Critically discuss the implications of your analysis of the program, for the program development model as theorised (e.g. is it out-of-date? missing some key components? only valid in certain learning contexts, not a good model for programs delivered online?).
4. Ensure your critique clearly demonstrates your original perspective of the program and program development model and makes explicit your assumptions, claims and arguments. It is particularly important in a critique that your own perspective is persuasively laid out in written text and justified, rather than merely describing the selected program and program development model or citing other researchers and scholars. Be careful not to choose too large or complex a program to critique for this first assignment.
Length: 2,000 words, essay format
Due: Due: submit to Turitin by 5pm Monday 21st September
Criteria: 1.
2. Accurately interprets a theoretical program development model and justifies its alignment to the
Succinctly describes the scope and features of an adult learning program;
adult learning program;
3. Demonstrates critical analysis skills in the discussion of the implications for the program
development model through an in-depth engagement with relevant literature.
4. Writing is concise and well constructed, using appropriate language, literacy and referencing
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