1020QBT – Academic and Professional Skills
ASSESSMENT FOUR – LEARNING PORTFOLIO
INSTRUCTIONS AND GUIDES FOR STUDENTS
The following is an overview of information for students to guide their completion of the Learning Portfolio assessment in 1020QBT. If a student has any particular questions about their assessment task they should ask their lecturer / tutor in the first instance.
Students are required to maintain a Learning Portfolio reflecting on their activities and learning across the semester. Each week students should complete two paragraphs (400 words in total) critically reflecting on their learning. Students are expected to develop written reflections about their learning on an ongoing basis across the semester.
Students are required to present the reflections in class at times nominated by the teacher for the purpose of receiving feedback. Please ensure that the reflections are completed regularly as this will reduce the amount of time needed to edit and polish the critical reflections that will be submitted in Week 12 as summative assessment.
The intent of the Learning Portfolio is for students to demonstrate achievement of the various learning outcomes, with emphasis on development of critical reflection. In addition, entries should demonstrate skills in referencing, paraphrasing and quoting.
SUBMITTING YOUR ASSIGNMENT
In Week 12 you will select your THREE preferred responses(final versions – edited & polished), copy them into a separate document and submit this via Turn-It-In.
ALL ASSESSMENTS MUST BE SUBMITTED TO TURN-IT-IN BY MIDNIGHT FRIDAY OF WEEK 12.
Assessments submitted after this time will be considered to be late and will be penalised.
SUGGESTED TOPICS FOR REFLECTION
Choose ONE and develop a response to that question based on your work from the week.
Week 1: CURRICULUM, LEARNING AND HIGHER EDUCATION
- What is curriculum?
- How is learning influenced by curriculum?
- How are cultural norms expressed in higher education and curriculum?
- How does learning occur in higher education and how is this different to other settings?
- How do I learn best?
- What goals do I have for my learning at university?
Week 2: SELF-EFFICACY AND THE INDEPENDENT LEARNER
- What is self-efficacy?
- Mastery and vicarious learning
- How do I enhance my belief in success?
- What is resilience and why is it important in higher education?
- How do I build resilience?
Week 3: TIME MANAGEMENT AND PLANNING FOR SUCCESS & FEEDBACK AND STUDENT LEARNING
- What is feedback and what support is available for students?
- How do students use feedback to improve their learning?
- What steps are involved in properly planning for learning?
- How do you change goals into actions?
Week 4: (CRITICAL) REFLECTION ON LEARNING
- How does reflection shape learning?
- What are sources and guides of reflection?
- How do I undertake critical reflection on my learning?
Week 5: READING ACADEMICALLY: ENGAGING WITH ACADEMIC PAPERS
- What forms does academic writing take?
- How are arguments constructed?
- How do you access and make judgements about academic quality?
Week 6: ANALYSING IDEAS IN RESEARCH
- What is the scientific method?
- How is scientific research presented in journals?
- What does validity and reliability mean in research?
- What are the current debates in my discipline?
Week 7: CONSTRUCTING AND PRESENTING AN ARGUMENT
- How are academic papers written (i.e. structure, form)?
- What is an academic argument?
- How do I present/show support and evidence?
- How do I paraphrase and use information from multiple sources to support arguments?
Week 8: INNOVATIVE PROBLEM SOLVING.
- What approaches can I use to solve problems?
- How can I be innovative in developing solutions to problems?
- How is problem solving evident in my discipline?
- What is a hypothesis and how does research test hypotheses?
Week 9: LEARNING WITH AND FROM OTHERS
- What is the difference between learning with others and collusion?
- How do models of cooperative learning work?
- How do I effectively share ideas and participate in discussions?
Week 10: COMMUNICATION IN SCIENCE, ENGINEERING AND IT
- How does communication in SET differ between audiences and content?
- How is scientific communication different / similar to communication in other fields?
- How should presentations be structured?
- How do different forms of oral communication support the sharing of information?
|Criteria||Standard of achievement|
|Excellent||Proficient||Competent||Poor / Unacceptable|
|Ability to communicate clearly in writing|
|× Clear and precise paragraph and sentence development|
× Clearly articulated and nuanced argument with links between ideas