Resources |
|
The capability of Self-Directed Learning and Critical Evaluation requires you to negotiate at least one assignment in Phase 1. This requirement has been included as a way of encouraging you to develop a crucial aspect of the capability of Self-directed learning and critical evaluation:
The experience of negotiating assignments in phase 1 is intended as a preparatory activity for the more independent style of learning that will operate in the later phases in the program, especially in Phase 3 and the Independent Learning project.
You should ensure you have submitted at least one negotiated assignment before the Portfolio examination at the end of second year. You are welcome to negotiate more than one assignment in Phase 1, however it is not recommended that you do so until at least the last course of your first year, so that you can gain experience in the requirements of assignments. You should try to avoid leaving your negotiated assignment until the final course of Phase 1 because, if the proposal is not accepted, you will not have another chance to do it, making you ineligible to submit your portfolio. Developing a proposal, considering feedback and implementing the plan are essential parts of the process and of the learning involved in this activity, so you should treat it as a serious process.
The following guidelines cover the scope and process involved.
You should start the process by considering the topic and aim of your proposed assignment. You should discuss your proposal for the negotiated assignment with your facilitator after you have considered your topic.
In developing your proposal you need to consider what you wish to research. Ask yourself the following when deciding on this:
Your proposal should contain:
1. A description of what incident or experience suggested the assignment focus to you.
2. The proposed topic of the assignment.
3. A statement of the aim of the assignment.
Items 2 and 3 together should indicate what you expect to learn from doing the assignment
4. An indication of the focus capability for the assignment.
5. A description of what you propose to do in order to investigate the nominated question/topic.
6. An indication of the length and format of the report that will be produced.
7. An indication of the assessment criteria that you propose for the focus capability.
8. A schedule of activities for weeks 2 to 6.
You should submit your plan to the eMed Registrations system by the time and day specified in the course guide. Registrations are usually expected by the end of the first week of each course. The Course convenor and a panel of assessors will review your proposal, provide you with feedback and indicate if the proposal is approved or not approved.
If not approved, you should register for a set assignment from the course guide.
If approved, consult with your facilitator over any modifications to the plan that you need to make in response to the feedback you have received. If the feedback from the convenor alters the assignment so it is no longer of interest to you, you may drop it and register for a set assignment from the course guide. Otherwise, proceed with your plan.
Your final report should be a single document that contains the following five elements:
Please note that a failure to incorporate the final assessment criteria in the final submission may result in a Fail grade!
The document should be submitted as a Negotiated assignment (a special category of submission on eMed-Portfolio) by the due date and time for submission of assignments in your course. You may include one separate supporting file as part of the submission.
The maximum of 2000 words applies to the Report and the Statement of modifications made (and not to the original plan or feedback document).
You need to specify one focus capability in your plan when you submit the final document to eMed Portfolio. The criteria for assessing your performance in this capability will be taken from your plan and any subsequent modifications.
This shows the marker that you found the basic material and were then able to use, digest, develop, analyse or apply this.
Did you specify only one behaviour in each criteria?
The above is based on work developed from the following:
Armstrong, S., Chan, S., Malfroy, J. and Thomson, R. (2008). Assessment Guide: Implementing criteria and standards-based assessment. University of Western Sydney, Teaching Development Unit.
https://www.westernsydney.edu.au/__data/assets/pdf_file/0004/449860/PVC5...
The other focus will always be Self-Directed Learning and Critical Evaluation. The differences between the focus and generic criteria for assessing the capability of Self-Directed Learning and Critical Evaluation for negotiated assignments are:
Focus assessment criteria for capability: Self Directed Learning | Generic assessment criteria for capability: Self Directed Learning |
---|---|
|
|
Negotiated assignments, like set assignments, are assessed against criteria for the three generic capabilities (communication, self direction and critical evaluation, and reflection). Penalties for late submission and over-length reports are as for set assignments.
Some examples of verbs used in developing effective assessment criteria:
Note: Each of these active words can be described differently in various contexts, so they are used here as examples. What is important is HOW you use them within your assessment criteria sentence: be specific and focused.
Outline
Briefly describe, summarise main features or principles. Clearly define stages in a process. Omit lesser detail.
Describe
Provide accurate and precise information; illustrate with example/s where appropriate.
Define
Give precise meaning. Describe and clarify. May involve showing different interpretations, or explaining boundaries or limitations. Provide example/s if appropriate.
Summarise
Provide a shortened version in your own words, highlighting major points and omitting less important detail.
Examine / explore
Inspect in detail, investigate thoroughly, identify all important aspects
Compare and Contrast
Analyse all issues, but focus on similarities and differences. Identify major underlying concepts or themes and discuss where they agree or disagree, what they have in common and where they diverge.
Questions ,e.g.: How? Why? What?
Specify details, give precise, accurate information, analyse all relevant perspectives, issues. Answer must show conviction, supported by example/s if appropriate
Analyse, discuss, consider
Treat the topic in some depth, examining all relevant issues. Identify key components, theories, principles, or concepts. After considering all perspectives, develop a viewpoint in response to the essay question, and support your reasoning with evidence as appropriate.
Assess, understand
Examine all aspects and make a judgment as to quality or attributes. May involve identifying cause and effect, implications and impacts, or strengths and weaknesses.
Critique, review, evaluate
Treat in a detailed and analytical way. Will involve some description but most importantly a judgment as to quality, highlighting strengths or weaknesses, advantages or disadvantages.
All students doing a Negotiated Assignment that involves interviewing either professional colleagues or patients MUST ensure that relevant ethical considerations are respected.
Communicating with patients and colleagues is part of your professional training, however when you are conducting interviews you should always seek informed consent and respect confidentiality. This means:
All this is common sense behaviour required of a professional working with humans in vulnerable periods of their lives, and also showing care for colleagues and the impact you may have on them.
If you are seeing patients on the wards unsupervised you must:
At all times, students must be mindful of patient’s confidentiality.