ETL421 Semester 2, 2013

FEEDBACK ON ASSIGNMENT 1
Name: Mark Smith
Student Number: s245336
Grade: CREDIT Comprehensive
(Please see the final page of this document for additional information)
Feedback on selected requirements from the Assignment specification
Documentation: effectiveness of the visualisation
Your visualisation adds clarity to your selected themes. Try looking for ways of heightening interest,
revealing unexpected patterns.
Analysis: authenticity of the teaching context
Your context is manifold, culturally nuanced, acknowledges multiple purposes and voices. This is an
important achievement.
Analysis: reflection on numeracy
Your reflective work is focused, criterion-based. Now consider the effect of introducing alternative
criteria.
Analysis: rationale on educational inequality
Your rationale is objective, defensible. Are there other ways of bolstering your case?
Consolidation: viability of the activities
Your activities are mutually supporting, tailored to context. This augers well for success.
Consolidation: applicability of the pedagogy
You apply a recognised pedagogy. How might this pedagogy need adaptation in response to your
particular teaching situation?
Redirection: potency of the description
Your redirection is capable of strongly influencing the shape of your students' numerate experience.
Now look for ways of harnessing this to make a real difference in your school and the local community.
Redirection: practicality of the suggestions
Your suggestions are likely to promote greater awareness of an area relevant to your teaching. How can
you develop this awareness further, both in breadth and depth?
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ETL421 Semester 2, 2013
FEEDBACK ON ASSIGNMENT 1 (cont.)
Feedback on general requirements from the Assignment specification
Presentation: professional writing
Communicates clearly and concisely = Well done
Adheres to format and word length requirements = Well done
Uses APA referencing correctly = Well done
Marker's advisory comments on the submission
Hi Mark, Thank you for your assignment. Bring Mason and Johnston-Wilder to the fore more in
Assignment 2 and overlay that with some EAL/D pedagogies (you have begun to do this). Your
emphasis on language is of the utmost importance so continue to develop those directions. EAL/D
pedagogies are strong pedagogies for ALL students (as are good maths pedagogies).
Marker: Debbie Prescott
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ETL421 Semester 2, 2013
FEEDBACK ON ASSIGNMENT 1 (cont.)
Additional Information
Key for gradated items:
Well done --- the response comprehensively fulfils or surpasses the requirement
Okay --- the response adequately fulfils the requirement
Lean --- the response addresses but does not fulfil the requirement
Skipped --- the response does not address the requirement
Grading:
The following criterion-based grade elaborations are derived from the University's Grading Policy. However, as the
Grading Policy is subsumed by the University's Assessment and Moderation Policy, you should be aware that results
posted on Learnline for your assignments may not necessarily reflect your final grade. The Examiners' meetings held at
the end of Semester will determine whether marks need to be further moderated before the official grade for the unit is
released to you via 'My Student Info' on the CDU website. Note: grade release will occur on the date published in the
University's higher education calendar.
High Distinction
Indicates an imaginative assignment of publishable quality; very well-balanced and thoroughly effective; highly proficient
in all areas of the assignment.
Distinction
Indicates a well-researched and well-conceived response; demonstrates understanding of the less obvious aspects of the
unit; ideas drawn from a range of sources are evaluated, synthesised, and adapted to context.
Credit
Indicates a well-written and well-organised response; key ideas are applied with relevance and insight; displays some use
of analytical skills.
Pass
Indicates a coherent response that adequately addresses the assignment specification; demonstrates knowledge of
fundamental concepts.
Pass Conceded
Indicates an assignment that falls short of the basic requirements, but has one or more compensating strengths in
relation to the unit's learning outcomes. (Note: this grade cannot be assigned as a final grade for the unit overall;
heightened performance will required elsewhere to offset this result.)
Fail
Indicates a partially developed or inadequate response to the assignment specification and without compensating
strengths.
Additional Grade Descriptors (where used):
Emerging --- inconsistent performance at this grade level; some evidence of performance at the previous grade level
Solid --- consistent evidence of performance at this grade level
Comprehensive --- thorough evidence of performance at this grade level; some evidence of performance at the next
grade level (if applicable)
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