Given Individual Audio Feedback Explain Something
Essay Question: Explain something you have learnt in your degree, to an audience of your choice.Alongside this explanation, critically comment on the ideas about learning that have informed your choices.
1. Two stages of this assessment, stage 1 is 1800 words, stage 2 is 200 words.
2. This assignment has a main part of 1800 words. Within this, you need to do several things:
a. Start with a very brief description of what you are explaining, and to who. The “what” can be anything that you have found significant or memorable, from any aspect of your degree studies; and the “who” is equally broad: it might be a class of learners, of any age; an interview panel; policy-makers in education; the general public. It is entirely up to you.
b. Offer that explanation. Depending on your intended audience, this explanation might be a lesson plan, a presentation for an interview, a comic for younger (or older) readers, a policy briefing paper, a video or podcast for the general public….whatever you like, so long as you feel it helps the intended audience develop their understanding. What I will primarily be looking for in this section is clarity in the explanation of what you’ve learnt; and appropriateness of fit between the form adopted and the audience with whom you have selected to work. If there are 30 students taking the module, I expect 30 very different assignments, and that’s absolutely fine; the tutorial process (see above) is partly intended to support you in making this individual decision.
c. Critically comment on (a) and (b), explaining the decisions you’ve made, and outlining how ideas about learning, including those explored within the module, have informed your choices. Different things within the module will speak to different students, and inform the pieces of work that we know from (b) will be individual and distinctive. The main points I will be looking for here are critical engagement with the ideas the module has explored, especially a sense of following the implications from theory into practice; and clear explanation of your reasons for selecting this audience, content, and form. The strongest responses will link these two elements together: e.g. “I chose to create a podcast because theory X suggests that learners, especially those in group Y, would respond particularly well to multimedia information. This is because…”
3. Wordcount is a tricky thing to calculate. In previous years, some students have submitted parts of their explanation as an appendix to the main document, so it isn’t included in their wordcount. For instance, they might write a section (a) which is a couple of sentences; in (b), include their text for a presentation within the main assignment, and then put slides in an appendix; which gives them lots of space for (c), where they can reflect on the choices they have made. There aren’t any absolute rules here, and part of the drafting process is for us to agree together what seems appropriate in your particular case. Again, if that’s different from the piece of work that someone next to you is submitting, that’s fine – so long as they both, in their distinctive ways, address the requirements of the task, they will both be acceptable.
4. And just as with Assignment 1, this should all be accompanied by a 200 word note:
a. AT STAGE 1, explaining the aspects of the assignment where you would particularly welcome feedback, and/or highlighting questions that you have about the subject; and
b. AT STAGE 2, outlining how you have responded to the feedback offered on your Stage 1 work. If your response is that you haven’t taken on-board any of the feedback, that’s fine – the important thing is to justify the choices you made.
5. What’s this business of two submission stages?
The assignments have been designed with the aim of enhancing your understanding about the module topics. This is consistent with the themes of the module. Although you must show that you are capable of working at the required level, the emphasis in the assessment of your work will be formative. It is for this reason that there are two submission deadlines for the assignments.
Your Stage 1 submission will receive individual written formative feedback, responding to the points you raised in your 200 word note, and asking questions with an aim of prompting further development. There will also be collective feedback for the whole group. There will be no mention of grades at Stage 1, as part of what you should be developing at this stage in your studies is an understanding of what is expected from your work in relation to the BA grading criteria (available from the Student Handbook). The only exception will be that if you were to submit at Stage 2 exactly the work you submit at Stage 1, and I think it would not meet a pass grade, I will let you know. You will also note that the session on 12th November is precisely about feedback and grading, and as part of this, you will be asked to informally assign grades to your own work and that of other students.
The intention of Stage 1 is to support you in developing your work, so that when you submit it at Stage 2 you can be more confident about its quality. You are strongly advised to make your Stage 1 assignments slightly below the permitted word count to allow for refinements to be made for Stage 2 submission. You are also recommended to include a full set of references at Stage 1 so you can receive feedback on them. In a nutshell, the more you put into Stage 1, the more guidance you will receive.
At Stage 2, your submission will be given individual audio feedback via MOLE, and a numerical grade. For Stage 2 of Assignment 1, I aim to tailor my feedback to support your work on Stage 2 of Assignment 2.
There is strong research evidence (e.g. Black and Wiliam 1998; Boud and Falchikov 2006) that formative assessment can have a very positive influence on meaningful learning (in other words, increasing student understanding in the topic). It is also the way that academics work with Masters and research students – looking at a draft, offering comments, and seeing how it is developed. In the timetable below, you will see that I have emphasised speed of turnaround of feedback, as again the evidence suggests (Gibbs 2010) that feedback is most useful when it’s quick, with the level of detail offered a secondary concern.
6. References
Black P. and Wiliam D., 1998, Assessment and classroom learning. Assessment in Education, 5(1), 7-71
Boud, D. and Falchikov, N., 2006. Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.
Gibbs, G. 2010. Dimensions of Quality, Higher Education Academy York. Available from: https://www.heacademy.ac.uk/system/files/dimensions_of_quality.pdf, last accessed 21-8-18
>>> Hi!! I am very very thank you for helping me with my essay!! And this essay is the second part of my assessment, before your start, PLEASE read my first part essay and then follow it to write this essay. I will upload my first part essay and the whole question and requirement of this whole assessment in the attachment.
Thank you very very much !!! : D