CTL 1

by Emily Willett

Submission date: 30-Aug-2017 04:47PM (UT C+1000)

Submission ID: 840841591
File name: CT L_ASSIGNMENT _1-real.docx (14.23M)
Word count: 5851
Character count: 33530
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CTL 1
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

55
Emily you have completed all the components of the
task. Your report is clear, concise and extrapolates
all the major issues. It would be good the include
ref erence to your appendices such as the
comparative table and reconstructed unit to ensure
the connectivity f or the reader of the report. Further,
reports clearly identif y the recommendations (of ten

/60 as headings) and this emphasises the connectivity

again. You have reconstructed the assessment and
the link to the unit outline is made. Your comparative
table has sections - these also may have been used
in the report writing as subheadings f or connectivity.
You have connected the issue to the research well.
You have written well require little proof reading and
used the APA with minor error.

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QM Missing quote
Missing quotation mark:
Quotation marks are used to enclose direct quotations which are less than three lines long
(longer direct quotes should be blocked). Quotation marks are also use to enclose dialogue in
your writing.

PAGE 4

QM singular /plural
Sentence needs re-reading to determine whether the singular or plural of the word is required.

QM Missing quote
Missing quotation mark:
Quotation marks are used to enclose direct quotations which are less than three lines long
(longer direct quotes should be blocked). Quotation marks are also use to enclose dialogue in
your writing.
 QM Awk.
Awkward:
T he expression or construction is cumbersome or dif f icult to read. Consider rewriting.

PAGE 5

QM Sp.
Spelling error

QM Missing quote
Missing quotation mark:
Quotation marks are used to enclose direct quotations which are less than three lines long
(longer direct quotes should be blocked). Quotation marks are also use to enclose dialogue in
your writing.

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QM error in knowledge
T he writer has connected concepts to the wrong theorist, application or has applied the wrong
def inition to the situation at hand.

QM wc
Word choice error:
Sometimes choosing the correct word to express exactly what you have to say is very dif f icult
to do. Word choice errors can be the result of not paying attention to the word or trying too
hard to come up with a f ancier word when a simple one is appropriate. A thesaurus can be a
handy tool when you're trying to f ind a word that's similar to, but more accurate than, the one
you're looking up. However, it can of ten introduce more problems if you use a word thinking it
has exactly the same meaning.

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RUBRIC: CTL INDIVIDUAL EVALUATION

COMP. T ABLE High

Distinction
Comparative table of changes f rom original program to implement in the reconstruction. T o improve
literacy, numeracy and personal and social capabilities in a dif f erent context.

FAIL T he table shows insignif icant strengths/weaknesses/ changes and/or research

evidence.

PASS Comparative table brief ly analysis the areas specif ied and shows clear links to recent
evidence based research to support the change.

CREDIT Comparative table is analytical of the areas specif ied and shows clear links to recent
evidence based research to support change.

DISTINCTION Comparative table is critically analytical of the areas specif ied and shows clear links
to recent evidence based research to support the change.

HIGH DISTINCTION Comparative table is sophisticated and analyses the areas specif ied; shows clear
links to recent evidence based research to support the change.

RECONST RUCT IO High

Distinction
T he reconstructed unit highlighting new areas presented showing improvements to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based teaching and learning using
UbD

FAIL T he modif ications do not promote signif icant change. Ref lects a simplistic approach
to threshold concept development, assessment, and sequencing to achieve improved
inquiry-based teaching and learning using UbD

PASS T he unit modif ication ref lects areas f or change showing an integrated approach to
teaching & learning. Ref lects a developing prof essional approach threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD

CREDIT T he unit modif ication ref lects areas f or change in a structured approach to
integrating change Ref lects a prof essional approach to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD

DISTINCTION T he unit modif ication ref lects areas f or change in a highly integrated and persuasive
manner. Ref lects a developed prof essional approach to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD

HIGH DISTINCTION T he unit modif ication ref lects areas f or change in an exemplary integrated and
persuasive manner Ref lects a highly prof essional approach to threshold concept
development, assessment, and sequencing to achieve improved inquiry-based
teaching and learning using UbD
REPORT Distinction
Recommendations to Faculty Demonstrates critical evaluation of educational programs to improve student
achievement. Constructs a persuasive report to staf f showing evidence-based improvements: threshold
concept development, assessment, and sequencing to achieve improved inquiry-based teaching and
learning using UbD

FAIL T here may be little /no or unbalanced justif ication of choices and little change
recommended in a descriptive account without lacking persuasion. Provides little/no
understanding in linking evidence to changes using UbD.

PASS Produces a brief analysis justif ying choices and sequencing of research materials
and approaches with some recommendations f or change Provides a logical
structured answer that links evidence to changes using UbD.

CREDIT Provides a good analysis and persuasive report, incorporates justif ying choices &
sequencing of research materials and approaches with some recommendations f or
change. Provides a logical, structured answer that links evidence to changes in
teaching & learning using UbD with some persuasion.ull

DISTINCTION Provides a sound analysis and persuasive report, incorporates justif ying choices and
sequencing of research materials and approaches with recommendations f or change.
Provides a logical, structured answer that persuasively links evidence to changes in
teaching & learning using UbD.

HIGH DISTINCTION Provides a scholarly analytical and persuasive report incorporating choices and
sequencing of research materials and approaches with convincing recommendations
f or change. Provides a well- researched and most insightf ul analysis that
persuasively integrates evidence to change in teaching and learning using UbD.

PRESENT WORK Distinction

Presents work prof essionally, with clear academic writing and within the word limit and uses current edition
APA ref erencing style correctly, including competently integrating evidence.

FAIL Work lacks structure; little evidence paper has been edited; terminology inappropriate;
f requent spelling/ typographic errors. Poor paraphrasing; over reliance on quotes; no/
inaccurate ref erence list signif icant matches in originality report.

PASS Generally clear; paper/ presentation has introduction, body and conclusion;
developed with students voice; sentences coherent and grammatically correct; within
word/time length; some typographic/ spelling errors. Generally accurate APA
ref erencing. Originality report detects some insignif icant matches.

CREDIT Well-structured and coherent text; ef f ective grammatical expression; adheres to

word/time length; uses appropriate terminology; minor typographic and /or spelling
errors. Mostly accurate APA ref erencing; T urnitin- low percentage f or originality
report.

DISTINCTION Clear and concise structure; strengthened by relevant research; grammar and syntax
mostly correct; cohesive text within word/time length; discriminating use of
appropriate vocabulary; f ew typographic or spelling errors. Consistently accurate APA
 ref erencing; competent integration of evidence, original work

HIGH DISTINCTION Well-structured paper or innovative presentation; explicitly identif ies the key issues;
cohesive, grammatically correct structure; very f ew typographic or spelling errors.
Consistently accurate APA ref erencing; highly competent integration of evidence
original work.