Author: admin

* Due date is the last date for assessment items to be received at the University
** Applies only to assessment items submitted by the due date
Assessment item 1
Organisational Profile
Value: 10%
Due Date: 29-Mar-2019
Return Date: 23-Apr-2019
Length: 800 words
Submission method options: EASTS (online)
Task
Identify a human services organisation in your local area. This will begin to build your
knowledge of the resources in your town, suburb or district. The second part is about your
process for investigating the organisation. References are not necessary in Part 2. Part 3 is
preparing you for further referencing requirements as your academic career progresses.
Part 1: Organisation profile: (word length between 360 and 440 is acceptable)
Identify a human service organisation in your local area and outline its key features (as
discussed in Topics 1 and 2). Write a profile of your chosen organisation. This will include: the
type of organisation (government, non-government, charitable or profit taking); type of
funding; the service setting; service providers and the population served. To prepare your
organisational profile use the Assessment 1 template below. Cite your references including
personal communications and websites (see the Literacy window for APA referencing in topic
1).
Part 1 Template (this is a tool to help you complete Part 1)
You may be able to talk to someone from your chosen organisation but please be aware that
some agencies receive a lot of requests and may not be able to assist. Do check their website
first so you are well prepared and have the question sheet to hand.
If you talk to someone, tell your respondent that the questions will only take 10 minutes or
less.
Charles Sturt University Subject Outline
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Version 1 – Published 11 February 2019
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WEL418 ASSESSMENT 1 – ORGANISATIONAL PROFILE
Information Gathering Notes
Organisational Details
Name of organisation:
Location of organisation:
Is it rural, urban or remote?
How are they funded?
What government policies, if any, affect their
funding?
Key Activities
What are the organisation’s key activities? Do they
have professionally qualified staff, experts by
experience and/or volunteers? Who do they
provide services to?
Type of organisation
Government, non-government, charitable or
profit taking? Is it contracted to government or
some other arrangement?
Service setting
Online only, delivery model, home visits ,
community based, office appointments
Population served
Are there specific client groups for example
defined by age, need, location
Services provided
Eligibility criteria, list services
Staff profile
Volunteers, professional, levels of training, roles?
Government policies/legislation
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What government policies affect their operation?
Part 2: Process description: (word length between 360 and 440 is acceptable)
Write about your process for finding the information you used in Part 1. Include how you found
information (e.g. website, work experience, speaking with someone) and comment on any
other aspect of your learning process you feel important. What have you learned about
research and learning.
Part 3: Referencing (no word count)
Finish this part by listing all the resources you have used in alphabetical order – see the
literacy window in Topic 1 that directs you to APA referencing. (No need for in text citation in
this assignment).
Part 1 relates to Assessment 2, where you will develop an Organisational Report in more
detail. Part 2 of Assessment 1 relates to Assessment 3, which is a piece of scholarly reflective
writing.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to describe various service delivery models in the human services field.
• be able to describe the influence of economic and social policy on human services
organisations and their activities.
You are not being tested for comprehensive knowledge in Assessment 1. It is designed to
start you thinking and writing about some general aspects of human services
organisations that are explored further in your studies and that relate to the above
learning outcomes. It provides information that will assist you in completing Assessments
2 and 3.
It is also a chance to focus on some introductory skills for academic writing: sentence and
paragraph structure and summarising key information. Ways to improve these writing skills
will be provided in your feedback on this task.
Marking criteria and standards
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Version 1 – Published 11 February 2019
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WEL118 ASSSESSMENT 1 MARKING RUBRIC
ORGANISATIONAL PROFILE AND PROCESS REFLECTION
Criteria 0 5 10
Part 1
Description of
HSO
/10
Not done A brief attempt to collect
information as described
in the template
provided. Some spelling
errors, over or under
word length.
A thoughtful effort, no or
few spelling errors,
complies with word
length. Includes most of
the information
described in template
provided.
0 2.5 5
Part 2
Reflection on
process
/5
Not done A brief attempt, some
spelling errors, over or
under word length.
A thoughtful effort,
considers process and
impact on self. No or few
spelling errors, complies
with word length.
0 2.5 5
Part 3
Presentation
and referencing
/5
Not done Doesn’t meet
presentation
requirements.
No reference List
Clearly presented and
addressing presentation
requirements. Reference
list is provided.
Mark /20
Feedback
On content, grammar, paragraph construction, spelling, punctuation and
referencing:
Presentation
Use a cover page for your work that indicates your name, student number, the subject and its
code, the assessment item, and the final word count for your paper excluding any reference
list.
Give your work an informative title depending on the organisation you are profiling. Clearly
mark Part 1, Part 2 and Part 3 in bold. Use 12 point font and double line spacing. Double the
space between paragraphs. You will continue to use these formatting criteria in your other
subjects unless advised otherwise
Charles Sturt University Subject Outline
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Version 1 – Published 11 February 2019
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Attachments:
3194972_1_Assignment-1.pdf

Assessment item 3
Reflection: Knowledge and skills development
Value: 40%
Due Date: 03-Jun-2019
Return Date: 25-Jun-2019
Length: 1200 words
Submission method options: EASTS (online)
Task
Write a scholarly reflection in three parts. A scholarly reflection is a type of text where
connections between personal experience and academic ideas are explored. The writer
examines their experience of a particular topic and where theories, concepts or ideas from the
readings play out (or perhaps do not). The aim is that the learning gained will inform new ways
of thinking, being, or doing. So, if you are working in a HSO you can reflect on your practice
experience in Parts 2 and 3. Your reflection in Part 1 must be as a service user.
The reflection for Assessment 3 asks you to focus on knowledge you have gained in WEL118
and how you can use it to identify skills for future development. The reflection is structured
into three parts:
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Part 1: Insights from experience and learning (400 words)
Reflect on an experience you have had of using a human service organisation (Centrelink, job
services, immigration, medical). Briefly describe the situation and comment on the effect it
had on you, positive, negative, or otherwise. Relate your experience to what you now know
about HSOs that might have contributed to your experience. What could have enhanced the
experience and usefulness for you?
Part 2: Learning for Indigenous community contexts (400 words)
Based on your reading, reflect on the knowledge and skills you already have, and those you
will need to develop, to work effectively in an Indigenous human services context.
Part 3: Learning for a regional, rural, remote or metropolitan context (400)
Based on your reading, reflect on the knowledge and skills you already have, and those you
will need to develop, to work effectively in either a regional, rural, remote or metropolitan
context.
Note on referencing: A scholarly reflection is written in the first person (“I”, “me”) and tells a
story, but the story includes references to scholarly ideas and readings that you have been
learning about. You are expected to include at least one reference to subject readings in each
part. Minimum of 5 academic references for this paper and you may source references from
beyond the subject materials.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to articulate the differences between providing human services to
metropolitan and non-metropolitan areas, rural and remote areas, Indigenous
communities.
• be able to think critically about skills and strategies for working in human services
organisations.
Critical reflection on experience is a common process in human services education, and
ongoing in professional practice. Assessment 3 is designed for you to practise reflective
writing, and evaluate and articulate your learning in the topic fields.
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Version 1 – Published 11 February 2019
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Marking criteria and standards
WELL 118 ASSESSMENT – SCHOLARLY REFLECTION: KNOWLEDGE AND SKILLS DEVELOPMENT
Criteria HD DI CR PS FL
Both
responses
connect
personal
accounts
with
scholarly
learning
and ideas
from
relevant
readings
/20
All elements of the
task have been
covered
The links between
learning and
analysis of skills
development are
discussed
consistently and
succinctly
Scholarly ideas are
integrated with the
personal account
All elements of the task
have been covered The
links between learning
and analysis of skills
development are
discussed clearly
Scholarly ideas are
mostly integrated with
the personal account
All elements of
the task have
been covered
The links
between
learning and
analysis of
skills
development
are discussed.
All elements of the task have
been referred to An attempt has
been made to link learning and
analysis of skills development
An attempt has been made to
integrate scholarly ideas with
the personal account, but
reasons for references chosen
could be clearer
Only one element has
been addressed or the
response does not align
with the questions Skills
development has not
been discussed The
responses does not refer
to scholarly ideas and are
opinion or description
only
Referencing
/10
A range of relevant
readings have been
cited and there is a
Reference List
Minor corrections
needed to APA 6
referencing formats
More than the
minimum number of
relevant readings have
been cited and there is
a Reference List Some
corrections needed to
APA 6 referencing
formats
The minimum
number of
relevant
readings have
been cited and
there is a
Reference List
Attention to
APA 6
referencing
format needed
The minimum number of
readings have been cited;
relevance could be made
clearer There is a Reference List
Focused attention to APA 6
referencing format needed
No readings have been
cited and/ or there is no
reference list APA 6
referencing style has not
been attempted
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Version 1 – Published 11 February 2019
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Written
expression
and skills
/10
Consistently
concise sentence
and paragraph
structure with
ideas organised for
clarity Minor typos.
Mostly concise
sentence and
paragraph structure
with ideas organised
for clarity Some typos,
spelling or grammar
corrections needed
Mostly concise
sentence and
paragraph
structure with
organisation of
idea on the
whole clear
An attempt has been made to
organise ideas into clear
sentences and paragraph
structure but attention to
developing these skills will
improve the writing.
Sentence and paragraph
structure, as well as
numerous typos, grammar
and punctuation mistakes
make ideas and meaning
unclear.
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Presentation
Use a cover page for your work that indicates your name, student number, the subject and its
code, the assessment item, and the final word count for your paper excluding the reference
list.
Give your work an informative title depending on the material you have included. Clearly mark
Part 1 and Part 2 in bold. Use 12 point sans serif font (like this one – no tails on the letters) and
double line spacing. Double the space between paragraphs. You will continue to use these
formatting criteria in your other subjects unless advised otherwise.
Assessment Information
Academic integrity
Academic integrity means acting with honesty, fairness and responsibility, and involves
observing and maintaining ethical standards in all aspects of academic work. This subject
assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a
new student we expect you to complete the modules called Academic Integrity at CSU.
(https://interact2.csu.edu.au/webapps/blackboard/execute/
courseMain?course_id=_16412_1&task=true&src=)
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for
plagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/
integrity/referencing-at-csu/checking) in your assessments before submission.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
How to submit your assessment items
Online submission process
Access EASTS (https://online.csu.edu.au/de/eastssubmission.htm) (Electronic Assignment
Submission Tracking System) to submit assessment tasks online. Be sure to read the
submission guidelines prior to commencing a task; including file types the system will accept,
file name and formatting requirements, etc. A comprehensive user guide, FAQs and system
support are also available.
Postal submission process
There is no postal submission available in this subject
Hand delivered submission process
Charles Sturt University Subject Outline
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Version 1 – Published 11 February 2019
Page 22 of 25
Attachments:
3195056_1_Assignment-3.pdf

Assessment item 1
Initial research & investigation task
Value: 25%
Due Date: 18-Mar-2019
Return Date: 08-Apr-2019
Length: 600-900 words approx. re-choice of questions
Submission method options: EASTS (online)
Task
You will have three days to complete this research and investigation task. The exact details can
be downloaded from the HCS102 Interact2 subject site after 7am on Friday 15 March. Save the
assignment document to a separate drive (such as a USB or your home computer/laptop),
complete the task and submit the document for marking via EASTS by no later than 11.45pm
on the due date of Monday 18 March. The assignment task will not be accessible after that
date/time.
Overall, you need to respond to 12 questions that relate to content from mainly Module
1-Foundations for Study [Weeks 1-4]. There are two parts [Part A & Part B] of the task to
complete.
PART A = Reviewing and summarising information. Answer with a paragraph of 4-6 sentences
to each of four (4) questions provided.
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Version 2 – Published 13 February 2019
Page 17 of 47
*Notes to help you:
• You will answer questions around the following themes/topics: the Iceberg Analogy;
the Matryoushka Doll Analogy/the adult communication management model; an
Ethos of Scholarship, and reflective practice.
• You will get a chance to practise writing this type of response through example
questions, on the online Forum.
• Make sure you include correct referencing which follows the APA Guidelines.
• In Part A, you will have to use the library Primo Search tool [the link will be in the
HCS102 Interact2 subject site] to find a specific resource to help answer the question
here that relates to ‘reflective practice’: Visit Primo Search and access the reading by
Thompson and Thompson (2008). What are one or two significant ideas from the authors
that give you a better understanding about ‘reflective practice’?.
PART B = Investigating and researching content so far. Choose eight (8) short-answer
questions to answer – which may be made up of multiple choice answers, Yes/No answers, or
short-paragraph answers – from a bank of questions [approximately 32].
*Notes to help you:
• Answers to questions may be in any of the following formats:
• Short-paragraph answer required, for example, What are values and where do they
come from? (These examples will provide you with an opportunity for self-reflection
and critical engagement with different topics.)
• Yes/No answer required, for example, Does the Human Services Profession include
social work? Yes/No
• Multiple-choice questions where you review, identify, and select the correct answer
from a number of choices, for example, What are APA Referencing Guidelines? a)
shows referencing format used by CSU, or b) shows the correct way to reference
resources to support your academic work, or c) both a) and b), or d) neither a) nor b).
Rationale
This assessment task will assess the following learning outcome/s:
• be able to demonstrate an ability to study in an academic environment by applying
basic principles of learning and research required for university study
• be able to demonstrate an identification with, and have a basic understanding of, the
values needed in the Human Services and an understanding of own values and
approaches
• be able to communicate in writing as required for successful university study and a
career in the Human Services
Marking criteria and standards
The following Assignment 1 Marking Rubric provides information for how short-answer
questions and multiple choice questions will be marked in this task:
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Version 2 – Published 13 February 2019
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• • Marking criteria – what students need to produce to complete the task and cover this
part of their learning
• • Differentiation of performance standards against each criterion.
Assignment 1 Marking Criteria/Rubric
Task Name: Assignment 1 HCS102 – Initial research
& investigation task Weighting %: 25% Student name:
CRITERIA –
short answer
questions –
PART A &
PART B
PERFORMANCE STANDARDS
High Distinction
[possible marks
>3.4/4]
Distinction
[possible
marks >3/4]
Credit
[possible
marks >2.6/4]
Pass
[possible
marks >2/4]
Fail
[possible
marks 4]
Criterion 1 –
Knowledge
The ability to
access and
demonstrate
understanding
of the subject
content
through
providing
logical
information,
and engaged
ideas through
critical
thinking and
reasoning.
The answers
show a
sophisticated
level of
conceptual
understanding
and evidence of
critical thinking
and reasoning in
the responses,
through specific
application
examples of
theory to
practice.
Responses are
logically
structured and
draw insightfully
and creatively
from subject
materials. There
is evidence of
superior research
with additional
professional and
scholarly
resources used
appropriately to
provide
supporting
evidence.
The answers
show a
proficient level
of conceptual
understanding
and
application of
critical
thinking and
reasoning in
the responses,
and also an
analytical level
of reasoning
and thinking
about some
definite
connections of
theory to
practice.
Responses are
logically
structured and
draw
purposefully
and
knowledgeably
from subject
materials.
There is
evidence of
some excellent
The answers
show sound
conceptual
understanding
and sufficient
application of
critical
thinking and
reasoning in
the responses,
together with
a sound level
of reasoning
and thinking
about some
way that
theory could
be connected
or linked to
practice.
Responses are
mostly logical
in structure
and draw
sufficient
relevant
information
from subject
materials.
Variable
quality
evident in the
The answers
are mostly
correct,
however, with
some
important
aspects
missing. The
beginnings of
critical
thinking and
reasoning are
demonstrated
in the correct
responses,
with a basic
description of
theory and its
possible
linkage to
practice.
n from
subject
materials.
Minimal use
of
professional
and scholarly
resources to
provide
supporting
evidence.
The
answers
may be
incorrect,
and show
inadequate
or incorrect
description
of theory
and little to
no possible
linkage to
practice.
Responses
lack logical
clarity and
show
inadequate
reference to
subject
materials.
No
professional
and
scholarly
resources
are used to
provide
supporting
evidence.
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 19 of 47
research using
further
professional
and scholarly
resources to
provide
supporting
evidence.
selection and
use of further
professional
and scholarly
resources to
provide
supporting
evidence.
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
Feedback:
Criterion 2 –
Presentation
The quality of
writing is
appropriate
and
technically
correct, using
APA
Referencing
Guidelines,
and sound
sentence and
paragraph
structure.
Language
used supports
meaning by
clearly
articulating
the preferred
answer to a
question
through welldefined
concepts,
theories,
evidence,
analysis and
reflection.
Language
consistently
demonstrates a
high level of
clarity and
fluency
throughout, in
conveying
concepts,
theories,
evidence,
analysis and
reflection.
The writing is
technically
correct and free
of APA and
typographical
errors. Although
there may be 1 or
2 minor errors,
these do not
impact meaning.
Language
demonstrates
a significant
degree of
clarity and
fluency in
conveying
concepts,
theories,
evidence,
thoughtful
analysis and
reflection with
little variability
in quality.
The writing is
almost all
technically
correct, and
almost free of
APA and
typographical
errors,
although could
have a
maximum of 2
or 3 minor
errors, which
do not impact
meaning.
Language
demonstrates
a competent
degree of
clarity and
fluency in
conveying
concepts,
theories,
evidence,
analysis and
reflection,
though
variable in
quality.
The writing
shows some
variability but
is mostly
technically
correct,
although
could have a
maximum of 3
minor errors
in APA
referencing
and in
typographical
errors, but the
writing still
supports
meaning
Language
satisfies a
minimum
standard of
clarity and
fluency in
conveying
concepts,
theories,
evidence,
analysis and
reflection.
The writing
shows a basic
level of
technical
correctness,
with up to a
combination
of more than
4 minor and/
or significant
errors,
omissions, or
lapses in
clarity, in APA
referencing
and in
typographical
errors that
could impede
meaning at
times.
The writing
is below the
minimum
standard,
interrupting
fluency and
significantly
reducing
clarity in
conveying
concepts,
theories,
evidence
and
reflection.
The writing
has
consistent
technical,
APA
referencing
and
typographic
errors that
significantly
affect its
correctness
and
impedes
expression
and
meaning for
the most
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HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 20 of 47
sufficiently. part.
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
Feedback:
CRITERIA –
multiple
choice
questions –
PART B.
Criterion 1
Select,
research, and
recall correct
theories,
ideas,
concepts, and
information to
answer
multiple
choice
questions,
where chosen,
in Part B of
the task.
Responses for
eight questions
have been
selected,
researched, and
recalled clearly,
accurately and
comprehensively,
although there
may be 1 or 2
minor errors
allowed for some
of the choices
[for example,
those asked to
rewrite or format
correctly].
Responses for
eight
questions have
been selected,
researched,
and recalled
almost all
accurately,
although there
may be up to 2
minor errors,
omissions, or
lapses in
clarity allowed
for some of the
choices [for
example, those
asked to
rewrite or
format
correctly].
Responses for
eight
questions
have been
selected and
recalled
mostly
correctly,
although
there may be
up to 3 minor
errors,
omissions, or
lapses in
clarity
allowed for
some of the
choices [for
example,
those asked to
rewrite or
format
correctly].
Responses for
eight
questions
have been
selected and
identified,
although
there may be
a
combination
of more than
4 minor and/
or significant
errors,
omissions, or
lapses in
clarity
allowed for
some of the
choices [for
example,
those asked
to rewrite or
format
correctly].
Responses
indicate the
student has
not
selected,
researched
and
recalled the
one best
and correct
answer
option from
four
available
choices for
each of the
questions in
Part B.
There are
multiple
errors
throughout.
Feedback:
What you did well:
What you need to improve:
How your grade is related to the assessment criteria for the assessment task:
MARKER:
Total Mark: /25% REVIEWER:
High Distinction
Outstanding
work
Distinction
Excellent work
Overall DI
Credit
Very good
Overall CR
Pass
Good/
satisfactory
Fail
Poor/could
be better
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
Page 21 of 47
Overall HD grade:
21.25/25 to 25/
25]
grade: 18.75/
25 to 21/25]
grade: 16/25
to 18.5/25]
Overall PS
grade: 14.5/
25 to 16.25/
25]
Overall FL
grade:
14.25/25,
and below]
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
Presentation
1. If possible, write your answers on the document you download at the start of the task
[Friday 28th July].
2. Follow the specific instructions given on the day, related to numbering of questions to
answer, providing name and student ID, and the ways to save and submit work.
3. Include both in-text and full citation references to support your work. Referencing
must follow the APA formatting guidelines (see APA referencing guide:
http://www.csu.edu.au/division/studserv/my-studies/learning/_pdfs/apa.pdf )
4. Ensure work can be marked easily; do not use coloured highlights.
Requirements
• Answer all questions in Part A – this is a mandatory section; those not answered will
demonstrate non-achievement and non-engagement with the initial learning
outcomes for this subject and will result in work being returned with the option of
completing for a Pass only in this assignment.
• Consider your situation. Be mindful and committed in how you organise your time
across the 3-day window of opportunity to complete this task (some will complete
the task in two hours, but many will complete in two days doing a bit at a time).
• Access the questions, via the subject Interact2 site, from Friday 15.03.19 [end-Week
3] until Monday 18.03.19. These will not be released earlier than that date.
• Practise, practise, practise. Take advantage of the ample opportunity to practise
prior to the task.
• Example questions and possible answers to prepare for this task, can be found:
In the section of Module 1 titled, Sound-bytes of knowledge.
In the Announcements leading up to the task.
On the relevant practise-writing sub-Forum.
• Organise and plan enough time to engage with the subject materials to complete this
task.
• Look out for further specific instructions in the lead up to the task opening online
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[please check Announcements and Discussion Board/Forum on a regular basis].
• There are NO extensions for this assignment. Any extraordinary situation that may
impact your completing the task on time should be discussed with the subject
coordinator. Please note however, that ‘extraordinary’ does not relate to
circumstances like: a holiday cruise; a family birthday party; a wedding; or other social
gatherings.
• Finally, submit this assignment online via the EASTS tool in Interact2.
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 23 of 47
Attachments:
3195112_1_Assignment-one.pdf

Complete a presentation, using PowerPoint [PPT], and following the Presentation instructions
below, about an issue that falls within the area of human services [for example, homelessness,
Indigenous issues, aged care, the effects of natural disasters, etc].
You can do this as part of an individual or group project, and upload this work to the Interact2
site for peer appraisal and interaction [you must check Announcements and the Discussion
Forums on a regular basis to access further process details, or check in class if studying as an
internal student].
Rationale
This assessment task will assess the following learning outcome/s:
• be able to demonstrate an ability to study in an academic environment by applying
basic principles of learning and research required for university study
• be able to demonstrate an identification with, and have a basic understanding of, the
values needed in the Human Services and an understanding of own values and
approaches
• be able to communicate in writing as required for successful university study and a
career in the Human Services
• be able to demonstrate the acquisition of introductory skills in critical thinking, critical
reasoning, research and various forms of communicating in an academic environment
Marking criteria and standards
ASSIGNMENT 2 MARKING CRITERIA/ Rubric
Task Name: Assignment 2 HCS102 – Blog – Online PPT
Presentation
Weighting %: 45%
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 24 of 47
Student name (s):
Topic:
CRITERIA – Task
standards
PERFORMANCE STANDARDS
High Distinction Distinction Credit Pass
This Criterion 1 covers
the following three
Elements:
1. Work is clear
and wellstructured,
demonstrating
organisation
and
presentation of
information in
a logical,
creative and
thematic style
using an
appropriate
layout and
format, as well
as use of
technology and
including
various media
(10 marks)
2. The
presentation is
professional
and ethical,
reflected in the
way that
research has
been
undertaken
and presented
with clarity,
reason, and
sound
judgement in
choice of topic
[possible marks :
17.5-20/20]
Material is well
presented in a
superior style and
layout, showing a
seamless integration
of elements of the
task through a
highly creative and
schematically
organised piece of
work, which
displays
considerable insight
in terms of the
application of digital
literacy through an
outstanding use of
technology as well,
as per Element 1 in
the first column.
• Presentation
shows
breadth and
depth of
ethical
research
evidenced
through a
professional
and
complex
synthesis of
ideas and
information,
showing
superior
judgement
of choice
[possible
marks :
15.5-17/20]
The layout and
style of the
presentation
leads the
reader through
the topic, with
creativity in
the work being
of a very high
standard and
evident
through a wellbalanced
organisation of
work that
indicates
imaginative
and focused
engagement,
as per Element
1 in the first
column.
The
presentation
demonstrates
a very high
level of ethical
and
professional
consideration
in handling the
topic and in
the way that
research has
been
undertaken to
ensure clarity,
[possible marks :
13.5-15/20]
The presentation is
coherent, showing a
more-than-basic
grasp [competency]
of the requirements
of a well-structured
and logical piece of
work that is creative
and well-balanced in
text and visual
material that is also
soundly-organised,
interesting and
informative in a
more than
appropriate layout
and style of
presentation, as per
Element 1 in the first
column.
• The
presentation
is ethical
and
professional,
evident
through
sound
judgement
in choice of
topic, as
well as a
reasoned
manner in
the way that
information
and
elements of
[possible marks
10-13/20]
The presentation is
adequate, covering the
basic requirement
the task, but ma
could be present
a more coherent
logical fashion; the
presentation sho
some structure in the
way that the vie
moved through a s
and layout of
presentation to r
engagement at a b
level, as per Element 1
in the first column.
• Professional
and ethic
application is
at a stilldevelopment
level
indicating
these
element
the task hav
not been
covered or
consider
all parts of the
presenta
as per Element
2 in the fir
column.
Attribution of sour
and references t
Guidelines is applied
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 25 of 47
(5 marks).
3. There is
consistent and
correct
attribution
[using APA
referencing
guidelines] of
sources of
information,
throughout the
presentation
and in a final
Reference List
(5 marks).
and reason
throughout,
as per
Element 2 in
the first
column.
Alignment of
information, in-text
references and
correct full citation
references indicates
an outstanding level
of error-free care in
maintaining
academic integrity,
as per Element 3 in
the first column.
Marks are awarded
in the following way:
Element 1: HD= >
8.45/10.
Element 2: HD=4.25/
5.
Element 3: HD=4.25/
5.
expert, and
excellent
judgement of
choice and
reason
throughout, as
per Element 2
in the first
column.
Alignment of
information,
in-text
references and
full citation
references
indicates an
almost errorfree and
rigorous
commitment
to a high level
of ethical and
professional
application of
the APA
Guidelines, as
per Element 3
in the first
column.
Marks are
awarded in the
following way:
Element 1: DI=
7.45 – 8.4/10.
Element 2:
DI=3.75/5.
Element 3:
DI=3.75/5.
the task are
included
throughout,
as per
Element 2 in
the first
column.
There are few-to-no
errors in the way
that information is
presented,
especially in terms
of referencing
attribution and
formatting regarding
the APA Referencing
Guidelines, as per
Element 3 in the first
column.
Marks are awarded
in the following way:
Element 1: CR=
6.45-7.4/10.
Element 2: CR=3.25/
5.
Element 3: CR=3.25/
5.
with still some err
which detract fr
viewing of the
presentation, as per
Element 3 in the fir
column.
Marks are awarded in
the following way:
Element 1: PS=5-6.4/
10.
Element 2: PS=2.5/5.
Element 3: PS=2.5/5.
Criterion 1 sub-total: /20%
High Distinction (#1)
[Outstanding work –
Overall HD marks for
Criterion 1:
Distinction
(#1)
[Excellent
work – Overall
Credit (#1)
[Very good work –
Overall CR marks for
Criterion 1:
Pass (#1)
[Good/satisfactor
Overall PS marks f
Criterion 1:
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 26 of 47
>17.5-20/20. DI marks for
Criterion 1:
15.5-17/20.
13.5-15/20. 10-13/20.
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM; HIGH
Criterion 2 – Content
aspect (20 marks)
This Criterion 2 covers
the following four
Elements:
1. The work
provides
opportunity for
engagement in
conversational
learning with
peers, through
a clear values
statement, and
interesting and
focused
research (5
marks).
2. The work
demonstrates
an ability to
construct a
sociogram to
show choice in
the lines of
communication
and interpret/
analyse this (5
marks).
3. Viewers are
provided with a
clear
identification
and
explanation of
the learning
[possible marks :
17.5-20/20]
Conversational
learning with peers
is achieved through
a rigorous and
challenging
dialogue that is
prefaced by a highly
articulate values
statement, showing
empathy and
intentional
engagement, and
continues through
into highly-focused
research, as per
Element 1 in the first
column.
The work includes a
dynamic, creative
and informative
sociogram and
analysis, as per
Element 2 in the first
column.
The strong and
passionate direction
of the work is
further-captured in
the identification
and complex
explanation of wellaligned learning
styles to inform
engagement with
the topic, as per
[possible
marks :
15.5-17/20]
Conversational
learning is
promoted with
peers through
an articulate,
passionate
discussion of
the topic in an
analytically
meaningful
and
informative
manner,
beginning with
a values
statement that
is clear and
profound,
offering
deeper levels
of
engagement,
as per Element
1 in the first
column.
The sociogram
and analysis
are both wellexecuted to a
high level and
degree of
relevance and
engagement,
as per Element
2 in the first
[possible marks :
13.5-15/20]
Conversational
learning with peers
is demonstrated
through discussion
of the topic that is
passionate; raising
interest through a
clear values
statement, and on
certain levels,
instructional in its
promotion of
focused research
that is at a very good
level of analysis, as
per Element 1 in the
first column.
There is a very good
attempt made at
some analysis and
reflection coming
through in the
sociogram and
analysis, as per
Element 2 in the first
column.
There is a clear and
sound identification
and explanation of
the learning styles
used in helping to
create the
presentation, as per
Element 3 in the first
column.
[possible marks
10-13/20]
Conversational
learning with peer
achieved at a basic
level through
discussion of a t
that is relevant,
interesting and
credible, with pr
of a well-rounded
piece of work tha
focused and
descriptive, as per
Element 1 in the fir
column.
• There is b
engagement
with mos
the main
element
the task
analysis and
reflection
coming
through in
relation t
sociogram and
analysis, as
per Element 2
in the fir
column.
The reflection on
learning styles is b
with some sound
identification of ho
this helped in cr
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 27 of 47
styles used in
helping to
create the
presentation (5
marks).
4. The work
demonstrates
critical
reflection
through the
use of the
Matryoushka
Doll Analogy to
explain aspects
of the research
topic and
presentation (5
marks).
Element 3 in the first
column.
The presentation
uses aspects of the
Matryoushka Doll
Analogy expertly;
there is a complex
layering of ideas to
show insightful
engagement,
creativity and a
profound expansion
of critical reflection,
as per Element 4 in
the first column.
Marks are awarded
in the following way:
Element 1: HD=4.25/
5.
Element 2: HD=4.25/
5.
Element 3: HD=4.25/
5.
Element 4: HD=4.25/
5
column.
The reflection
on learning
styles and
other aspects
of the subject
content is
dynamic, and
insightful with
more than
appropriate
application to
aspects of the
presentation,
as per Element
3 in the first
column.
The reflection
on the
Matryoushka
Doll Analogy
to aspects of
the work
shows deep
critical
reflection and
dynamic and
creative
engagement
that is more
than at a very
good level, as
per Element 4
in the first
column.
Marks are
awarded in the
following way:
Element 1:
DI=3.75/5.
Element 2:
DI=3.75/5.
Element 3:
DI=3.75/5.
Element 4:
DI=3.75/5.
• The reflection on
the Matryoushka
Doll Analogy to
aspects of the work
shows very good
engagement that is
more than at a basic
level of engagement
with critical
reflection, as per
Element 4 in the first
column.
Marks are awarded
in the following way:
Element 1: CR=3.25/
5.
Element 2: CR=3.25/
5.
Element 3: CR=3.25/
5.
Element 4: CR=3.25/
5.
the presentation, as
per Element 3 in the
first column.
There is some basic
description of aspec
of the Matryoushk
Doll Analogy but
critical reflection may
be minimal or lacking,
to parts of the w
per Element 4 in the
first column.
Marks are awarded in
the following way:
Element 1: PS=2.5/5.
Element 2: PS=2.5/5.
Element 3: PS=2.5/5.
Element 4: PS=2.5/5.
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 28 of 47
Criterion 2 sub-total: /20%
High Distinction (#2)
[Outstanding work –
Overall HD marks for
Criterion 2:
>17.5-20/20.
Distinction
(#2)
[Excellent
work – Overall
DI marks for
Criterion 2:
15.5-17/20.
Credit (#2)
[Very good work –
Overall CR marks for
Criterion 2:
13.5-15/20.
Pass (#2)
[Good/satisfactor
Overall PS marks f
Criterion 2:
610-13/20.
LOW; MEDIUM;
HIGH
LOW;
MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM; HIGH
Criterion 3 – Process Elements (5 marks)
Students will show engagement with the
process of the task by including the following
process elements in their presentation. Each of
these 10 specific elements will receive 0.5
marks when completed correctly and as
required.
1. Title page [ ]
2. Table of Contents [ ]
3. Introduction & Values Statement [ ]
4. Research [approx. 6-8 slides] [ ]
5. Sociogram [ ]
6. Sociogram Analysis [ ]
7. Reflection on Learning Styles [ ]
8. Conclusion, with reference to the
relevance of Kaye’s (various dates)
Adult Communication Model [the
Matryoushka Doll Analogy] [ ]
9. n-text References – must follow APA
Guidelines; must include a reference to
Kaye’s work, and also to Kolb’s work
on learning styles [ ]
>Performance standards for this part of the task will be r
possible marks being awarded in the Criterion 3 sub-t
5 >A mark of 0.5, or part thereof, will be awarded for correc
the process elements. >Distinction: 3.5-4/5 >A mark of 0.5, or p
awarded for correct engagement with each of the process element
mark of 0.5, or part thereof, will be awarded for correct eng
process elements. >Pass: 2.5/5 >A mark of 0.5, or part ther
correct engagement with each of the process elements. >
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 29 of 47
10. Reference List – following APA
Guidelines; must align to the in-text
references [ ]
Criterion 3 sub-total: /5%
Feedback:
What you did well:
What you need to improve:
How your grade is related to the assessment criteria for the assessment task:
MARKER:
>Total Mark: /45% REVIEWER:
High Distinction
[Overall HD grade :>38/
45]
Distinction [Overall
DI grade >33.5/45]
Credit [Overall
CR grade >29/
45]
Pass [Overall PS grade 22.5/45]
LOW; MEDIUM; HIGH LOW; MEDIUM; HIGH LOW; MEDIUM;
HIGH LOW; MEDIUM; HIGH
Presentation
Keep the following guidelines/information somewhere that you can refer back to – they
are very specific about what is required in this PPT task [again, process more than content;
following instructions]:
Allow 4-6 weeks to prepare and complete this assignment [including time spent in the midsession break – Weeks 7 & 8] by the due date towards the end of Week 9.
What to include in the actual presentation; content & process.
An effective presentation will be one that gets the balance right, and after all, this is a
developmental and learning process. If you are not familiar with either the WIKI or Blog
platforms in online learning, these are just examples of media to capture and share
information, similar to face-to-face classroom presentations, but in this case, done online.
When you upload something there, then all other members of that Interact2 site can see and
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 30 of 47
comment at their own pace and time [this works very well in generating and practising ‘interpersonal & systems communication’].
The PowerPoint presentation will be NO MORE than 12-15 slides maximum – whether you are
doing this on an individual basis or within a group. Students engaged in a group project must
accept a mark in common.
The presentation, in line with the learning outcomes for HCS102, will be more about PROCESS
than CONTENT. Having said that however, the presentation must relate to a relevant aspect of
‘human services’ and attempt to engage peers in conversational learning [more on this later,
but essentially this just means to encourage and motivate others to comment, discuss, debate,
and reflect through further research].
Your presentation will be on the basis that you could have been in a ‘normal’ face-to-face
situation, talking and presenting for approximately 30 minutes, to 1 hour – hence the 12-15
slide maximum – no audience wants to have ‘PPT overload’. Most presenters will talk for 3-5
minutes on each slide. However, this assessment item requires all students to engage with the
online environment; with technology; to complete a virtual presentation so that peers can
view the work online [via Blog]. Students are encouraged to make positive and interactive
comments in the same way that useful inter-personal communication is developed.
You should complete a presentation that is creative but not overwhelming; use a combination
of styles and fonts, colour and light, visuals and graphs, music and video inclusion, with
caution. Work is required to be saved and opened without putting a drain on upload and
access – if something is too ‘huge’ and complex for others’ systems to try to open, then the
chances are that they will not bother and interesting work is then ‘lost’ to viewing and
comment.
Here’s how to put together a good presentation that will encourage conversational learning
with peers, that is, work that is interesting and well-informed, that covers all the elements
outlined in the Marking Criteria Rubric Table, that will engage others, invite comment, raise
awareness, and leave viewers with a sense of satisfaction about time well-spent.
Your presentation WILL INCLUDE:
1. Slide 1 – Title of topic, your name [leave off your Student ID – that should be
confidential]
2. Slide 2 – Table of Contents – this should list at least the following (you can reword):
Introduction – values statement; sub-headings of the next 4-5 slides about your topic;
Sociogram; Sociogram Analysis; Learning Styles; Conclusion; References.
3. Slide 3 – Introduction & Values statement [Why do you want to do this topic? What
influences/events/experiences have made you want to do this topic?] More about this
later – you will be shown how to write a values statement that is not too personal, or
does not overtly identify others, or that does not breach confidentiality.
4. Slides 4-8 approximately – Content of your topic – this is where your sub-headings
come in as you work through what you want to say.
5. Slide 9 [approx.] – Sociogram: this can indicate connections and processes related to
your research topic that you want to discuss. The main point however, is to provide a
sociogram that shows the communication connections you made, to do your research
and reflection in order to achieve this assignment.
6. Slide 10 [approx.] – Sociogram Analysis – this allows you to ‘critically analyse’
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
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communication that you perceive in the making of this PPT. NB: to ‘critically analyse’ is
NOT to criticise or be negative, but rather to critique by being honest and open to
awareness-raising change.
7. Slide 11 [approx.] – Reflection on Learning Styles – how did you go about the process;
what does this tell you about how you learn, for example? You will be expected to have
some reference to Kolb’s learning cycle here. If you are in a group, then you might take
up 2 slides to complete this element of the task.
8. Slide 12 [approx.] – Conclusion – tell us what you set out to do – summarise the main
points, or, in the spirit of praxis, what else could you do for future research on the
topic. Make some relevant link to the Matryoushka Doll Analogy from your subject
materials.
9. Slide 13 [approx.] – References – and yes, there MUST BE A REFERENCE LIST – for this
task, as well as in-text references which should match your References list –
approximately 6-8. Use APA Referencing Guidelines.
10. Slides 14 & 15 are there as a ‘back-up’ if you need to add more Content, or visuals, or
if you are in a group and need another slide for the other aspects of the presentation.
Note PPT1: The word count and presentation for this assessment task is a guide only. For this
exercise don’t forget viewers will be looking at these on their own; from the computer and so,
a lot has to be conveyed to them because you won’t be there to ‘talk’ to your slides. There will
probably be more text than what is ‘normal’ on each slide; along with ‘headings’, there will be
a series of statements, or sentences. Even a couple of paragraphs on a slide can be
manageable. The good thing about PPT is that information can be timed to ‘come in’ to the
presentation in a way that is not as overwhelming as seeing a mass of information just sitting
on the one slide. Do not add Notes to the work.
Note PPT2: You will be provided with more information and examples of how you could
approach writing and completing some of the above elements.
Requirements
• Refer to the Marking Criteria and Presentation sections above.
• Check that you have the appropriate PowerPoint software and if you do not, then
students have free upload of this from CSU [details to follow].
• There are specific upload details that you must follow in order to engage in the peer
appraisal and interaction process.
• You will be advised to upload your work to a designated place most probably via a
Blog in the HCS102 Interact2 site where it can be viewed and commented on, by your
fellow peers. As part of the assessment process, submit a notification page/document
via EASTS to indicate the task has been completed and ready to be marked. Details
and examples of this, will include a checklist of all 10 elements to this task, and be
given via Announcements or in a Blog entry.
• AVOID trying to submit your PPT via EASTS – it will not be accepted unless it is saved as
a .pdf document.
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HCS102 201930 W D
Version 2 – Published 13 February 2019
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Attachments:
3195164_1_Assignment-two.pdf

Assessment item 3
Final learning stage – critical reflections
Value: 30%
Due Date: 27-May-2019
Return Date: 19-Jun-2019
Length: 1200 – 1500 words approx.
Submission method options: EASTS (online)
Task
You will complete a written, critical reflection essay about communication, taken from a
‘communication event’, in which you have been involved, and that could come from one of
the following choices:
• within one of the Assignment 2 presentations from other students, or
• within an organisational context [at work or at university], or
• within an ‘institutional’ context [for example, a family, a relationship, a group of
friends].
Your choice of topic or context must relate to ideas and concepts found in all or some parts of
the Matryoushka or Russian Doll Analogy related to adult communication management
competence, and as presented by Kaye [2014; various dates] in his text. Use the following
statements to guide your reflection:
1. Briefly describe your communication event. In your Introduction there should be a
clear statement about your topic [for example, topic: communicating within families];
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
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a clear explanation of your focus [for example, looking specifically at the way families
set out rules for social interaction with others]; and a clear idea of the scope of the
work [for example, looking particularly at the case for establishing boundaries about
going out at night].
2. Choose and discuss how this event relates to relevant layers of the Russian Doll
Analogy
3. Analyse and critique how this event relates to a minimum of one other concept from
this subject (you can include more if appropriate, for example, ethos of scholarship;
values; locus of control; types of communication; learning styles)
4. Discuss extra-dimensional communication within this event (for example, presence/
absence/how it could be attained or improved for future communication – this is the
critical element)
5. Evaluate what you have learnt as a result of reflecting on this communication event
(more of the critical element).
Please note that an ‘Essay Template’ will be provided in the preparation stages to help
guide you to complete the task. This Template will include further details, information,
advice and examples of text, to assist in every stage of the essay-writing process. At least
two of the paragraphs in your final work can be taken from what you submitted in
Assignments 1 & 2 [more information later].
Rationale
This assessment task will assess the following learning outcome/s:
• be able to demonstrate the acquisition of introductory skills in critical thinking, critical
reasoning, research and various forms of communicating in an academic environment
• be able to apply knowledge of the different levels of communication competence,
including intra-personal, inter-personal, trans-systems, and extra-dimensional layers,
to study and work in the Human Services.
Marking criteria and standards
• Check the Elements of each Criterion in the Task Standard below – there are 7
Elements in total, across 2 criteria [#1 & #2]
• The Marker will indicate in the grade columns, the particular Element that matches the
standard of your work
• The Marker will provide a sub-total for each of the criteria, and then highlight whether
your work falls into a low [L], medium [M], or high [H] category of marks
• A final total of marks is given at the end of the rubric table, along with written
feedback from the Marker
• You should compare the Elements indicated, the category of marks highlighted, and
the written feedback, against the Task Standard, in order to see how you can improve
future work
• Please note: Work may be reviewed as part of the University Assessment and
Moderation Policy.
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Version 2 – Published 13 February 2019
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TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
CRITERION #1 Task Standard – Presentation and technical aspects [ /12 marks]:
The presentation of the work must address several technical aspects within each of the
following four Elements:
1. ORGANISATION OF THE ESSAY has a well-defined and logical structure, that is
achieved through the inclusion of an Introduction, Body Paragraphs, Conclusion,
and Reference List [not a Bibliography] (3 marks); FL=DI=2.25-2.5/3; HD=>2.5/3.
2. SENTENCES & PARAGRAPHS are written in clear and correctly-expressed language;
the sentences are complete, and organised into well-structured paragraphs of up to
5-6 sentences (3 marks); FL=2.5/3.
3. SPELLING, GRAMMAR, PUNCTUATION are all correct and formally expressed; they
contribute significantly to the fluency and clarity of the work [for example, no
abbreviations in academic work] (3 marks); FL=DI=2.25-2.5/3; HD=>2.5/3.
4. CITATIONS/REFERENCING IN-TEXT; REFERENCE LIST are correct as per APA
Guidelines, as well as relevant and appropriate [as a guide for a 1000-1200-word
assignment = 6-8 references] (3 marks); FL=DI=2.25-2.5/3; HD=>2.5/3.
High
Distinction
(#1)
Outstanding
work
Distinction (#1)
Excellent work
Credit (#1)
very good
work
Pass (#1)
Good/
satisfactory
Fail (#1)
Poor/could be
better
The work is of
a very high
standard,
demonstrating
originality and
uniqueness in
its layout and
structure in
following
Element 1
above.
As well, there
is evidence of
The work is of a high
standard,
demonstrating
some initiative in
the writing; wellwritten and
stylistically-strong in
both its organisation
and structure of text
as per Element 1
above.
There is some
interesting analysis
There is care
shown in the
work to a more
than
satisfactory
standard;
demonstrating
well-organised
writing that is
stylisticallysound; that
includes an
easy-to-read
structure, as
The work is
satisfactory; it
is adequately
written,
showing some
basic and
satisfactory
organisation
and structure
to the essay as
per Element 1
above.
There is a good
There is little
attention paid
to structure
and
organisation of
the writing, as
per Element 1
above.
There are
major concerns
with language
expression,
sentence and
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 35 of 47
TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
exceptional
writing skills
that are
sophisticated
in style and
expression,
through a high
level of
complete
sentence and
paragraph
structure;
there is clarity
and creativity,
as per
Element 2
above.
There is
outstanding
articulation
and effortless
flow of wellsynthesised
ideas through
writing that is
almost errorfree regarding
spelling,
grammar and
punctuation,
as per
Element 3
above. The
work includes
wellresearched,
appropriate,
correct and
well-aligned
references
that follow the
APA
and critique
demonstrated
through dynamic
language expression
and alignment of
ideas within wellstructured
sentences and
paragraphs, as per
Element 2 above.
The writing flows
easily from one idea
to the next, assisted
by few to mostly no
errors in regards to
spelling, grammar
and punctuation, as
per Element 3
above.
The essay shows an
appropriate and
extended use of
references that are
presented mostly
error-free, and
following the APA
Guidelines, as per
Element 4 above.
Marks are awarded
in the following way:
Element 1:
DI=2.25-2.5/3.
Element 2:
DI=2.25-2.5/3.
Element 3:
DI=2.25-2.5/3.
Element 4:
DI=2.25-2.5/3.
per Element 1
above.
The work is
assisted by
clearlyexpressed
language in
complete
sentences and
paragraph
structure as per
Element 2
above.
There may be
minimal
sentence,
spelling and
grammatical/
punctuation
errors, but
these do not
overly interrupt
the mostly
clear flow of
the essay, as
per Element 3
above.
While there
may be few to
almost no
referencing
errors, as per
the APA
Guidelines, the
work indicates
almost all
correct linkage
between in-text
and full citation
referencing in
the final
attempt made
in regards to
writing with
sound
language
expression to
complete
sentences, and
well-structured
paragraphs, as
per Element 2
above.
There may be
some sentence,
spelling and
grammatical/
punctuation
errors that
interrupt the
clarity and flow
of the essay, as
per Element 3
above.
There may also
be some
referencing
errors,
however, the
general format
for referencing
as per the APA
Guidelines, is
reproduced
correctly, as is a
satisfactory
effort to
provide correct
linkage
between in-text
and final
referencing list,
paragraph
structure, as
per Element 2
above, as well
as several
errors in
spelling and
grammar/
punctuation, as
per Element 3
above.
The work
demonstrates a
lack of
academic
integrity, replagiarism;
there is littleto-no
engagement
with correct
referencing as
per the APA
Referencing
Guidelines;
requires more
work and
practice, as per
Element 4
above.
Marks are
awarded in the
following way:
Element 1:
FL=Element 2:
FL=Element 3:
FL=Element 4:
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 36 of 47
TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
Guidelines
with almost
no errors, as
per Element 4
above.
Marks are
awarded in
the following
way:
Element 1:
HD= >2.5/3.
Element 2:
HD=>2.5/3.
Element 3:
HD=>2.5/3.
Element 4:
HD=>2.5/3
reference list,
as per Element
4 above.
Marks are
awarded in the
following way:
Element 1:
CR=2/3-2.2/3.
Element 2:
CR=2/3-2.2/3.
Element 3:
CR=2/3-2.2/3.
Element 4:
CR=2/3-2.2/3.
as per Element
4 above.
Marks are
awarded in the
following way:
Element 1:
PS=1.5-1.9/3.
Element 2:
PS=1.5-1.9/3.
Element 3:
PS=1.5-1.9/3.
Element 4:
PS=1.5-1.9/3.
FL=Criterion 1 sub-total: /12 marks
High
Distinction
(#1)
[Outstanding
work – Overall
HD marks for
Criterion 1:
>10.25/12.
Overall HD
grade: 25.5/30
to 30/30]
Distinction (#1)
[Excellent work –
Overall DI marks for
Criterion 1: 9/12 to
10/12.
Overall DI grade:
22.5/30 to 25/30]
Credit (#1)
[Very good
work – Overall
CR marks for
Criterion 1:
7.75/12 to 8.9/
12.
Overall CR
grade: 19.5/30
to 22/30]
Pass (#1)
[Good/
satisfactory –
Overall PS
marks for
Criterion 1: 6/
12 to 7.7/12.
Overall PS
grade: 15/30 to
19/30]
Fail (#1) [Poor/
could be better
– Overall FL
marks for
Criterion 1: 12.
Overall FL
grade: 14.5/30,
and below]
LOW;
MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
Criterion #2 Task Standard – Content aspect [ /18 marks]: The work must include all the
following three Elements:
1. AN INTRODUCTION that includes establishing topic, focus & scope that are clearly
defined up front (6 marks); FL=5/6.
2. AT LEAST ONE CONCEPT FROM THE SUBJECT which is included within the body of
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 37 of 47
TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
the work to expand engagement through: logic of argument; clear description;
analysis of what is going on; critique of ideas, and critical reflection; especially
making links to extra-dimensional communication and aspects of the Matryoushka
Doll Analogy [that is, competence layers of communication] (6 marks); FL=PS=3-3.75/6; CR=4-4.25/6; DI=4.5-5/6; HD=>5/6.
3. A CONCLUSION that summarises all the ideas in regards to reflection and makes the
essay more critical by noting intentional improvements for the future [praxis] (6
marks); FL=5/6.
High
Distinction
(#2)
Outstanding
work
Distinction (#2)
Excellent work
Credit (#2)
Very good
work
Pass (#2)
Good/
satisfactory
work
Fail (#2) Poor/
could be
better
All elements in
the criterion
are addressed
to an
outstanding
level.
The topic
proposed is
extremely
relevant to the
assessment
task; its focus
and scope are
significantlyestablished in
a highlydefined
Introduction,
as per
Element 1
above.
The work
discusses
main themes
All elements in the
criterion are
addressed strongly
and to an excellent
level.
The topic proposed
is highly relevant to
the assessment
task; its focus and
scope are stronglyidentified in a
strongly-defined
Introduction, as per
Element 1 above.
The work is of a high
standard that
demonstrates
creative
understanding,
extra-dimensional
interpretation and
presentation of
ideas and
arguments related
All elements of
the criterion
are addressed
clearly and to a
very good level.
The topic
proposed is
very relevant to
the assessment
task and its
focus and
scope clearlyidentified in a
well-defined
Introduction,
as per Element
1 above.
The work is of a
very good
standard
demonstrating
clear
understanding,
some extraMost elements
of the criterion
are addressed
adequately and
to a good level.
The topic
proposed is
relevant to the
assessment
task, but the
focus and
scope are not
as clearly
stated or
defined as they
could be in the
Introduction,
as per Element
1 above.
The work
demonstrates a
satisfactory
understanding
of ideas and
Most elements
of this criterion
are not clearly
or adequately
addressed to a
basic level.
The work has
gaps in
satisfying
minimum
requirements
to define a
clear topic,
focus or scope
in the
Introduction; it
needs
improvement
as per the
standard in
Element 1
above.
The work has
little
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 38 of 47
TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
drawn from
the subject
concepts,
especially in
relation to a
deep critical
thinking about
the
Matryoushka
Doll Analogy,
which reflects
expert
identification
and
articulation in
a manner that
promises a
cohesive,
extradimensional,
and wellargued piece
of work, as per
Element 2
above.
The work is
outstanding
and
exceptional in
terms of
originality,
high-level
understanding
about the
power of
praxis to be
effortlesslyapplied to
improve
current and
future
contexts.
to one or several
concepts, and
especially in relation
to a solidly-engaged
critical thinking
about the
Matryoushka Doll
Analogy, as per
Element 2 above.
The work provides a
highly relevant and
imaginative
Conclusion that
demonstrates an
excellent
understanding and
summary of ideas
that have been
correctly applied to
the context, with a
solid indication of
the important
application of praxis
to intentionally
improve future
situations, as per
Element 3 above.
Marks are awarded
in the following way:
Element 1: DI=4.5/6
– 5/6.
Element 2: DI=4.5/6
– 5/6.
Element 3: DI=4.5/6
– 5/6.
dimensional
interpretation
and
presentation of
ideas and
arguments
related to one
or several
concepts, and
especially in
relation to
sound critical
thinking about
the
Matryoushka
Doll Analogy,
as per Element
2 above.
The work
provides a wellsummarised
and clearlydefined
Conclusion
with some
sound
indication of
the importance
of praxis to
intentionally
influence
future
communication
situations, as
per Element 3
above.
Marks are
awarded in the
following way:
completion of
the minimum
requirements,
through a
sound choice of
one or several
concepts that
shows some
promise in
terms of extradimensional
thinking and
may include
the beginnings
of critically
thinking about
the
Matryoushka
Doll Analogy,
as per Element
2 above.
The work may
or may not
provide a
clearly defined
Conclusion and
summary of
ideas may be
minimal; there
may be some
indication of
the importance
of praxis to
intentionally
influence
future
communication
situations, but
this will be at a
basic level, as
per Element 3
above.
engagement
with relevant
concepts from
the subject;
there is little
understanding
demonstrated
in relation to
critically
thinking about
the
Matryoushka
Doll Analogy to
align with
communication
management,
or even as an
opportunity to
establish some
form of extradimensional
thinking, as per
Element 2
above.
The work may
not provide a
clearly defined
Conclusion,
and
demonstrates
little or no
understanding
of the concepts
of critical
thinking, and
praxis to
influence
future
communication
situations, as
per Element 3
above.
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
Page 39 of 47
TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
Overall, the
work shows
an advanced
synthesis of
ideas,
complex
analysis, and
critique,
culminating in
a thoughtful
and
provocative
Conclusion, as
per Element 3
above.
Marks are
awarded in
the following
way:
Element 1:
HD= >5.1/6.
Element 2:
HD=>5.1/6.
Element 3:
HD=>5.1/6.
Element 1:
CR=3.9/6 –
4.45/6.
Element 2:
CR=3.9/6 –
4.45/6.
Element 3:
CR=3.9/6 –
4.45/6.
Marks are
awarded in the
following way:
Element 1:
PS=3/6 – 3.85/
6.
Element 2:
PS=3/6 – 3.85/
6.
Element 3:
PS=3/6 – 3.85/
6.
Marks are
awarded in the
following way:
Element 1: FL=
Element 2:
FL=Element 3:
FL=Criterion 2 sub-total: /18 marks
High
Distinction
(#2)
[Outstanding
work – Overall
HD marks for
Criterion 2:
>15.25/18.
Overall HD
grade: 25.5/30
Distinction (#2)
[Excellent work –
Overall DI marks for
Criterion 2: 13.5/18
to 15.15/18.
Overall DI grade:
22.5/30 to 25/30]
Credit (#2)
[Very good
work – Overall
CR marks for
Criterion 2:
11.7/18 to
13.25/18.
Overall CR
grade: 19.5/30
to 22/30]
Pass (#2)
[Good/
satisfactory –
Overall PS
marks for
Criterion 2: 9/
18 to 11.5/18.
Overall PS
grade: 15/30 to
19/30]
Fail (#2) [Poor/
could be better
– Overall FL
marks for
Criterion 2: 18.
Overall FL
grade: 14.5/30,
and below]
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 40 of 47
TASK NAME: Final learning stage – critical reflection essay
ASSESSMENT VALUE: 30% [30 marks]
STUDENT NAME:
to 30/30]
LOW;
MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
Feedback: What you did well:
What you need to improve:
How your grade is related to the assessment criteria for the assessment task:
MARKER:
Total Mark: /30% REVIEWER:
LOW;
MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
LOW; MEDIUM;
HIGH
Presentation
• The academic paper will be in an essay-style format that covers: an introduction
[what is the context and relationship of ideas about this context?]; an exposition [of
ideas about what are some of the communication activities that go on/happen in that
context?]; any complication/s [what are some issues that arise within that context, and
why?]; suitable resolution and analysis [of the problems or issues in that context], and
conclusion [include critical reflection and further actions for the future].
• You can include relevant sub-headings for paragraphs [especially as each paragraph
will have one main idea when written in an essay format structure].
• Your work will include ‘critique’ which therefore requires some opinion, which must be
supported by relevant references [as a guide for 1200 words, aim for between 6-8
references from a variety of sources, including at least the Kaye (various dates) text
that relates to the Matryoushka Doll Analogy].
Please note 1: The end-of-text Reference list is NOT part of the final word count.
Please note 2: Because this is a critical reflection essay, you are permitted to write in the
‘first person’; the subjective voice; the ‘I’ voice. If this is a new text type for you, and you
have not written in this style before, please consider consulting an Academic Learning Advisor
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 41 of 47
who will provide further help about text types required in academic writing. To ensure the
style of the text is correct, we may also refer to the resource below, as part of your preparation:
http://www.slideshare.net/dalwritingcentre/critical-reflective-writing
Requirements
Before submitting your assignment via EASTS, check these final points regarding your work:
• ensure there is a maximum of 1000 -1200 words [NB. References is NOT included]
• format appropriately at 1.5 line-spacing
• include structurally sound sentences and paragraphs
• include at least an Introduction, Conclusion, and Reference List [which is not the same
as a Bibliography]
• include not just description, but analysis and reflection as well
• include appropriate in-text references and a Reference list that have been formatted
according to APA guidelines
• save as a normal Word document in order for it to be marked.
Assessment Information
Academic integrity
Academic integrity means acting with honesty, fairness and responsibility, and involves
observing and maintaining ethical standards in all aspects of academic work. This subject
assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a
new student we expect you to complete the modules called Academic Integrity at CSU.
(https://interact2.csu.edu.au/webapps/blackboard/execute/
courseMain?course_id=_16412_1&task=true&src=)
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for
plagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/
integrity/referencing-at-csu/checking) in your assessments before submission.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
How to submit your assessment items
Online submission process
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
Page 42 of 47
Assessment tasks can be submitted electronically to the CSU Assignment Section via EASTS
(Electronic Assignment Submission Tracking System).
In order to access EASTS, click on the EASTS link in the menu bar on the left hand side. This will
take you to the EASTS site where you are provided with step-by-step instructions to guide you
through the online submission process. EASTS has a help function that will allow you to print
out instructions to assist you in this process if required.
Note:
• A message will be sent to the email address, as recorded on the system under ‘My
Email’, confirming the receipt of your assessment task via EASTS.
• A duplicate assignment cover sheet will be attached to the assessment task on receipt
at CSU.
Postal submission process
Assignments must be uploaded to EASTS.
Hand delivered submission process
Extensions
Please do all in your power to meet assignment deadlines. The last possible date of an
extension is the end of teaching session. Should you require more time after that date, you
must apply for a special consideration. Pro-rata reductions in the awarded mark (5% per
calendar day) are made for items received late without a granted extension.
If it becomes obvious that you are not going to be able to submit an assignment on time
because of an unavoidable problem, submit your request for an extension by email prior to
the due date. Include a copy of the email approving your extension with your assignment.
Extensions can only be granted by the subject coordinator. Please note: Because of the
nature of completion opportunity for Assignment 1, there will be NO extensions for this
assessment task.
In order to ensure that final grades are processed in a timely manner, subject coordinators
cannot grant extensions beyond the end of the session without Special Consideration. In this
case you should apply for an incomplete grade (GP) or subject withdrawal.
In circumstances where you have been granted an approved extension, the last date for
receipt of assignments at the University is the last day of the teaching session (prior to the
exam period).
We understand that you may face unforeseen and unavoidable problems that prevent you
from submitting assignments before the end of session. In these instances contact your
subject coordinator and consider applying for ‘special consideration’. Work and family related
pressures do not normally constitute sufficient reasons for the granting of special
consideration.
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 43 of 47
How to apply for special consideration
Academic regulations provide for special consideration to be given if you suffer misadventure
or extenuating circumstances during the session (including the examination period) which
prevents you from meeting acceptable standards or deadlines. Find the form on the Student
Portal Special Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/
study/academic-advice) page.
Penalties for late submission
For reasons of equity and fairness, pro-rata reductions in the awarded mark (5% per calendar
day) will be made for items received late without a granted extension.
For more information see the section called ‘extensions’
Resubmission
Re-submissions are normally not permitted in this subject. However:
Resubmission of failing assessment tasks only may be considered. Unless otherwise
offered, a student who has failed an assessment task may request to resubmit that task
re-worked for reconsideration to pass the task. If the student’s request for resubmission
is accepted by the Subject Convenor/Coordinator, the following procedures and
conditions apply:
• Resubmission requires that the student submits a fresh attempt at the item, including
supplying the marker with a copy of the original failed assessment task.
• Normally resubmission must be within a 14 day period after the receipt of the returned
assessment task.
• Resubmitted assignments may achieve no more than a minimum pass (50%) of the full
value of that assessment item.
• Students may only resubmit once for each assessment item in the subject.
Students can apply to the Head of School for a review of grade under certain conditions (see
assessment policy at https://policy.csu.edu.au/masterlist.php ).
Feedback processes
You would normally expect feedback to contain comments based on the ‘School Standard’:
• What you did well
• What you need to improve
• How your grade is related to the assessment criteria for the assessment item
Please see the marking criteria or rubric table in the assessment information for each
assignment. The feedback will relate to these criteria.
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
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Students need to be aware that with such a large number of students undertaking this subject,
it is more than likely that for one or two of the assessment items, other Markers apart from the
subject coordinator, will be marking the work, and feedback may vary from one Marker to
another. Students can expect to receive a common feedback sheet [the Marking Criteria Rubric
Table] however, that will clearly show the Marker’s response to the quality of the work, and
include all those points listed in the School Standard.
Students will receive feedback on all assignments submitted via EASTS. This is particularly
important for the second assessment item in this subject, which requires a two-step
submission process:
1. students to upload their completed work to the Interact2 site [via the Blog tool – further
specific instructions will be given], and
2. submit the completed document provided in an Announcement, via EASTS, to indicate this
has occurred.
Note: Students cannot expect more than the very minimal feedback [in some cases, a mark
only, or Pass only for that task] when assessment tasks have been given extensions, completed
and submitted way beyond the close of session.
Assessment return
You should normally expect your marked assignment to be despatched/returned to you within
15 working days of the due date, if your assignment was submitted on time. If an assignment
is submitted on time but not returned by the return date, you should make enquiries in the
first instance to the subject coordinator. If the subject coordinator is not available, contact
Student Central on 1800 275 278.
Student Feedback & Learning Analytics
Evaluation of subjects
CSU values constructive feedback and relies on high response rates to Subject Experience
Surveys (SES) to enhance teaching. Responses are fed back anonymously to Subject
Coordinators and Heads of Schools to form the basis for subject enhancement and recognition
of excellence in teaching. Schools report on their evaluation data; highlighting good practice
and documenting how problems have been addressed. You can view a summary of survey
results via the Student Portal SES Results (https://student.csu.edu.au/study/subjectexperience-survey-results) page.
We strongly encourage you to complete your online Subject Experience Surveys. You will be
provided with links to your surveys via email when they open three [3] weeks before the end of
session.
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
Page 45 of 47
Changes and actions based on student feedback
Improvements to this subject have been undertaken based on student feedback, and peer
discussion and collaboration, as well as responses to a number of University initiatives and
policies.
Learning analytics
Learning Analytics refers to the collection and analysis of student data for the purpose of
improving learning and teaching. It enables the University to personalise the support we
provide our students. All Learning Analytics activities will take place in accordance with the
CSU Learning Analytics Code of Practice. For more information, please visit CSU’s Learning
Analytics (http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/
learning-analytics) website.
Data about your activity in the Interact2 site and other learning technologies for this subject
will be recorded and can be reviewed by teaching staff to inform their communication,
support and teaching practices.
Based on past analytics, changes made to the subject included online scale-up teacher
presence and assessment tasks.
Services & Support
Your Student Portal (http://student.csu.edu.au/) tells you can how you can seek services and
support. These include study, admin, residential, library, careers, financial, and personal
support.
Develop your study skills
Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services.
We have services online, on campus and near you. These services can help you develop your
English language, literacy, and numeracy.
Library Services
CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journal
articles, books, and multimedia resources needed for your studies and assessments. Get the
most out of these resources by contacting Library staff either online or in person, or make use
of the many Library Resource Guides, videos and online workshops available.
CSU Policies & Regulations
This subject outline should be read in conjunction with all academic policies and regulations,
e.g. Student Academic Misconduct Policy, Assessment Policy – Coursework Subjects,
Assessment Principles Policy, Special Consideration Policy, Academic Progress Policy,
Academic Communication with Students Policy, Student Charter, etc.
Charles Sturt University Subject Outline
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Version 2 – Published 13 February 2019
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Please refer to the collated list of policies and regulations relevant to studying your subject(s)
(http://student.csu.edu.au/administration/policies-regulations-subjects) which includes links
to the CSU Policy Library (http://www.csu.edu.au/about/policy) – the sole authoritative source
of official academic and administrative policies, procedures, guidelines, rules and regulations
of the University.
Subject Outline as a reference document
This Subject Outline is an accurate and historical record of the curriculum and scope of your
subject. CSU’s Subject Outlines Policy (https://policy.csu.edu.au/view.current.php?id=00267)
requires that you retain a copy of the Subject Outline for future use such as for accreditation
purposes.
Charles Sturt University Subject Outline
HCS102 201930 W D
Version 2 – Published 13 February 2019
Page 47 of 47
Attachments:
3195165_1_Assignment-three.pdf

The links between childhood deprivation, psychosocial adversity, emotional
development and behaviour are well documented.
From the perspective of a human service professional working with children or
adolescents, write a 2000 words essay that discusses these links referring to types of
adversity and deprivation that you might observe in your current or future career and
how this impacts children’s emotional development and behaviour.
In your answer,
• Define deprivation and adversity
• Discuss the links between childhood deprivation, adversity, emotional development
and behaviour
• Describe the Human Services Professional perspective that you are taking and the
behaviours you would expect to see in children from backgrounds of deprivation or
adversity.
Ensure that you critically discuss the role of three of the following influences on the emotional
development and behaviour of the child or adolescent who has an experience of adversity
and/or deprivation. You may choose any combination of those listed below including more
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 17 of 29
than one example from the same dot point group (for example, you could if you wish choose,
parenting, attachment and resilience).
• Parenting & Family (e.g Parenting styles, Attachment)
• Society and Culture (e.g. Social behaviour, Peers, Cultural beliefs)
• The child or adolescent’s own personal characteristics (e.g Temperament & sense of
self)
• Resilience.
Make sure to include references to appropriate theories (as outlined in the textbooks), and use
peer-reviewed research as evidence to support your answer.
The word count includes in-text citations but not the reference list.
You are expected to use your texts and a wide range of reputable reading material, which
primarily includes relevant journal articles and recent reference books. Do not use website
information (e.g., Wikipedia or Google) apart from electronic journal articles.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to recount in detail the emotional development of children and adolescents
who come from adverse circumstances
• be able to explain the influence of different contexts particularly family and society on
the development of children and adolescents
• be able to explain the development of secondary emotions and their part in
motivation
• have a knowledge of child and adolescent psychology that will enable them as human
service practitioners to evaluate welfare issues concerning children and young people.
This essay will assess your knowledge and comprehension of the emotional development of
children. The focus is children who have experienced adversity. A pass or higher grade will
show that you have achieved the following learning outcomes:
• recount in detail the emotional development of children and adolescents who come
from adverse circumstances
• explain the influence of different contexts particularly family and society on the
development of children and adolescents
• demonstrate knowledge of child and adolescent psychology that will enable you as a
human service practitioner to evaluate welfare issues concerning children and young
people.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 18 of 29
Marking criteria and standards
Marking criteria
This rubric is designed to make clear the grading process for written communication by informing you, the author, what key elements are
expected by your marker in your essay. Your written work will be evaluated by the criteria below and you will be given specific feedback
throughout your essay to help guide your development as an author. Your writing will not be graded point by point by these items; it will be
graded for its overall quality.
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
1. Knowledge and
Understanding of
material (65%)
Material
demonstrates an
in-depth
understanding of
the relevant
concepts, theories,
and issues related
to the topic.
Shows exceptional
knowledge and
understanding of the
topic.
Addresses and links
key issues excellently,
using ideas and
principles beyond
those introduced in
the subject.
Clearly considers and
provides an excellent
critical discussion of
the impact of context.
Shows thorough
knowledge and
understanding of the
topic.
Addresses key issues
very well. Discusses
ideas and principles
beyond those
introduced in the
subject.
Considers and
critically discusses
the impact of context.
Shows relevant and
sound knowledge and
understanding of the
topic.
Addresses key issues
well. Includes
discussion of ideas
and principles
introduced in the
subject.
Explains the influence
of context, but little
critical analysis
provided.
Shows basic
knowledge of the
topic.
Satisfactorily
Identifies and
discusses key issues.
The essay is largely
descriptive with some
discussion using
ideas and principles
introduced in the
subject.
Explains the influence
of context on
development.
Shows inadequate,
or emerging but
insufficient,
knowledge of the
topic.
Does not address or
poorly addresses the
key issues.
Essay merely
describes the topic
and is a
recapitulation of
reading, with
minimal evidence of
comprehension of
the issues.
There may be
inaccuracy in the
material or
discussion that is
irrelevant to the
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 19 of 29
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
topic.
Little or poor
discussion of context
and no critical
analysis provided.
2. Use of relevant
literature (20%)
Good quality and a
broad selection of
reference material
including recent
publications,
showing evidence
of wide reading
and consultation
of a range of
sources.
Material is
predominantly
from relevant,
peer-reviewed,
quality
publications.
Reference materials
used are of high
quality and evidence
of wide reading
through consultation
of a range of sources is
shown.
References used are
from recent and
relevant publications.
Depth of engagement
with the literature is
demonstrated in
discussion of key
issues and contexts.
Reference materials
are of a high quality
and evidence of wide
reading is obvious.
Recent publications
are included, but all
reference materials
may not be of
adequate quality.
Some depth of
engagement with the
literature is
demonstrated in
discussion of key
issues and contexts.
Reference materials
are of a good quality.
Sufficient reference
material is used.
Recent publications
may be absent or not
of adequate quality,
and discussion of
research may be
superficial.
While there may be
evidence of wide
reading, depth of
engagement with the
literature is not
obvious.
References are few,
lacking quality, and
may be mostly from
non-peer-reviewed
sources.
References may not
be relevant to the
topic, are not current
or may not directly
relate to the key
issues or contexts
being discussed.
There is little
evidence of wide
reading beyond the
set texts.
Very few or no
references provided,
or references are not
current or
appropriate for the
essay topic.
Reference material
may not be mainly
from quality, peerreviewed sources.
There is little or no
evidence of wide
reading and research
and no engagement
with the literature.
3. Essay Structure
(5%)
Essay contains a
succinct
introduction,
comprehensive
An excellent
structured and
succinct introduction
and overview.
An excellent logical
sequence to the
A well structured and
succinct introduction
and overview.
A clear and logical
sequence to the
paragraphing.
A structured and
succinct introduction
and overview.
A logical sequence to
the paragraphing
A reasoned
A satisfactorily
structured and
succinct introduction
and overview.
A satisfactory logical
sequence to the
No introduction or a
poorly structured
and introduction and
overview.
No logical sequence
to the paragraphing.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 20 of 29
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
discussion of key
issues and
contexts and a
reasoned
conclusion.
paragraphing.
An excellently
reasoned conclusion.
A well reasoned
conclusion.
conclusion. paragraphing.
A satisfactory
reasoned conclusion.
No conclusion.
4. Writing style
and presentation
(5%)
Written expression
is clear, concise
and quality of
writing is
evidenced in
sound sentence
construction,
linguistic fluency,
correct spelling
and proficient use
of grammar.
Writing style,
expression, fluency
and sentence
construction are
excellent.
Spelling and grammar
are flawless, and
thorough proofreading
has eliminated
typographical errors.
A joy to read.
Word count stated and
within word limit.
All presentation
requirements have
been met.
Writing style,
expression, fluency
and sentence
construction are very
good.
Overall spelling,
grammar and
typography is good,
but there may be
some areas that still
require attention.
Word count stated,
and within 5% of
word limit.
The presentation has
mostly met the
presentation
requirements.
Writing style is good
but clarity and
conciseness could
improve. Expression,
fluency and sentence
construction are
satisfactory.
Some spelling,
grammatical and
typographical errors.
Word count stated,
and within 10% of
word limit.
Presentation
requirements are only
partially met.
Writing style needs
further development
to improve clarity and
conciseness.
Expression, sentence
structure and fluency
need to improve, and
a number of
grammatical and
typographical errors
are made.
Word count stated,
and within 10% of
word limit.
Presentation
requirements are
minimally met.
Writing style,
expression, fluency
and sentence
construction are very
poor. There are
numerous spelling,
grammatical and
typographical errors.
Word count is not
stated and/or over
10% of word limit.
Presentation
requirements are not
met.
5. Referencing
(5%)
References are
cited correctly with
adherence to APA
format both in text
APA format is
excellent, and has
been applied
consistently and
flawlessly in the
reference list and/or
APA format is very
good, and has been
applied consistently
and well with
acceptably few errors
in the reference list
APA format has been
applied consistently,
but still with a
substantial number of
errors in the reference
list and/or in-text
APA format has been
attempted but has
been applied
inconsistently and
with errors in the
reference list and/or
APA format has not
been applied or has
been applied quite
poorly to the
reference list and/or
in-text citations.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 21 of 29
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
and in the
reference list.
in-text citations.
The reference list
includes all and only
cited articles.
and/or in-text
citations.
The reference list
includes all and only
cited articles
citations.
The reference list may
includes cited articles
and may include one
or more that were not
cited.
in-text citations.
The reference list
leaves out many cited
articles or includes
one or more that
were not cited.
Reference list is more
like a bibliography of
related sources.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 22 of 29
Attachments:
3195167_1_Assn-2.pdf

Assessment item 3
Final Exam
Value: 40%
Due Date: To be advised
Duration: 2 hours plus 10 minutes reading time
Submission method options: N/A – submission not required/applicable
Requirements
There will be a final two-hour supervised closed book exam during the end-of-session
examination period.
The exam will consist of 60 multiple-choice questions and 4 short-answer questions.
All 60 multiple choice questions must be answered.
Students will need to respond to 4 of the 6 short answer questions.
Questions will be drawn from any material (lecture material, textbooks, additional weekly
material) covered in this subject.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to recount in detail the emotional development of children and thus
adolescents
• be able to recount in detail the emotional development of children and adolescents
who come from adverse circumstances
• be able to recount the general development of children and adolescents
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 23 of 29
• be able to explain the influence of different contexts particularly family and society on
the development of children and adolescents
• be able to explain the development of secondary emotions and their part in
motivation
• have a knowledge of child and adolescent psychology that will enable them as human
service practitioners to evaluate welfare issues concerning children and young people.
This assessment tests your understanding and application of the theories and concepts
covered in all Topics in this subject
Marking criteria and standards
Multiple Choice Questions
Marks will be gained for correct answers to multiple-choice questions.
Each question in the multiple-choice section will be worth one mark.
The maximum mark for the multiple-choice section of the exam will be 60.
Marking Standards:
High Distinction: Recalls and demonstrates knowledge of theories, concepts, ideas and
procedures addressed in the subject to correctly answer 85% to 100% of multiple choice
questions asked.
Distinction: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 75% to 84% of multiple choice questions asked.
Credit: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 65% to 74% of multiple choice questions asked.
Pass: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 50% to 64% of multiple choice questions asked.
Fail: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 0% to 49% of multiple choice questions asked.
Short-Answer Questions
For short-answer questions, marks will be gained for clear and concise reflection of the key
concepts.
The short-answer questions will be highly structured and assess detailed knowledge on
specific topic areas.
Practice short-answer questions will be given to students before the exam.
Each short-answer question will be marked out of 10. The maximum mark for the short
answer section will be 40.
Marking Standards
These descriptors assess the level of: familiarity with the material in the textbook, lectures,
and tutorials and general understanding of the subject material. This is reflected in the ability
to recall and apply theories and concepts to the short answer questions asked.
High Distinction: The answer is correct and complete; grammar and expression is clear,
coherent and concise ; the answer contains information relevant to the question.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 24 of 29
Distinction: The answer is correct and mostly complete with a few minor errors or parts
missing; grammar and expression is clear and coherent with minor problems; the answer
generally contains information relevant to the question but includes some irrelevant
information.
Credit: The answer is essentially correct and mostly complete with a few errors or parts of the
question not addressed; grammar and expression is generally clear and coherent with a few
errors; the answer contains mostly relevant information, but also irrelevant information which
limits the answer.
Pass: The answer is essentially correct, but incomplete; grammar and expression is sufficiently
sound that the intended meaning is clear but there are a few errors; the answer includes some
relevant information but it mostly includes irrelevant information which limits the answer.
Marks for the two sub-sections will be combined to give the total mark for the exam out of 100.
Material provided by the university
Question sheet.
Multiple choice response form.
Material provided by the student
Writing materials – including 2B lead pencil, eraser, pen.
Photographic student identification to prove that it is you sitting the exam.
Assessment Information
Academic integrity
Academic integrity means acting with honesty, fairness and responsibility, and involves
observing and maintaining ethical standards in all aspects of academic work. This subject
assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a
new student we expect you to complete the modules called Academic Integrity at CSU.
(https://interact2.csu.edu.au/webapps/blackboard/execute/
courseMain?course_id=_16412_1&task=true&src=)
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for
plagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/
integrity/referencing-at-csu/checking) in your assessments before submission.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 25 of 29
Attachments:
3195168_1_Assn-3.pdf