Tag: learning

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Why is it important for you to know and achieve the BSHA Student Learning Outcomes?

Write a 175- to 265-word response to the following questions: Why is it important for you to know and achieve the BSHA Student Learning Outcomes? How will you work toward achieving them during your program? Explain your answer.

BSHA Student Learning Outcomes:

1. Analyze a health care organization from a market-based perspective.

2. Analyze financial and economic issues in the health care industry.

3. Examine the impact of legal and regulatory requirements on the delivery of health care.

4. Examine the application of risk and quality management concepts in the health care industry.

5. Analyze the utilization and application of technology within a health care organization.

6. Apply management and adaptable leadership skills in the health care industry

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Health Administration program

Why is it important for you to know and achieve the BSHA Student Learning Outcomes?

            There is no doubt that job market today continues to be very competitive and mostly only the best graduates are observed. To beat the competitiveness, most graduates have increased their level of education by going for degrees and advance diploma. Analysis of job market have showed that most jobs requires a college degree for the applicants to be considered. This underpin the importance of attending college, performing excellently and acquiring a college degree. It is also imperative to attain college education since it prepares students to tackle challenging management issues as well as expose them to more opportunities in the job market.             In addition, college degree equips students with values, knowledge and skills, thus leading to higher salaries and getting a more employment. For this case, the focus is student pursuing Bachelor of Science in Health Administration (BSHA). It is important to note that various degree programs are offered in different college and for the student to successfully achieve the minimum requirement to graduate with a specific degree program, they must achieve Student Learned Outcomes. It is imperative to clearly understand Student Learned Outcomes since it clearly outlines what the students are expected to achieve to perform specific tasks in their area of specialty. For instance, after attaining the BSHA, a student is expected to able to successfully manage medical offices, nursing…………………………………………………………………………………………………

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The impact of computer and technology in learning language

Research Reviews
Assignment Overview:
• Read Computer-Assisted Language Learning ‐‐relevant articles and write your responsive reviews. Read the texts more critically and productively based on your understanding, experiences, and knowledge.

Purpose:
• To summarize and discuss significant topics based on readings• To analyze and synthesize language learning experiences with readings• To see theories in practice and to raise questions for further investigation and
discussion in Computer-Assisted Language Learning areas.

Procedures/Requirements:
• In total, submit two review papers. • For each  Computer-Assisted Language Learning Research Review paper, search for and select one article to review. The topics can be diverse but should include technology and language learning/teaching. You can use MSU (online) library at http://lib.murraystate.edu/
or Google Scholar at http://scholar.google.com/ to find articles.
• Read the articles carefully and write your reviews. Each review should include the following components:
o Summary (10 points):
§ Summarize article in a short paragraph.
o Discussion (20 points):
§ Select several interesting points, arguments, findings, theories, and/or practices in the text and discuss more in depth (e.g., What questions do you have about the text? What could be potential answers/responses? Why are the questions significant? How arethe questions/answers relevant to your prior knowledge or experiences?)
o Analysis/Synthesis (20 points):
§ Analyze the texts and find strengths and weaknesses. For each strength and weakness, justify why it is strong/weak or why you think so. (e.g., What are the strengths of the technology applications or the study? Why? What is the weakness of the technology applications or the study? Why?)§ Think about how you can move forward based on this analysis. (e.g., How can you use the strong factors in your current/future teaching?)

Format:

• Time New Roman; 12 point; Double space; 2-‐‐3 pages (500-‐‐600 words); 1” margin on every side• Include your name, instructor’s name, course title, name of the assignment, and submission date in upper left corner of the assignment.• Only electronic document via Canvas is acceptable

……………………………………………………………………………………………………

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Art: The Impact of Computer and Technology in Learning Language

(Course Instructor)

(University Affiliation)

(Student’s Name)

The Impact of Computer and Technology in Learning Language

Warschauer, M., & Healey, D. (2013). Computers and language learning: an overview. Language Teaching, 31(02), 57.

            Summary of the Article

            The article provides an overview of the advancement in use of technology in teaching of English in the classroom. (Warschauer & Healey, 2013), assert that the use of computers in teaching English was restricted to small number of specialists. They further pointed that the interest in use of computers continued to grow in same way as the innovations in the computer industry. The authors identified three distinct transitions in modes of teaching English using computers as the behavioral, communicative and integrated approaches.

The behavioral approach was the first system that is associated with the mainframes, the communicative developed as the weaknesses of the behavioral system were noted. The communicative system was associated with the personal computers and the integrative CALL was associated with the networked multimedia computers. Finally, the authors identify the impact of use of computers in CALL and the best practices that teachers must embrace in order to ensure success in teaching of English using the CALL programs.

Discussion           The article provides an insightful and interactive history and concepts related to the use of CALL in classrooms. In fact, the article ju………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Critically analyse and critique the major theories of organisational learning

COURSE:
Master of Business Administration
Master of Business Research
Unit: Organisational Learning and Change
Unit Code: BUS 510
Type of Assessment: Assessment 3 – Organisational change project
Unit Learning Outcomes addressed: Learning outcomes – (a), (b), (c), (d), (e) and (f)
(a) Critically analyse and critique the major theories of organisational learning
(b) Critically analyse and explain the dynamics of strategic organisational change
(c) Critically review and evaluate the reasons for different approaches to change, and demonstrate an ability to apply this understanding to volatile or novel organisational contexts
(d) Critically analyse and critique common perspectives on the role of, and relationship between, individuals, teams and leaders in the change process
(e) Integrate biblical frameworks into a contemporary understanding of organisational learning and change
(f) Integrate the concepts of organisational learning, strategic and innovative change management with leadership theory and practice
Criteria for Assessment: • Criterion 1 – Description of the organisation – (5/50)
• Criterion 2 – Understanding of organisational change concepts or theories – (10/50)
• Criterion 3 – Organisational analysis – (10/50)
• Criterion 4 – Recommendations and resource requirements – (20/50)
• Criterion 5 – References and structure – (5/50)
Assessment Task: The purpose of this assessment is to allow students take on a management perspective to analyse organisational change and propose recommendations with the aim of improving the situation. This project seeks to create a case study of an organization that requires a change intervention.
Students will be required to choose an organisation that they are familiar with and analyse it using relevant change management theories or frameworks to identify areas where change is required. Relevant change intervention strategies are to be proposed.
The organisational change project covers the following:
1. An introduction to the organisation.
2. Internal and external analysis of the organisation to identify areas requiring change (at the end of this section, include a summary of the areas where change is required)
3. Literature review – overview of change management theories or frameworks
4. Evaluation of possible change strategies required to improve the situation.
5. Recommendations of the most suitable strategies.
6. Required resources for implementing the identified suitable strategies.
7. Conclusion
Submission Date: Week 13 (online submission via Turnitin)
Total Mark & Weighting: 50 marks (50%)
Students are advised that any submissions past the due date without an approved extension or without approved extenuating circumstances incurs a 5% penalty per calendar day,
calculated from the total mark e.g. a task marked out of 35 will incur a 1.75-mark penalty per calendar day.
GENERAL NOTES FOR ASSIGNMENT
Assignments should usually incorporate a formal introduction, main points and conclusion, and will be fully referenced including a reference list.
The word count for the assessment is 3000 words (+/- 10%)
Marks will be deducted for failure to adhere to the word count
GENERAL NOTES FOR REFERENCING
References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the lecturer notes. We want to see evidence that you can conduct your own research. Also, in order to help markers, determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original.
Work that includes sources that are not properly referenced according to the “Harvard Referencing Workbook” will be penalized.

MARKING GUIDE (RUBRIC):
Your assessment would be marked based on the following marking guideline.
Total marks – 50
Criteria Mark Fail Pass
Credit
Distinction High Distinction
Criterion 1
Description of the organisation 5 Below 5.0 5.0 – 6.0 6.5 – 7.0 7.5 – 8.0 8.5 and above
Limited and incomplete description, missing many elements Adequate description of, missing a few elements Good and thorough description, includes all elements Very good and thorough description, includes all elements Exceptional and thorough description, includes all elements
Criterion 2
Understanding of organisational change theories or concepts 10 Below 5.0 5.0 – 6.0 6.5 – 7.0 7.5 – 8.0 8.5 and above
Understanding of the individual concepts or theories not demonstrated Understanding of the individual concepts or theories is satisfactory Understanding of the individual concepts or theories is sound Understanding of the individual concepts or theories is detailed Understanding of the individual concepts or theories is highly integrated
Criterion 3
Organisational analysis 10 Below 5.0 5.0 – 6.0 6.5 – 7.0 7.5 – 8.0 8.5 and above
Lack of critical analysis of the organisation
Relevant theories or concepts not applied in the analysis Limited critical analysis of the organisation
Limited application of the relevant theories or concepts in the analysis Some critical analysis of the organisation
Relevant theories or concepts have been applied in the analysis Competent level of critical analysis of the organisation
Relevant theories or concepts have been correctly applied in the analysis Clear and thorough critical analysis of the organisation
Relevant theories or concepts been adequately applied in the analysis
Criterion 4
Recommendations and resource requirements 20 Below 10.0 10.0 – 12.0 12.5 – 14.0 14.5 – 16.0 16.5 and above
Limited, insufficient analysis of strategies with few and unclear recommendations
No resource requirements discussed Analysis of strategies with fairly established recommendations for implementation.
Resource requirements mentioned but not adequately described Good analysis of strategies with established recommendations for implementation.
Resource requirements described but could have been improved by providing more details. Very good analysis of strategies with established recommendations for implementation.
Resource requirements explained. Exceptionally thorough analysis of strategies with clearly established recommendations for implementation.
Resource requirements explained will all key aspects covered.
Criterion 5
Structure and mechanics
– Coherence and organization
– APA format 5 Below 2.5 2.5 – 3.0 3.5 – 3.8 3.9 – 4.4 4.5 and above
An unfocussed, incoherent essay, characterized by disorganization and/or missing required sections.
References are inconsistent with required format; a notable number of errors present. A somewhat focused, slightly incoherent essay, characterized by some disorganization and/or missing required sections.
References are inconsistent with required format; a number of errors present. A somewhat coherent and organized essay and including most required sections.
Referencing format is adhered to throughout the essay, with some errors present. A clear and coherent essay, organized and including all required sections.
Referencing format is rigorously adhered to throughout the essay, with very few errors present. An exceptionally clear, concise and coherent essay, critically organized and including all required sections.
Referencing format is rigorously adhered to throughout the essay, with no errors present.

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Why use a learning journal?

 MNG81001 Assessment 4: Learning journalFormat: Learning journal presented in a word document OR a series of PowerPoint slides
Weighting: 20%
Word count: Suggested word count per activity: 200 words (+/-10%)
No. sources: No set number of sources. Any source referred to must be cited using the SCU
Harvard referencing style.
Special note: Post a key learning ‘take away’ to the Discussion Board in each relevant week. This could be a quote, a reading or a video.
What is a learning journal?
A learning journal is simply an ongoing collection of writing for learning – that is, writing done for the purpose of learning rather than the purpose of demonstrating learning. The learning journal requires students to reflect on what they have learnt in a course. Students need to detail how their thinking has changed and what this means for the future. Its purpose is to enhance your learning through the very process of writing and thinking about your leaning experiences. It is an opportunity to communicate your thinking process: how and why you did what you did, and what you now think about what you did.
Your leaning journal is personal to you and will reflect your personality and experiences. The writing can be quite informal.
Why use a learning journal?
• To provide a ‘live picture’ of your growing understanding of a subject or experience.
• To demonstrate how your learning is developing.
• To keep a record of your thoughts and ideas throughout your experiences of learning.
• To help you identify your strengths, weaknesses and preferences in learning.
Structuring a learning reflection
Just like all academic writing, a learning reflection needs a key message that is used to structure the narrative. As a writer, you need to make sure that your reader (or marker) understands the significance of your reflection.
A reflection is a piece of writing, so remember what makes writing such as this effective:
An introduction that includes your key reflection(s).
• Put your key message in the introduction (this is the focus of the discussion for that particular week)
A body, that retells the facts and relates it to your prior knowledge
• Use topic sentences to highlight the main point
• Then follow with the retelling and relating (use evidence if you wish to emphasis a point in your learning).
A conclusion, that gives the significance or implications of your key reflections
• What this will mean for the future? What has changed for you?
Please note: Key activities will be provided in Weeks 3, 6, 9 and 11. These form the basis to your reflection. They include a self-assessment, reading an article and watching a video. You must compete the activity in the nominated week. Submit the completed journal no later than Monday 15th February 2021 9.00am QLD time.
Process of reflective learning
Content of your learning journal
A learning journal should focus on your own personal responses, reactions and reflections to new ideas or new ways of thinking about a subject that have been introduced to you through:
• Lectures and tutorial sessions
• Research and reading including any visual research: e.g. television, film
• Conversations and discussions with other students or tutors
• Significant experiences that have happened in the work place or outside university.
What should you write about?
The most important thing is to make time for your writing – regularly set aside some time in Weeks 3, 6, 9 and 11 to think about the question asked of you and then write down your thoughts.
Try to focus on using the journal to help you to communicate (the following is a list of prompts to help you. You do not need to answer every questions):
• What you think about issues raised in the question
• Any flashes of inspiration you have had
• What you understand so far
• What you find puzzling, difficult or contradictory
• How you can reach a better understanding of the above
• What do you need to know more about, and how can you go about finding out more?
• What resources have helped you to understand and/or been interesting to use?
• How do you feel about the way you have approached the issue/topic so far?
• What new knowledge, skills or understanding have you gained during the process of writing your learning journal?
• Have you changed your opinions or values during the process/experience?
• How can you improve your learning, thinking and working in the future?
• Have you identified the next step(s) for your further development?
Sample
Week 3: Do you focus on what others say?
This activity required me to think about my communication with other people, and to complete a self-assessment: ‘Do you focus on what others say?’ The self-assessment is comprised of two aspects: active listening and asking questions. For listening I scored 4/6 and for asking questions I scored 2/5.
I was quite surprised by my result for asking questions as I thought this was something I did well when communicating with others.
In Week 1 we learned how to communicate effectively is a critical part of a manager’s job. Good managers know which channels of communication to use for different messages and why aspects of communication such as listening and asking questions are so important to the communication process.
We also discovered that managers can spend 30% of their time rewriting emails because the original message was confusing and not properly understood by the reader.
As my score for asking questions I wanted to find out more about the process of asking questions. I found an excellent YouTube video called ‘The Power of Effective Questioning’
(https://www.youtube.com/watch?v=1dO0dO__wmE).
It really helped me to appreciate the relationship between active listening and asking questions. It also helped me realise how important it is to speak up and ask questions. Something I am not very good at doing
I also found an excellent quote from Albert Einstein: ‘If I had an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes’ (cited in Mosaic projects n.d).
A key learning for me in Week 3 is: ‘remember, there is no point in asking a question if you do not intend to listen carefully to the answer!’
Introduction includes the all-important key reflection: communication with other people focussing on listening and asking questions
Body that retells the facts and relates it to your prior knowledge.
Reflects on the importance of the communication process
Links to new ideas and new ways of thinking about a subject that have been introduced through a YouTube video
Conclusion that gave the significance or implications of key reflections
References
Limos Heroes 2014, The Power of Effective Questioning, online video, YouTube, viewed 16
November 2020, https://www.youtube.com/watch?v=1dO0dO__wmE
Mosaic projects White Papers n.d., Active Listening, viewed 16 November 2020, https://www.mosaicprojects.com.au/WhitePapers/WP1012_Active_Listening.pdf .
Discussion Board posting
Key takeaway: ‘There is no point in asking a question if you do not intend to listen carefully to the answer!’
Great video: Limos Heroes 2014, The Power of Effective Questioning, online video, YouTube, viewed 16 November 2020, https://www.youtube.com/watch?v=1dO0dO__wmE
The four reflections ?Week 3: Do you focus on what others say?
Think about how you communicate with other people during a typical day at work or university. Answer the statements below based on whether they are mostly TRUE or mostly
1. listening and 2. 2. Asking questions.
For your LISTENING score, add 1 point for each MOSTLY TRUE answer to items 1 to 5, PLUS 1 point for a MOSTLY FALSE answer to Question 6.
Listening score = _________________
For your ASKING questions score, add 1 point for each MOSTLY TRUE answer to items 7 to 11. Asking questions score = ______________
We face many distractions which makes it hard to pay attention when someone is speaking. Listening attentiveness prevents many communication mistakes. In addition, effective communicators learn the habit of inquiry, which means to ask questions to learn more about something or to confirm their understanding.
A score of 4 or more on either scale suggests that you are pretty good on that aspect of communication. A combined score of 8 or higher on the two scales suggest that you have excellent focus on what others are saying.
Now reflect on your score. What does it mean? What are you learned so far in the unit about the communication process? What is a key learning takeaway in Week 3?
Don’t forget to post your key takeaway on the Discussion Board for others to read.
?Week 6: Negotiation and conflict management
This week our focus is on negotiation and conflict management. Assessment 2 explores crosscultural negotiation and conflict.
Everyone will experience conflict at some time. Why manage conflict? Because a capacity to manage conflict is an important skill to possess and conflict handled well can be positive and constructive, while conflict handled poorly can be negative and destructive. Avoidance or denial of conflict in the short term allows us to escalate into deeply-rooted conflict in the long run.
One of the challenges in managing conflict is as individuals we each have our own approaches to the way we handle conflict. Added to our personal views and strategies there is cultural conflict. Overcoming cultural barriers at the negotiation table and learning how to avoid cultural conflict when negotiating across cultures are important elements of living and working in an increasingly global world.
Start by watching the video: ‘Conflict Resolution”
(https://www.youtube.com/watch?v=KY5TWVz5ZDU).
Now complete the self-evaluation: ‘Conflict Management Styles Assessment’ (located on the BB under Assessment Tasks and Submission Assessment 4 folder.
Reflect on your own approach to conflict and your personal negotiating style. What does this say about you? How might it affect the way you communicate and handle conflict? Can your personal style help or hinder the negotiation, cause, prevent or resolve conflict?
What is the conflict management style you would like to work on? How can you practice this conflict management style?
?Week 9: Communicating to convey goodwill
Observe a live or recorded speech or oral presentation in which the speaker is attempting to persuade. How credible was the speaker? What did she or he say or do that helped to enhance or to detract from his or her credibility? How effective was the speaker in conveying goodwill or establishing a relationship with his or her audience? Finally, how persuasive was the speaker?
?Week 11 Future communication practices
The world is changing; the business environment is evolving and so to organisations and their relationship with both external and internal stakeholders. The following macro trends will inevitably change the practice of communications in the future: the digitised workplace, generational differences, diversity and inclusion, globalised and multicultural workforces, social conscience and impact, worklife balance, and the radical impact of technology.
As a consequence, what transformation and trends of either external OR internal communication practices do you predict?

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Linear Development in Learning Approaches

Information Technology and Organizational Learning Assignment:

  • Chapter 4 – Review the section on Linear Development in Learning Approaches.  Discuss how learning changes over time impact organizational culture.  What is the impact of this cultural change on the success of IT projects?
  • Chapter 5 – Review the Roles of Line Management and Social Network and Information Technology sections.  Note the various roles in the organization and note the similarities and differences within each role.  Also, note how innovation technology management shapes how we communicate amongst coworkers within an organization. 

The above submission should be two -pages in length (one page for each chapter) and adhere to APA formatting standards.

**Remember the APA cover page and the references (if required) do not count towards the page length**

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Self-Reflection of Learning within the Capstone Business Simulation

Business Capstone Assessment 4): Individual Presentation (20%)
Summary of Individual Presentation
The Individual Presentation will be a reflection piece on your personal experience within the Executive Team of your Company. It will revolve around two key areas: 1) Self-Reflection of Learning within the Capstone Business Simulation, and 2) Analysis of the Team Dynamics.
A short and engaging individual presentation of 3-4 minutes (4 minutes maximum) is required.
Students are encouraged to explore various ways of creating a professional online presentation. This may involve using media enhancements in the presentation, if appropriate.
The presentation is expected to be formal in nature, but please note: A formal presentation does not equal a boring presentation! Do not let the word ‘formal’ stifle your creativity when presenting; interaction and creativity in your presentation are encouraged. You are expected to use the skills you have learnt over the course of your degree to keep the audiences interest.
The presentation must be conducted in one of two different ways:
1) Live to your tutor in-class (for those still attending class) or using Blackboard
Collaborate (for those in an online class) during each students scheduled seminar 12 (the last seminar of the semester), or
2) Pre-recorded and uploaded to a free viewing platform (such as YouTube, TikTok etc.) where a login is NOT required and a link to view your presentation can be provided to the tutor.
Whichever presentation method is chosen by students, the due date and time remains as the beginning of each students scheduled seminar 12 (the week of 2-6 November, 2020).
Students who choose the pre-recorded option are expected to have a webcam, therefore it is strongly recommended students use their webcam whilst presenting. A webcam is not compulsory, but a look at the Individual Presentation Rubric will highlight its value.
Refer to the Individual Presentation Rubric (20%).pdf in Blackboard Assessments 4) Individual Presentation (20%) for details of the allocation of marks for the Individual Presentation.
Requirements for Individual Presentation
1) Introduction
• Introduce yourself.
• Specify your Capstone Business Simulation Company.
• Outline the purpose of the presentation.
2) Self-Reflection of learning within the Capstone Business Simulation
These are some SUGGESTED areas that can be covered (do NOT attempt to cover them all):
• Was I confident in my knowledge of running a business before starting the unit?
• What did I know about Finance/Marketing/Production and/or running a business before starting the unit?
• Did I under- or over-estimate the effect that changes in one area of a company has on other areas of a company?
• How did I approach learning new things?
• Did I go in with an open or closed mind? Was it beneficial or detrimental?
• What was my personal approach to the unit?
• Did the changes in structure of the unit (online learning) affect my engagement with the unit?
• What could/should I have done differently?
• Have I learnt anything that I can take with me to the workforce?
• Did I enjoy the unit?
3) Analysis of the Team Dynamics
These are some SUGGESTED areas that can be covered (do NOT attempt to cover them all):
• How many people were in my team?
• Was I aware of any research on group formation processes?
• Was there a leader within my team? Why/why not?
• Did the group become a team or remain a set of individuals?
• How were the roles within the team allocated?
• Were the group meetings effective? Why/why not?
• What was the biggest hurdle the team faced?
• What could/should I have done differently within my team?
• What could/should have been better within the team?
• How could/should I have made my team better?
• Did the group have any fun (at any time throughout the semester)?
4) Conclusion
• Summarise the key points of the presentation.
References are NOT required for the presentation.
Students are expected to be sensitive to other students’ feelings. At all times students should not personally criticise fellow students. Rather the focus should be on the company and team as a whole. The presentation must remain objective. Any personal criticism will not be tolerated, in the (online) classroom nor in the workplace. Refer to the Student Charter for information about Curtin’s Values of Integrity, Respect, Courage, Excellence and Impact.
EVERY student is required to upload an electronic copy (e.g. PowerPoint slides, Prezi link, etc.) of the presentation in Blackboard Assessments 4) Individual Presentation (20%) Company Presentation – Submission before the presentation in Seminar 12.

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ABC Learning Center is a child care center the uses a local area network to run its business.

 ABC Learning Center is a child care center the uses a local area network to run its business. Employees use a computer in the main room to check children in and out and complete of other necessary paperwork for the center. Records and financial information are kept on another computer located in a back room restricted to employees only. A Web server is also hosted in the back room; a router provides access to the Internet via a broadband DSL connection. The center does not use antivirus software, as the Internet access was primarily implemented to broadcast images from a webcam in the main room so that parents can check on the children via the Internet. Since you are enrolled in a Security Assessment and Auditing class at Tarrant County College, you have been recommended to assist ABC Company with a risk assessment. Complete the following questions based on information provided 

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Provides consistent evidence of deep and critical understanding in relation to the learning outcomes.

BIOL399 marking rubric for essays:
This page outlines the University grading policy. The following pages provide the marking rubric. Macquarie University’s grading policy:
HD High Distinction 85-100
D Distinction 75-84
Cr Credit 65-74
P Pass 50-64
F Fail 0-49
High Distinction
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. Demonstrates substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
Distinction
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. Demonstrates frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Credit
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. Demonstrates substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
Pass
Provides sufficient evidence of the achievement of learning outcomes. Demonstrates understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Fail
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Title and Abstract

Criteria
Title/Abstract
HD (8.5 to 10)
Concise, clear title. Abstract summarises issue, states what the review covers, findings, future directions.

D (7.5 to 8.5)
Title is good indication of content. Abstract provides a good summary but could be stronger.

Cr (6.5 to 7.5)
Title verbose or missing key elements. Abstract summarises report with inappropriate detail (e.g.merely states that issues will be discussed rather than what the issues are).

P (5 to 6.5)
Title is vague. Abstract is basic.

F ( 5)
Absent.

Introduction

Criteria
Structure
HD (17 to 20)
Clearly explains issue and its importance. Provides broad overview of the topic. Gives a specific and strong aim.

D (15 to 17)
Provides strong background information, states the issue, is reasonably structured and gives a broad aim, although this could be more specific.

Cr (13 to 15)
Provides good information, but not always relevant or too much detail for an introduction. States a basic aim, but could be more strongly structured.

P (10 to 13)
Introduces topic, but does not have clear structure. Too much/little information given for introduction. Aim is unclear or very broad.

F ( 10)
Little introduction, little structure, no aim.

Scientific content

Criteria
Engagement with text and Development of arguments

HD (34 to 40)
Demonstrates advanced understanding of topic, excellent coverage of literature.
Develops specific ideas in depth with strong supporting examples.
Critically analyses rather than just presents arguments. Clearly demonstrates original thinking.

D (30 to 34)
Demonstrates firm understanding of topic, good coverage of literature. Develops specific ideas with supporting examples. Can critically analyse different arguments and demonstrates original thinking.

Cr (26 to 30)
Demonstrates sound understanding of topic. Incorporates many important sources. Discusses some key points or issues, develops specific ideas usually backed up with examples. While there is evidence of critical analysis this skill is still developing.

P (20 to 26)
Demonstrates basic understanding of topic. Mainly summarizes source material with few specific ideas. Key points or issues missed, little critical analysis.

F ( 20)
Does not demonstrate understanding of topic. Numerous key points or issues missed, no critical analysis.
Criteria
Conclusion
HD (17 to 20)
Extends into broader context of topic, avoids merely summarizing review. Clearly identifies knowledge gaps, provides firm direction for future research or decision making.

D (15 to 17)
Extends into broader context of theme, identifies knowledge gaps, future research, but could provide more detail.

Cr (13 to 15)
Some extension of theme, identifies some research gaps, future research direction.

P (10 to 13)
Primarily summarizes paper, little extension of theme, little information on research gaps or future directions.

F ( 10)
Mainly summarizes paper and does not extend beyond.

Categories
Writers Solution

Utilizing the National Standards for Professional Learning and other similar resources as a guide, analyze and apply what you have learned to your own organization or choose an organization of interest.

Utilizing the National Standards for Professional Learning and other similar resources as a guide, analyze and apply  what you have learned to your own organization or choose an  organization of interest. As a minimum include the following resources:   learning designs, outcomes, leadership, data implementation and  learning communities.  Develop an action plan for improvement relating to your current organization or another organization. The written paper should be at least seven – ten (7-10) pages in length not including cover page or reference page.  A minimum of five-seven (5-7) scholarly current references are required  for this assignment, See Assignment, Annotated Bibliography. Write in  the third person and submit in a word document. APA RULES APPLY

Learning Forward (n.d.). Standards for professional learning. Retrieved

from http://learningforward.org/standards#.U0VX5FfkLhG

Categories
Writers Solution

Utilizing the National Standards for Professional Learning and other similar resources as a guide, analyze and apply what you have learned to your own organization or choose an organization of interest.

Utilizing the National Standards for Professional Learning and other similar resources as a guide, analyze and apply  what you have learned to your own organization or choose an  organization of interest. As a minimum include the following resources:   learning designs, outcomes, leadership, data implementation and  learning communities.  Develop an action plan for improvement relating to your current organization or another organization. The written paper should be at least seven – ten (7-10) pages in length not including cover page or reference page.  A minimum of five-seven (5-7) scholarly current references are required  for this assignment, See Assignment, Annotated Bibliography. Write in  the third person and submit in a word document. APA RULES APPLY

Learning Forward (n.d.). Standards for professional learning. Retrieved

from http://learningforward.org/standards#.U0VX5FfkLhG