Critical perspectives | My Assignment Tutor

Module Code/ Title:                                                                                                                Pathway / Level:                                                                                  Recommended No of students per group for this assessment:  4  GROUP No: STUDENT NAME:                   Title/Topic:  Presentation Date & Time:Time allocated to present:      3-4 minutes      (here as next, lecturer to decide)                                           Time allocated for each group discussion per presentation:  5-7 minsTICK APPROPRIATE GRADE BOX Note: The performance indicators in this grid may not accurately constitute the grade90 – 100 Outstanding80 – 89 Excellent70 – 79 Very Good60 – 69 Good50 – 59 Clear Pass40 – 49 Marginal Fail20 – 39 Clear Fail0 – 19 Little or Nothing of Merit                      (Lecturer to advise percentage per sections  below – based on criteria listed below)QUALITY OF PRESENTATION CONTENT/EVIDENCE OF RESEARCH: The research undertaken by the candidate for the examination topic is demonstrated to be                          extensive in terms of content, level, and relevance. Professional use of notes to maintain screen gaze, indicates excellent preparation/practice.The presentation is correctly timed:      Little or no evidence is offered of enough research and/or practice for the presentation.   CASE CAN HELP:   [email protected]  Critical perspectives: Asks questions; and offers arguments that demonstrate analytical/evaluative ideas or insights                        into the student’s own research and the research presented and/or contributed by others in                         discussions.    Note:  questions and/or arguments are not used to interrupt a presentation.                         Instead, they are for enriching the quality of the group’s critical thinking during its                         discussions. Displays knowledge & understanding during presentation and discussions, that is, inclusion of                          relevant theories; accurate/relevant application /data/theory/practice/ examples. Intervenes to help keep the group focussed on assessment topic.       Few or no critical perspectives – as in questions posed, arguments offered, analytical or evaluative insights into the student’s own research or that contributed by others – are demonstrated during the discussion.   The student may contribute little by remaining silent, or else may input in ways that lead the group off task.   CASE CAN HELP:   [email protected] co-leadership of group management.   (Compassion is defined here as a cognitive capacity)                             (Lecturer to advise percentage per section based on the criteria listed below) Body Language (10%) Screen gaze and other body language is appropriately attentive, expressive, and inclusive:                        appropriate use of gestures/posture/hands/ body movement/facial expressions.     Body language signals little interest in what others say; or, may focus repeatedly on some students to the exclusion of others.    CASE CAN HELP:   [email protected] OF LANGUAGE Language is graded (it is plain, accessible international English) and it is appropriately paced                          (not so speedy that some cannot follow). Interruptions of presentations are for communication breakdown only, that is when someone                          in the group does not understand what the presenter has just said: “Sorry?” is enough. Language use is clearly respectful and inclusive when:                                 a.     Disagreeing and/or critiquing Questioning      Student may: speak too fast; or too quietlyuse excluding, localised English;use inappropriately individualistic or disrespectful language at any point during the assessment.   CASE CAN HELP:   [email protected] management strategies : Inviting, encouraging, thanking others (for presentations and/or specific points or insights                         during the group’s live discussion of each presentation’s content). Accommodating reasonable hesitations/silences in the discussion.  Checking understanding of the group, if necessary, when speaking.Intervening proactively and compassionately in the excluding behaviours of others, e.g.                          monopolising (over-talking) behaviours that reduce the chances of others to speak. Natural / positive attitude to self and others throughout     Student may: tend to monopolise or talk over others Student makes little or no attempt to: check the group’s understanding e.g. when using unfamiliar terms/conceptsget clarification when it is neededlisten/respond relevantly to others proactively support the efforts of others to contribute effectively to the discussion. CASE CAN HELP:   [email protected]/OVERALL IMPRESSION/STRENGTHS TO BUILD ON/POINTS FOR IMPROVEMENT       Marks for Research & Critical perspectives:Other group Peer (optional/formative)Tutor (summative):Overall  MarkTutor Signature:   Second Signature:Marks for Compassionate Group Management:Other group Peer (optional/formative)Tutor  (summative): PG Grading Criteria.    ORAL COMMUNICATIONS   Individual:  presentation and participation in the group’s discussion of its 4 presentations To  be used as part of the assessment grade (Available in ‘Team Work’ folder on the CASE site); and  WebPA may also be used for students to assess their team members in preparation   

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

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