Tasmanian qualifications authority



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Work Requirements


Each section of the course contains minimum work requirements. These are summarised in the table below. As minimum requirements these requirements ensure adequate opportunities for assessment against the relevant criteria and standards, and for learners to attain the course’s learning outcomes. It is expected that – in addition to these minimum requirements – providers will set other assessment tasks (such as short answer tasks, tests/examinations, and research and project work).

Both report and formal essay formats will be used in texts forming part of the minimum work requirements. Features of these formats are given below. In some sections the format of a task is specified. Where the format is not specified providers will ensure that – over the course of the study of Australia in Asia and the Pacific – a balance of both report and formal essay formats is required for assessment.



Section

Minimum Written Tasks - at least:

Approximate Size of Tasks

A

2 written texts

2 X 600-900 words =

1200-1800 words

B

3 written texts

1 in report format

3 X 600-900 words =

1800-2700 words

C

2 written texts

1 in report format

1 X 1200-1800 words + 1 X 600-900 words =

1800-2700 words

D

3 written texts

2 in report format

3 X 600-900 words =

1800-2700 words




Total

Approximately 6600 - 9900 words

(about 22-33 pages, if 1 page = 300 words)

Selection of nations for study


In Sections B, C and D nations are chosen or selected from given lists/groups. In making such selections (either made by the provider or negotiated between providers and learners) providers will ensure that - other than Australia - the same nation is not selected for study more than once. For example, if Australia’s overseas aid to Cambodia and Fiji are chosen in Section B.1 and migration to Australia from Vietnam is selected in Section B.2, Siem Reap (Cambodia) and Fiji cannot be selected for case studies in Section C, and the given crises in Cambodia, Vietnam and Fiji cannot be selected in Section D. See also Appendix A.

Written text formats


Report format:

  • have a title, headings and sub-headings

  • use a numbering system for sections/sub-sections

  • use dot points and paragraphs where appropriate. When dot points are used they must provide clear information, not an over simplistic summary or a single word

  • have an introduction and a conclusion

  • maps, graphs, diagrams, tables and charts may be included within the report or attached as appendices. They must to be referred to, and discussed within, the report

  • the source of the information, images, ideas or words not the learner’s own must be explicitly acknowledged using an appropriate referencing/citation method, and a reference list/bibliography will be provided.*

Essay format:

  • have a title page noting learner’s name/identification, topic, date etc.

  • have an introduction, essay body, and conclusion

  • use formal paragraphing and full sentences

  • maps, graphs, diagrams, tables and charts are attached as appendices. They must to be referred to, and discussed within, the essay

  • the source of the information, images, ideas or words not the learner’s own must be explicitly acknowledged using an appropriate referencing/citation method, and a reference list/bibliography will be provided.*

*For further information see the TQA documents: Authenticity and Academic Integrity: A Guide and 'How do I reference (cite) other peoples' information, images, ideas or words used in my work?' available at: http://www.tqa.tas.gov.au/1468


Assessment


Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the Tasmanian Qualifications Authority will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by the Tasmanian Qualifications Authority to ensure provider validity and comparability of standards across all awards. Further information on quality assurance processes, as well as on assessment, is available in the TQA Senior Secondary Handbook or on the website at http://www.tqa.tas.gov.au.



Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to the Tasmanian Qualifications Authority.

The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.
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