Subject Outline EDGX901 Psychology for Educators · 3 EDGX901 SUBJECT OUTLINE AUTUMN 2019 Section...

Faculty of Social Sciences

School of Education

Subject Outline

EDGX901

Psychology for Educators

Autumn 2019

Delivery location: Wollongong

Mode of delivery: Flexible

Credit Points: 6

Pre-requisites: Nil

Co-requisites: Nil

Restrictions: Postgraduate programs

Contact Hours: 3hrs workshop and online activities

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EDGX901 SUBJECT OUTLINE AUTUMN 2019

Table of Contents

Section A: Subject Information .................................................................................................................................................................2

Subject Contacts ....................................................................................................................................................................................3

Subject Details .......................................................................................................................................................................................4

Subject Description ............................................................................................................................................................................4

Subject Learning Outcomes ...............................................................................................................................................................4

ELearning, Readings, References and Materials ...................................................................................................................................5

Lectures/ Workshops .............................................................................................................................................................................6

Lectures/Workshops ..........................................................................................................................................................................6

Minimum Attendance Requirements .................................................................................................................................................6

Study Schedule ..................................................................................................................................................................................6

Standards Matrix ....................................................................................................................................................................................7

Section B: Assessment ...............................................................................................................................................................................8

Assessment Tasks ..................................................................................................................................................................................8

Assessment 1 .....................................................................................................................................................................................9

Assessment 2 ...................................................................................................................................................................................10

Assessment 3 ...................................................................................................................................................................................11

Submission and Return of Assessments ..............................................................................................................................................14

General Assessment Information .........................................................................................................................................................15

Section C: General Advice for Students ..................................................................................................................................................16

Student Support ...................................................................................................................................................................................16

Policies and Guidelines........................................................................................................................................................................17

Copyright Commonwealth of Australia

Copyright Regulations 1969

© 2019 University of Wollongong

The original material prepared for this guide is covered by copyright. Apart from fair dealing for the purposes of private study, research, criticism

or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission.

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Section A: Subject Information

SUBJECT CONTACTS

Subject Coordinator/Lecturer

Name A/Prof Irina Verenikina

Telephone 02 4221 4285

Email [email protected]

Room 21.205

Consultation Times Tuesday 3.30 pm - 4.30 pm in weeks 1, 3, 5 & 9.

Other times – by appointment and via email

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SUBJECT DETAILS

Subject Description

This subject explores a range of learning theories and their application in a range of educational contexts from school through to adult environments. It covers classical theories of learning and development as well as contemporary

approaches that underpin educational practice. Topics include: behaviourism; Piaget and neo-Piagetians; Vygotsky and

sociocultural accounts of learning; information processing perspectives; the relationships among language, learning and

thought; and issues in the assessment of intelligence. Students will be expected to apply these theoretical perspectives to

their particular specialisation.

Subject Learning Outcomes

On successful completion of this subject, students will be able to:

Subject Learning Outcomes Australian Professional

Standards for Teachers

1. Identify the key learning and development theories that underpin

contemporary educational practice 1.1.1; 1.2.1; 1.2.2

2. Critically evaluate a range of theories and analyse their usefulness in a

particular educational context 3.3.2; 6.2.1; 6.2.3

3. Apply knowledge and communication skills to report critically on a

particular learning theory as it relates to educational practice 1.2.1; 1.2.3; 3.1.2

Student Workload

Students should note that UOW policy equates 1 credit point with 2 hours of study per week, including lectures and

tutorials/workshops/practicals, self-directed study and work no assessment tasks. For example, in a 6 credit point

subject, a total of 12 hours of study per week is expected.

Extraordinary Changes to the Subject Outline

In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after the

Subject Outline has been distributed. All students enrolled in the subject must be notified and have the opportunity to

provide feedback in relation to the proposed amendment, prior to the amendment being finalised.

Learning Analytics

Where Learning Analytics data (such as student engagement with Moodle, access to recorded lectures, University

Library usage, task marks, and use of SOLS) is available to the Subject Coordinator, this may be used to assist in

analysing student engagement, and to identify and recommend support to students who may be at risk of failure. If you

have questions about the kinds of data the University uses, how we collect it, and how we protect your privacy in the

use of this data, please refer to https://www.uow.edu.au/about/privacy/index.html.

Subject Outline Version Control

Version history and subject improvements

3rd edition A/Prof Irina Verenikina, School of Education, SOC, UOW. Amendments to assessment task 3 to encourage

critical analysis of the theories.

2019

2nd edition A/Prof Irina Verenikina, School of Education, SOC, UOW. Amendments to assessment tasks 2 to better

accommodate for the needs of distance students.

2018

1st edition A/Prof Irina Verenikina, School of Education, SOC, UOW. Some changes to assessment wording and

structure. Additional discussion forum included.

2017

https://www.uow.edu.au/about/privacy/index.html

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ELEARNING, READINGS, REFERENCES AND MATER IALS

Major Text

Vialle, W., Lysaght, P. & Verenikina, I. (2005). Psychology for Educators. Melbourne: Thomson/Social Science Press.

Recommended Readings and References

This is not an exhaustive list. Students will need to use the UOW Library catalogue and databases to locate additional

resources.

Berk, L. (2012). Child Development. 9th Ed. Boston: Pearson (or any other edition)

Chen, J., Moran, S., & Gardner, H. (2009). Multiple Intelligences Around the World. San Francisco: Jossey Bass.

Ciarrochi, J. (2006). Emotional Intelligence in Everyday Life (2nd Ed.). NY: Psychology Press.

Daniels, H., Wertsch, J. & Cole, M. (Eds.) (2007). The Cambridge Companion to Vygotsky. New York: Cambridge

University Press.

Donaldson, M. (1992). Human Minds: An Exploration. New York: Penguin.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. NY: Basic Books.

Gardner, H., Kornhaber, M.L. & Wake, W.K. (1996). Intelligence: Multiple Perspectives. Fort Worth, TX: Harcourt

Brace.

Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Krause, K.-L., Bochner, S., & Duchesne, S. (2009). Educational Psychology for Learning and Teaching (3rd Ed).

Melbourne: Cengage (or any other edition)

McInerney, D. & McInerney, V. (2010). Educational Psychology (5th Ed.). Upper Saddle River, NJ: Pearson Education

(or any other edition)

Piaget, J. & Inhelder, B. (2000). The Psychology of the Child (2nd Ed.). NY: Basic Books.

Qualter, P., Whiteley, H.E., Hutchinson, J.M. & Pope, D. (2007). Supporting the development of emotional intelligence

competencies to ease the transition from primary to high school. Educational Psychology in Practice, 23 (1), 79–

95.

Richburg, M. & Fletcher, T. (2002). Emotional intelligence: directing a child’s emotional education. Child Study

Journal, 32(1), 31–38.

Sternberg, R.J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. New York: Cambridge University Press.

Sternberg, R. J. (1998). Principles of teaching for successful intelligence. Educational Psychologist, 33, 65–72.

Vygotsky, L.S. (1978). Mind In Society: The Development of Higher Psychological Processes. Cambridge, MA:

Harvard University Press.

Vygotsky, L.S. (1986). Thought and Language (Revised Ed.). Cambridge, MA: The MIT Press.

Woolfolk, A. & Margetts, K. (2007). Educational Psychology. Frenchs Forest, NSW: Pearson Education Australia (any

edition)

Corpus, J. H. & Wormington, S. V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: a

longitudinal analysis. The Journal of Experimental Education, 82(4), 480-501.

Tofade, T., Elsner, J. & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool.

American Journal of Pharmaceutical Education, 77(7), pp. 1-9.

Subject eLearning

The University uses the eLearning system Moodle to support all coursework subjects. The subject Moodle site can be

accessed via the eLearning link in SOLs. SOLs can be accessed from this page:

https://www.uow.edu.au/student/index.html

You can find guidelines to eLearning here https://www.uow.edu.au/student/learningcoop/index.html

Teacher Education Blog

All School of Education students have access to the School of Education Teacher Education blog -

http://www.uowblogs.com/ted/. This online site lists relevant teacher education sites and explains how to

access ICT tools such as Scootle and Interactive Whiteboard (IWB) software (SMART Notebook).

https://www.uow.edu.au/student/index.html

http://www.uowblogs.com/ted/

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LECTURES/ WORKSHOPS

Lectures/Workshops

Current timetable information is located at http://www.uow.edu.au/student/timetables/index.html

Minimum Attendance Requirements

Students enrolled in on-campus instance of the degree are expected to attend all classes. Attendance records are kept for

all classes and students are required to attend a minimum of 80% of all tutorials. Distance students are required to

complete all the activities provided on Moodle including listening to the Echo360 lecture recordings and participation in

all online discussions on Moodle site (minimum 2 posts are required for each discussion, including at least one response

to your peers). Where attendance is affected due to illness or misadventure an application for academic consideration

should be lodged. Failure to comply with mandatory minimum attendance requirements may constitute grounds for the

award of a grade of Technical Fail (TF) in this subject.

Study Schedule

This is a guide to the weekly lecture topics however the delivery date of these topics may on occasion vary due to

unforeseen circumstances, such as the availability of a guest lecturer or access to other resources.

Week

Beginning

(Monday)

Lecture Topics

Reading

Workshop Topics & Tasks/Activities Due

Module 1

(Weeks 1-2)

4 March

Introduction to the subject

• Behaviourist approaches

(including “extrinsic

motivation”)

Text - Chapter 1

Online Module 1

Week 1 - F-t-F lecture/workshop

Presentation topics assigned

Week 1-2 - Online Discussion Forum for

Module 1

Module 2

(Weeks 3-4)

18 March

• Motivation

• The emotional world of

the learner

Text - Chapters 7

and 8

Online Module 2


• Task 2: “Behaviourist approaches”


Module 2 (Distance students)

Module 3

(Weeks 5-6)

1 April

• Cognitive constructivist

approach: Piaget

• Information Processing

(IP)

Text - Chapters 2

and 4

Online Module 3


• Task 2: “Motivation” or “Emotional

world of the learner”

Online Discussion Forum for Module 3

(Distance students)

Week 6 - Assessment Task 1 is due

Module 4

(Weeks 7-8

30 April

• Social constructivist

view: Vygotsky

Essay writing workshop

Text - Chapter 3

Online Module 4

Week 8 - F-t-F lecture/workshop (the 30th

April 2019)

• Task 2: “Piaget” or “IP”

Weeks 7-8 - Online Discussion Forum for


22 April Mid-Session Recess

Module 5

(Week 9-10)

6 May

• Intelligence

• Creativity

Text - Chapters 5

and 6

Online Module 5


• Task 2: “Social constructivist view” or

“Intelligence” or “Creativity”



Module 6

(Weeks

11-13)

20 May

Brining all the theories

together

Chapters 1 - 8

Online Modules

1- 6

Week 11 - 12 Reflection on your study and

working on your essay

Week 13 - Assessment task 3 is due

http://www.uow.edu.au/student/timetables/index.html

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STANDARDS MATRIX

This matrix indicates where the Graduate Teacher Standards are taught, practiced and assessed in this subject.

Graduate Teacher Standard

Descriptor Taught Practised Assessed

1.1.1. Demonstrate knowledge and

understanding of physical, social and

intellectual development and

characteristics of students and how

these may affect learning.

Modules 1-6, lectures and

reading

Tutorial and online

activities

Tasks 2 and 3

1.2.2 Structure teaching programs

using research and collegial advice

about how students learn.


reading

Tutorial and online

activities

Task 3

1.2.3 Expand understanding of how

students learn using research and

workplace knowledge.


reading

Tutorial and online

activities

Tasks 2 & 3

3.1.2 Set explicit, challenging and

achievable learning goals for all

students


reading

Tutorial and online

activities

Tasks 2 & 3

3.3.2; Select and use relevant teaching

strategies to develop knowledge, skills,

problem solving and critical and

creative thinking.


reading

Tutorial and online

activities

Tasks 2 & 3

6.2.1 Understand the relevant and

appropriate sources of professional

learning for teachers.


reading

Tutorial and online

activities

Task 1

6.2.3 Plan for professional learning by

accessing and critiquing relevant

research, engage in high quality

targeted opportunities to improve

practice


reading

Online activities Tasks 1 & 2

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Section B: Assessment

ASSESSMENT TASKS

Minimum Performance Requirements

All assessment tasks must be submitted. Students who do not meet the minimum performance requirements (i.e.

complete all assessment tasks) will be given a TF (Technical Fail) grade on their Academic Transcript.

See the General Course Rules at

http://www.uow.edu.au/handbook/generalcourserules/index.html

Requirements Related to Student Contributions

Group assignments are typically assessed as a group product, usually with the same mark allocated to each group

member. However, the subject co-ordinator reserves the right to allocate individual marks for students for an

assessment task when necessary (for example, in cases where contributions of group members have been unequal).

Referencing

The APA referencing system is used in the School of Education. This is also known as author- date system due to the

order of the information presented. Failure to document adequately and fully is to ignore scholarly rules - and run the

risk of plagiarism. Please consult the UOW library website for further information:

https://www.library.uow.edu.au/content/groups/public/@web/@lib/documents/doc/uow220276.pdf

Academic Integrity

The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to

acknowledge the work of others:

http://www.uow.edu.au/about/policy/UOW058648.html

The University’s Academic Integrity Policy, Faculty Handbooks and subject guides clearly set out the University’s

expectation that students submit only their own original work for assessment and avoid plagiarising the work of others or

cheating. Re-using any of your own work (either in part or in full), which you have submitted previously for assessment,

is not permitted without appropriate acknowledgement or without the explicit permission of the Subject Coordinator.

Plagiarism can be detected and has led to students being expelled from the University.

The use by students of any website that provides access to essays or other assessment items (sometimes marketed as

‘resources’), is extremely unwise. Students who provide an assessment item (or provide access to an assessment item) to

others, either directly or indirectly (for example by uploading an assessment item to a website) are considered by the

University to be intentionally or recklessly helping other students to cheat. Uploading an assessment task, subject outline

or other course materials without express permission of the university is considered academic misconduct and students

place themselves at risk of being expelled from the University.

Assessment Summary:

Task Format/Length Weighting Due Date/Time*

Task 1 Journal Article

Review

1500 words 30% Week 6, Sunday, the 14th of

April, 9.00 pm

Task 2 Multimedia

Presentation

Powerpoint presentation

(6 -7 slides)

30% The week allocated for your

topic

Task 3 Major Essay 2000 words 40% Week 13, the 9th of June,

Sunday, 9.00 pm

*Note: the date/time of submission is Sydney time.

http://www.uow.edu.au/handbook/generalcourserules/index.html


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Assessment 1 Journal Article Review

Due Date Week 6, Sunday, the 14th of April, 9.00 pm

Weighting 30%

Format /Length / Report, 1500 words

Description

In this task you are required to find and read a research article on the topic which is

• related to the theories and areas of study covered in this subject

• relevant to your current practice

The article must be an academic article which reports on an original research

conducted by the authors, that is, it should be retrieved from an academic journal

and include the aim, the theoretical framework, description of participants, the

methods of data collection, and discussion of the findings.

Begin your report with a paragraph which introduces the article that your reviewed

(authors, title) and provides a brief summary of the research reported in the article

by reiterating the aim, the theory employed, the participants, the methods of

research and the major findings. This should be followed by a discussion of

• the ways that this article utilises the theory for conducting their research

• the implications of the article in relation to improving educational practice

in the area of your specialisation

Use four or five additional academic sources relevant to the topic to support your

discussion. Full references to these sources, together with the reference to the

article that you reviewed, should be listed in the reference list using APA

referencing style.

Assessment

Criteria

• Selection of an appropriate article

• A clear summary of the article which includes all the required components

• Understanding of the main points of the article

• Evidence of additional relevant reading

• Understanding the connections between theory and research

• Discussion of the educational implications of the article in the area of study

Assessment rubric is available on Moodle site for this subject.

Subject Learning

Outcomes

Assessed

1. Identify the key learning and development theories that underpin contemporary

educational practice

2. Critically evaluate a range of theories and analyse their usefulness in a

particular educational context

Method of

Submission

This assessment task has been set up to be checked by Turnitin, a tool for checking

if it has unreferenced content.

You will need to submit two files to Moodle site: 1) your Report (word doc file)

and 2) the Text of the article which you reviewed (a pdf file). These two files

should be uploaded to the relevant fields by switching the Tabs at the top of the

Task submission inbox.

You need to submit your Report to Turnitin prior to the due date and Turnitin will

give you an originality report. You can then make any changes to your report that

may be required and re-submit you final version of the report, together with the

Text of the article that you reviewed, by the due date.

Assignment cover sheet is not required.

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Assessment 2 Multimedia Presentation

Due Date

The week of your chosen topic (as per Workshop topics for weeks 3, 5, 7, or 9):

• on-campus students: in class on your presentation date

• distance students: end of the week of your assigned topic, Sunday, 9.00 pm

Weighting 30%

Format / Length /

Duration

• On-campus students: 6-7 slides PowerPoint presentation; 20 min oral

presentation

• Distance students: 6-7 slides PowerPoint file with explanation for each slide in

the “notes” field

Description

This assessment task requires you to create a PowerPoint presentation on an

assigned topic. Topics will be allocated in Week 1 in class (on-campus students) or

via Moodle site (distance students). The presentation should include: the concepts

relevant to the topic and their implications for practice in an educational setting;

visual support to the concepts covered (eg images, videos, diagrams etc); references

that you used to create the presentation.

On-campus students: this assignment is to be completed in groups of 2-3 students.

A PowerPoint presentation of max 20 min should be conducted in class in the

assigned week. The presentation should be in a workshop format, which will

include discussions and hands-on activities for the class. The PowerPoint file

should be submitted directly to your lecturer straight after the presentation.

Distance students: this task should be completed individually; your PowerPoint file

needs to include a brief explanation for each of the slides in the form of notes

written in prose in the designated area for each slide (50-100 words per slide). The

assignment should be submitted as a PowerPoint presentation file via Turnitin on

the Moodle site.

Assessment

Criteria

• Selection of relevant concepts

• Understanding of the main ideas of the topic and their educational implications

(the connections between theory and practice)

• The quality of visual support

• Clear articulation of the ideas (written or orally)

• The use of relevant sources and their appropriate acknowledgement


Subject Learning

Outcomes Assessed

3. Apply knowledge and communication skills to report critically on a particular

learning theory as it relates to educational practice

Method of

Submission

On-campus students: the PowerPoint should be presented in class in the assigned week and the PowerPoint file of your presentation should be submitted directly to

your lecturer on the day of the presentation.

Assignment Cover sheet is not required.

Distance students: the presentation should be submitted as a PowerPoint

presentation file via Turnitin on the Moodle site.You can submit your assessment

task to Turnitin prior to the due date and Turnitin will give you an originality

report. You can then make any changes that may be required and re-submit you

final version by the due date.

.

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Assessment 3 Major Essay

Due Date Week 13, Sunday, the 9th of June, 9.00 pm

Weighting 40%

Format / Length / Essay format, 2000 words

Description

This task requires you to reflect upon the theories presented in this subject and to

think about how you might use them to support your work as an educator in your

current or future workplace. Critically analyse and synthesise the theories of your

choice from at least three topics presented in this subject (Modules 1-5, as per

Lecture Schedule) and write an essay that outlines the ways that these theories can

be applied to your educational practice. In your response to this task, you need to

draw on lecture materials, relevant reputable scholarly sources (e.g. journal articles,

books) and specific examples related to your workplace.

A minimum of 10 scholarly references are required (at least half of which should be

recent scholarly journal articles).

The paper should be presented in a formal essay style.

Assessment

Criteria

• Critical analysis and synthesis of the theories presented in the subject;

• Understanding of the connections between theory, research and practice

• The use of illuminating practical examples to illustrate the ideas

• The use of relevant and recent scholarly literature to support the argument


Subject Learning

Outcomes

Assessed

2. Critically evaluate a range of theories and analyse their usefulness in a particular

educational context

Method of

Submission

This assessment task has been set up to be checked by Turnitin, a tool for checking

if it has unreferenced content. You can submit your assessment task to Turnitin

prior to the due date and Turnitin will give you an originality report. You can then

make any changes that may be required and re-submit you final version by the due

date.

Assignment cover sheet is not required

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UOW Grade Descriptors

The UOW Grade Descriptors are general statements that communicate what our grades represent, in terms of standards

of performance, and provide a frame of reference to ensure that assessment practice across the University is appropriate,

consistent and fair. Grade Descriptors are expressed in general terms so that they are applicable to a broad range of

disciplines. For more information on the UOW grade descriptors see:

http://www.uow.edu.au/curriculum-transformation/aqc/uowgradedescriptors/index.html

Grade Mark (%) Descriptor

High

Distinction

HD

85-100 For performance that provides evidence of an outstanding level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a distinction grade plus (as

applicable) one or more of the following:

• consistent evidence of deep and critical understanding

• 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

• use of quantitative analysis of data as the basis for deep and thoughtful judgments,

drawing insightful, carefully qualified conclusions from this work

• creativity in application as appropriate to the discipline

• eloquent and sophisticated communication of information and ideas in terms of the

conventions of the discipline

• consistent application of appropriate skills, techniques and methods with outstanding

levels of precision and accuracy

• all or almost all answers correct, very few or none incorrect

Distinction

D

75-84 For performance that provides evidence of a superior level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a credit grade plus (as applicable)

one or more of the following:

• evidence of integration and evaluation of critical ideas, principles, concepts and/or

theories

• distinctive insight and ability in applying relevant skills, techniques, methods and/or

concepts

• demonstration of frequent originality in defining and analysing issues or problems and

providing solutions

• fluent and thorough communication of information and ideas in terms of the conventions

of the discipline

• frequent application of appropriate skills, techniques and methods with superior levels of

precision and accuracy

• most answers correct, few incorrect

Credit

C

65-74 For performance that provides evidence of a high level of attainment of the relevant subject

learning outcomes, demonstrating the attributes of a pass grade plus (as applicable) one or

more of the following:

• evidence of learning that goes beyond replication of content knowledge or skills

• demonstration of solid understanding of fundamental concepts in the field of study

• demonstration of the ability to apply these concepts in a variety of contexts

• use of convincing arguments with appropriate coherent and logical reasoning

• clear communication of information and ideas in terms of the conventions of the

discipline

• regular application of appropriate skills, techniques and methods with high levels of


• many answers correct, some incorrect

http://www.uow.edu.au/curriculum-transformation/aqc/uowgradedescriptors/index.html

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Pass

P

50-64 For performance that provides evidence of a satisfactory level attainment of the relevant

subject learning outcomes, demonstrating (as applicable) one or more of the following:

• knowledge, understanding and application of fundamental concepts of the field of study

• use of routine arguments with acceptable reasoning

• adequate communication of information and ideas in terms of the conventions of the

discipline

• ability to apply appropriate skills, techniques and methods with satisfactory levels of


• a combination of correct and incorrect answers

Fail

F

<50 For performance that does not provide sufficient evidence of attainment of the relevant

subject learning outcomes.

Technical

Fail

TF

When minimum performance level requirements for at least one assessment item in the

subject as a whole has not been met despite the student achieving at least a satisfactory level

of attainment of the subject learning outcomes.

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SUBMISSION AND RETUR N OF ASSESSMENTS

Procedures for the Submission and Return of Assessed Work

• Written assignments should be submitted as a word document in 12 point font and 1.5 spaced .

• Copies of assignments made before submission should be retained by students.

• Online/Electronic Submission – Special requirements for electronic/online submission and return of work is

provided under the description of the task for each assignment.

• Except in the case of special assignments (e.g., oral presentation in tutorial), all assignments are to be

submitted via Turnitin in the Assignment submission area of the subject’s Moodle site. Gradebook will be used

to facilitate grading of assessment tasks.

• Unless directed otherwise, marked assignments will be available within 3 weeks of submission on Moodle site.

• Assignments will be retained for 21 days after distribution of mark or release of final grade. For further

information refer to Code of Practice – Teaching and Assessment.

Late Submission of Assessment Tasks and Penalties

Assessed work must be submitted by the date and time given. NOTE: the date/time of submission is Sydney time. If an

assessment is submitted late, it will be marked in the normal way, and a penalty will then be applied.

Late Submission Penalty

Late submissions will receive a penalty of 5% per day (or part thereof) of the total possible marks for the assessment

task for up to ten (10) days after the due date and time for submission (including weekends, and public holidays), or,

where an extension has been granted, for up to ten (10) days after the nominated extension deadline. For the purposes of

this penalty a weekend (Saturday and Sunday) will be regarded as two days.

No marks will be awarded for work submitted:

a) more than ten (10) days after the due date, or

b) after the assessment has been returned to the students; whichever is applicable.

In such an instance, a mark of zero and a result of Fail for the task will be applied.

Note: Assessments must still be submitted to meet minimum performance requirements even though no mark is to be

awarded.

Examples of penalties:

Assignment Value Student Mark Number of Days

Late

Penalty (5% of Total

Possible Mark)

Student Actual

Mark

100 80 0 0 80

100 80 1 5 75

100 80 2 10 70

20 16 0 0 16

20 16 1 1 15

20 16 2 2 14

50 40 2 5 35

Extensions

Extensions of time to submit material for assessment can only be requested in advance of the due date for an assessment

activity through the Academic Consideration process on SOLS. For more information please refer to the Student

Academic Consideration Policy at: http://www.uow.edu.au/about/policy/UOW058721.html

Note: This Subject Outline provides details of requirements for the subject and this information includes the dates for

the submission of work for assessment. Pressure of work, either from employment or from other subjects, is not an

acceptable reason for seeking an extension of time.

Retention of Submitted Work

The University may retain copies of student work in order to facilitate quality assurance of assessment processes, in

support of the continuous improvement of assessment design, assessment marking and for the review of the subject. The

University retains records of students’ academic work in accordance with the University Records Management Policy

and the State Records Act 1988 and uses these records in accordance with the University Privacy Policy and the Privacy

and Personal Information Protection Act 1998.


15


GENERAL ASSESSMENT INFORMATION

Academic Consideration

If you believe that your submission of, performance in, or attendance at, an assessment activity, has been affected on

compassionate grounds, by illness or by other serious extenuating circumstances beyond your control, you can apply for

academic consideration in Student OnLine Services (SOLS). Do not assume that an application for academic

consideration will be automatically granted. For more information please refer to the Student Academic Consideration

Policy at: http://www.uow.edu.au/about/policy/UOW058721.html

Supplementary Assessment

Supplementary assessment may be offered to students whose performance in this subject is close to that required to pass

the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The Subject Coordinator

will determine the precise form of supplementary assessment at the time the offer of a supplementary is made. In some

circumstances you may be offered a supplementary exam. For more information about Supplementary Exams refer to:

http://www.uow.edu.au/student/exams/aboutsupp/index.html

Scaling

Marks awarded for any assessment task (including examinations) may be subject to scaling at the end of the session by

the School Assessment Committee (SAC) and/or the Faculty Assessment Committee (FAC). Marks may be scaled in

accordance with University policy. Scaling will not affect any individual student’s rank order within their cohort. For

more information refer to Standards for Finalisation of Student Results:


Student Academic Complaints Policy

In accordance with the Coursework Student Academic Complaints Policy, a student may request an explanation of a mark

for an assessment task or a final grade for a subject consistent with the student’s right to appropriate and useful feedback

on their performance in an assessment task. Refer to the Coursework Student Academic Complaints Policy

(http://www.uow.edu.au/about/policy/UOW058653.html) for further information.

Assessment Quality Cycle

The University of Wollongong is committed to the quality assurance and quality enhancement of assessment. The

University will meet its legislative and regulatory obligations, to ensure consistent and appropriate assessment through

course management and coordination, including assessment quality assurance procedures. An Assessment Quality Cycle

is used to describe quality assurance at the points of assessment design, assessment delivery, the declaration of marks and

grades, and review and improvement activities.

Literacy and Numeracy Testing

From 2017 all pre-service teachers must pass a national literacy and numeracy test prior to undertaking their

final Professional Experience. You are encouraged to sit this test as early as practical to allow time for

support and re-sits. Information and support can be found at:

http://socialsciences.uow.edu.au/education/currentstudents/central/UOW220101. The test is administered by

ACER: https://teacheredtest.acer.edu.au/.


http://www.uow.edu.au/student/exams/aboutsupp/index.html



http://socialsciences.uow.edu.au/education/currentstudents/central/UOW220101

https://teacheredtest.acer.edu.au/

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Section C: General Advice for Students

STUDENT SUPPORT

Faculty Central / Student Hub

The Faculty Central or Student Hub is your first point of contact for a wide range of enquiries including:

• Providing assistance with student forms.

• Making an appointment with the Head of Students

• Accepting some assignments where referred to in your Subject Outline.

Location Student Service Centre

Building 23, Room G21

Student Hub 41

Building 41, Ground floor

Schools

served School of Education

School of Geography and Sustainable Communities

School of Health and Society

School of Psychology

Telephone +61 2 4221 3981 +61 2 4221 5962

Email [email protected]

Counter

hours 9am – 5pm Monday to Friday

Student Support Adviser (SSA)

If you have a temporary or ongoing issue or a problem that is affecting your study, including issues that are related to

belonging to an equity group, then the Student Support Advisers may be able to help. There are Student Support

Advisers available to assist students who are studying at all UOW Campuses and in all UOW Faculties. Contact details

can be found on the UOW website:

https://www.uow.edu.au/student/services/SSA/contact/index.html

Library Services

To save yourself time and enhance your studies: connect with information specialists and resources anytime, anywhere

via Ask Us: http://www.library.uow.edu.au/ask/UOW026599.html

Online – Ask a Librarian Ask questions and receive a response within 1 business day

In person – Book a Librarian 30-minute appointment with an Librarian

Research Consultation Service

1 hour appointment with an information specialist.

Available to UOW academics, HDRs, Postgraduate Coursework, Honours and

Masters students.

Phone +61 2 4221 3548

The Main Library (Building 16) and Education Curriculum Resources Centre (Building 22) are located at the

Wollongong Campus. UOW Libraries at other locations are listed on the Library website:

http://www.library.uow.edu.au

https://www.uow.edu.au/student/services/SSA/contact/index.html

http://www.library.uow.edu.au/ask/UOW026599.html

http://www.library.uow.edu.au/

17


POLICIES AND GUIDELINES

Teaching and Assessment: Code of Practice - Teaching

This Code is a key document in implementing the University’s Teaching and Assessment Policy and sets out the specific responsibilities of parties affected in relation to learning, teaching and assessment, as well as procedures for teaching

staff. The Code can be found at:


Teaching and Assessment: Assessment and Feedback Policy

The purpose of this Policy is to set out the University of Wollongong’s approach to effective learning, teaching and

assessment, including the principles and minimum standards underlying teaching and assessment practice. The Policy

can be found at:

http://www.uow.edu.au/about/policy/alphalisting/UOW222905.html

Teaching and Assessment: Subject Delivery Policy

This Policy sets out specific requirements in relation to the delivery of Subjects. The policy can be found at:


The Student Charter – Your Rights and Responsibilities

The Student Charter is shaped by the University’s mission to excel through providing world-class teaching, learning and

research opportunities that challenge, inform and inspire its students in a diverse and inclusive environment. The Student

Charter is based on principles that guide all members of the University and that promote responsible partnerships within

and beyond the University community. It acknowledges the importance of the connection that is forged between students

and staff of the University as well as the broader community. It encompasses a commitment to academic integrity and the

five fundamental values on which this rests: honesty, trust, fairness, respect and responsibility.

http://www.uow.edu.au/student/charter/index.html

Academic Integrity and Plagiarism Policy

The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to

acknowledge the work of others:


Student Academic Consideration Policy

The purpose of the Student Academic Consideration Policy is to enable student requests for academic consideration for

specific assessment tasks, examinations, academic progress or attendance requirements in a subject relevant to their

course to be evaluated in a fair, reasonable, timely and consistent manner throughout the University. This Policy sets out

clear and defined requirements allowing for transparency, ease of interpretation and implementation. Consistency in

criteria, procedures, and outcomes in the processing of applications for academic consideration for all forms of assessment

are requirements of this Policy. The Policy can be found at:


Course Progress Policy

The Course Progress Policy establishes the requirements, definitions and procedures to be used in determining the

standards of acceptable course progress; the definitions of the roles and responsibilities of UOW staff and students with

regard to course progress; and the descriptions of the resources and choices available to assist students at risk of not

achieving course progress standards. The Policy can be found at:





http://www.uow.edu.au/student/charter/index.html




18


Coursework Student Academic Complaints Policy

UOW aims to provide a transparent and consistent process for resolving student academic grievances. Further information

is available at:


Inclusive Language Guidelines

UOW endorses a policy of non-discriminatory language practice in all academic and administrative activities of the

University. Further information is available from:


Copyright Policy

The purpose of this Policy is to outline responsibilities and procedures regarding the use of third party copyright material,

with the objectives of reducing staff and UOW exposure to the risks associated with the use of third party copyright

material, assisting staff to make full legal use of the materials at their disposal by clearly identifying responsibilities and

promoting copyright compliance. The Policy can be found at:


Intellectual Property

UOW’s Intellectual Property Policy provides guidance on the approach taken to Intellectual Property (IP), including its

ownership, protection and exploitation. Further information about the management of IP is available at


Student Conduct Rules

In line with UOW’s commitment to academic integrity, new rules related to student conduct have been in effect since 1

January 2008. Relevant information may be found at:


IP Student Assignment of Intellectual Property Policy

This policy applies to all Students (under-graduate and post-graduate) of the University of Wollongong (UOW). It may

also apply to other persons by agreement. This policy sets out the approach taken by UOW in relation to Student

assignment of intellectual property. Further information about this policy can be found here:


Workplace Health & Safety Policy

The Workplace Health and Safety (WHS) unit at UOW aims to provide structures, system and support to ensure the

health, safety and welfare of all at the campus. Further information is available from:

http://staff.uow.edu.au/ohs/







http://staff.uow.edu.au/ohs/

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