ASSESSMENT BRIEF
Subject Code and Title COMR2010- Cultural Diversity: A Personal Perspective
Assessment 1 Reflective Journal entries (3 Parts)
Individual/Group Individual
Length 1000 words each journal entry (3 in total)
Learning Outcomes 1. Reflect upon, identify and articulate the importance of cultural awareness and understanding of intercultural competence
2. Explain and apply a range of theories needed to successfully live together in a culturally diverse world.
3. Identify and apply skills in mindfulness and critical reflection and awareness that supports your own development of intercultural competence.
5. Communicate orally and in writing an awareness and understanding of intercultural competence.
Submission Part A: By 11:55pm AEST/AEDT Sunday of Week 4 (Module 2)
Part B: By 11:55pm AEST/AEDT Sunday of Week 8 (Module 4)
Part C: By 11:55pm AEST/AEDT Sunday of Week 10 (Module 5)
Weighting 20% for each part (60% in total)
Total Marks 100 marks for each part
Context:
Reflective writing is evidence of reflective thinking, and is a process where you can learn from your experiences. In particular, the reflective journal assessment in this subject supports you to explore and articulate your intercultural learning and its relevance to your personal, social and professional life.
Instructions:
You will complete three reflective journal entries for this subject. For each journal entry, write at least 1000 words, drawing specifically from the subject’s learning resources and your own independent research (please indicate by using APA referencing). For each journal entry, you are required to:
COMR2010_Assignment 2_Journal Page 1 of 6
• Write a reflective piece that highlights your learning arising from your engagement with the subject’s resources and learning activities.
• You are encouraged to connect the key concepts/ideas from the subject to your experiences, prior knowledge, background or workplace.
• Effectively communicate your ideas and perspectives to demonstrate your learning (referring to authors using APA referencing).
• Articulate the significance of your learning (why it matters).
• Identify how you can use your learning, especially in relation to personal, social and professional contexts.
The following questions can assist you in structuring your reflective writing.
• What have I learnt?
• What were my initial reactions to the learning resources and activities?
• What have I found most interesting or surprising from the modules? Why?
• How does my new learning fit with existing knowledge and experiences?
• How have my ideas changed as a result of learning?
• What else do I need to learn?
• How does my learning contribute to my personal, social and professional development?
• How will my learning influence my future behaviour or practices?
Reflective Journal Entry: Part A (covering Modules 1 and 2) is due end of Module 2 (Week 4).
Reflective Journal Entry: Part B (covering Modules 3 and 4) is due end of Module 4 (Week 8).
Reflective Journal Entry: Part C (covering Module 5) is due end of Module 5 (Week 10).
COMR2010_Assignment 2_Journal Page 2 of 6
Learning Rubrics for each part A, B, C
Assessment Attributes Fail
(0-49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85-100%)
Knowledge and understanding of the concepts from the modules
30%
Limited understanding of required
concepts and knowledge
Key components of the assignment are not addressed.
Satisfactory knowledge or understanding of the concepts.
Highlights learning from the subject’s resources and experiences.
Resembles a recall or summary of key ideas.
Often
conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Thorough knowledge or understanding of the concepts.
Highlights learning from the subject’s resources and experiences that support personal opinion and information substantiated by evidence.
Demonstrates a capacity to explain and apply relevant concepts through reflection.
Highly developed understanding of the concepts.
Discriminates between assertion of personal opinion of learning and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts through reflection.
A sophisticated understanding of the concepts.
Reflectively, systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts
and application to
new
situations/further learning.
Critical reasoning, presentation and defence of key
concept/ideas
20% Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Makes assertions that are not justified. Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the Specific position (perspective or argument) is expertly presented and accurately takes into account Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively,
Justifies any conclusions reached with arguments not merely assertion.
Articulates the significance of learning.
assignment. Others’ points of view are acknowledged.
Justifies any conclusions reached with well-formed arguments not merely assertion.
the complexities of the issue(s) and scope of the assignment.
Justifies any conclusions reached with welldeveloped arguments that relate specifically to the significance of learning.
accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.
Justifies any conclusions reached with sophisticated arguments.
Analysis and reflection on key concepts addressing the prompt
20%
Limited synthesis and analysis.
Limited application/recommendations based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application.
Identifies how learning can be applied in practical ways.
Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis with application of recommendations
linked to analysis/ synthesis.
Clear and detailed identification of how learning can be applied in different contexts.
Thoroughly developed and creative analysis and synthesis with application of recommendations
linked to analysis/synthesis.
Highly sophisticated and creative analysis and synthesis of new with existing knowledge.
Strong application with clear justifications based on analysis/ synthesis.
Applies knowledge to new situations/ other cases.
Use of academic and
discipline conventions and sources of evidence
20% Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style.
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style.
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style.
Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond
the key reading
There are no mistakes in using the APA style.
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style.
Effective communication
10% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning.
Information, arguments and evidence are presented in a way that is not always clear and logical.
Attempts are made to keep the audience Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, line of Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating learning by discussing key ideas/concepts from resources.
Little use of presentation aids, or the presentation aids and material used are irrelevant.
engaged, but not always successful. Line of reasoning is often difficult to follow.
Presentation aids are used more for effect than relevance.
reasoning is easy to follow.
Effective use of presentation aids.
Engages the audience, demonstrates cultural sensitivity.
Carefully and well prepared presentations aids are used.
Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity
Effective use of diverse presentation aids, including graphics and multimedia.