Criteria

=Criteria Sheet and Hints for Success=

Hints from course cordinator:

 * Use and reference scholarly sources for all definitions and claims made
 * Avoid dictionary definitions and use resilience based academic literature to inform thinking
 * Check correct conventions for referencing and citing the work of others. APA style is important for education.
 * Check correct conventions for when to use/not to use page numbers in citations
 * Use resilience/SEL based scholarly literature to inform ideas and demonstrate theoretical and research-informed underpinnings
 * Avoid general texts when the task asks you to demonstrate understanding of a particular topic Integrate and synthesise ideas across the relevant resilience/SEL focussed literature and research Value journal articles and the library databases for current research and readings
 * Offer description, explanation and examples to demonstrate understanding and application of ideas
 * Detailed examples and description are important
 * Value voice and ownership of ideas and personal insights
 * Ensure your commitment to SEL and resilience education is communicated and that you provide authentic and practical examples to demonstrate this commitment – and ensure these examples and ideas are supported by scholarly sources
 * Make connections across real world examples, personal values, scholarly literature and research
 * Look beyond Moodle for resources and reading Ensure the requirements of the task have been addressed. Use the e-profile, assessment block, and criteria sheet to guide what to include
 * Proof read final draft before submitting

Criteria Sheet taken directly from the course profile:

 * EDED 11401 - Building Learning Partnerships - Assessment task 2 – Presentation and resource**
 * Student**……………………………………………………………………….
 * ** Criteria ** ||  ** High Distinction **  ||  ** Distinction **  ||  ** Credit **  ||  ** Pass **  ||  ** Fail **  ||
 * Student demonstrates that he/she has acquired and integrated the facts, concepts and issues related to resilience and the chosen topic || With a presentation and resource that is explicitly supported by accurate and indepth understanding and knowledge of resilience and resilience framework as well as the chosen topic. Response also evidences personal insights. || With a presentation and resource that is explicitly supported by accurate understanding and knowledge of resilience and resilience framework as well as the chosen topic. || With a presentation and resource that is supported by accurate understanding and knowledge of resilience and resilience framework as well as the chosen topic. || With a presentation and resource that is based on some understanding and knowledge of resilience, the resilience framework and the chosen topic. || With a presentation and resource that demonstrate incomplete understanding and/or severe misconceptions of resilience, resilience framework and the chosen topic. ||
 * Student demonstrates that he/she has acquired and integrated knowledge of the Habits of Mind into resilience promotion. || With a presentation and resource that is explicitly supported by accurate and indepth understanding and knowledge of the Habits of Mind dimension as well as relevant personal insights. || With a presentation and resource that is explicitly supported by accurate understanding and knowledge of the Habits of Mind dimension. || With a presentation and resource that is supported by accurate understanding and knowledge of the Habits of Mind dimension. || With a presentation and resource that demonstrates some understanding and knowledge of the Habits of Mind dimension. || With incomplete understanding and/or severe misconceptions of the Habits of Mind dimension. ||
 * Student demonstrates an ability to use knowledge meaningfully by designing a resource for use in a learning site. || With a creative resource that promotes positive attitudes to mental health promotion, promotes the development of partnerships and has application and use in a number of contexts or can be used in a variety of ways. || With an interesting resource that promotes positive attitudes to mental health promotion, promotes the development of partnerships, and can be used in a number of ways in different contexts. || With a resource that promotes positive attitudes to mental health promotion, promotes the development of partnerships, ands can be used to suit different contexts. || With a resource that promotes positive attitudes to mental health promotion, and meets the relevant requirements of the learning context. || With a resource that demonstrates limited consideration of the promotion of positive attitudes to mental health. Use of resource is limited. ||
 * Student demonstrates that he/she is able to evaluate the resource. || With an evaluation that is realistic, reflects the interest of stakeholders, considers future innovation and evidences personal insight. || With an evaluation that is realistic, reflects the interest of all stakeholders and considers future innovation. || With an evaluation that is realistic and considers how the resource meets the needs of stakeholders. || With an evaluation that is realistic. || With an evaluation that is unrealistic with little or no consideration of key aspects of the resource or the needs of stakeholders. ||
 * Demonstrates an ability to use appropriate communication skills. || With a response that is very well structured, shows consideration of audience, is persuasive and is creative. || With a response that is very well structured, shows consideration of audience and is persuasive. || With a response that is well structured, shows consideration of audience and has some persuasive elements. || With a response that is well structured and shows consideration of audience. || With a response that is poorly structured and shows little or no consideration of audience. ||


 * Demonstrates an ability to use appropriate referencing skills. || Accurate, thorough and persuasive use of references to supporting material. || Accurate and thorough use of references to supporting material. || Accurate use of references to supporting material. || Some use of references to supporting material || Few or no references to supporting material ||