Subject Guide: AEDEL101A Understanding the adult learner
Assessment task 4 – Essay
Learning Outcomes: 1, 2, 3 and 4
Weighting: 40%
Due Date: As per subject calendar
Length: 1500 words
Rationale/ Purpose of the assessment
THEORIES OF ADULT LEARNING AND THEIR IMPLICATION IN THE VET ENVIRONMENT
This final assessment is an opportunity to demonstrate that you are able to present the learning and information gained from your research and scholarly reading in an academic essay which is persuasive, concise and convincing and supported by scholarly evidence. Your essay content should have particular reference to the subject objective:
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Subject Guide: AEDEL101A Understanding the adult learner
SCENARIO 2: PREPARING TO TEACH IN THE WORKPLACE – 1500 words (40%)
No two learning environments are the same, and often the role of the VET teacher encompasses a range of delivery models, including workplace training.
Please discuss this statement, from the perspective of workplace trainer role, stating why this role differs from classroom teaching, and where it is also similar. Also include the following dot points of your discussion:
• The learning theory reflected in the workplace training program
• How the delivery method informed this theory
• The teacher’s role in facilitating the learning
• How to use learning styles to engage students in their learning
• The desired learning outcomes, a general overview of suitable learning activities, suitable assessment activities (relevant to your teaching area)
Assessment submission:
1. On the front page of your case study assessment, please include the following information:
• Your name
• Your USI (unique student identifier)
• The course name and code
• The subject name and code
• Semester/year
• Facilitator’s name
• Assessment task number and type, eg Assessment task 2, Case study
2. When saving your assessment document, use the following filenaming convention: SubjectCode_AssessmentTaskNo_YourFullname.fileextension eg
AEDEL101A_AssessmentTask2_JohnSmith.doc
3. Your assessment should be submitted via the Understanding the Adult Learner Moodle.
NOTE: by submitting an assessment task in Moodle, whilst logged in under your username and password, you are declaring that it is your work being uploaded.
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About essay writing
Essay writing has important skills development and educational functions. The University of Melbourne provides this introduction on the importance of essay writing in the Higher Education:
“Evidence comes in many forms, but typically consists of specific examples, facts, quotations, statistics and illustrations. It should provide concrete information to support your claim.
Reasoning connects the evidence to your position. It is not enough simply to cite evidence like a shopping list. You need to show the meaning of the evidence and how it supports your position.
Scholarship is used to show how your argument relates to what has already been written on the topic – either in agreement (citing specific works) or in disagreement (citing other works in opposition).”
Essay writing has important skills development and educational functions. (Source University of Melbourne). To find out more about writing a successful essay, the following site is recommended: Writing successful essays (accessed January 2018). Alternatively, you can contact your Higher Education librarian for assistance with researching and writing techniques as well as academic referencing guidelines.
Writing an essay requires you to convert information to knowledge.
It allows you to practise and develop transferable skills that are valuable to you while not only you are a student but also when you are a professional facilitator and need to write reports and develop learner resources.
These transferable skills include
• Critical reading
• An analytical approach to synthesising new information
• Organising your thoughts or ideas
• Developing an opinion and being able to argue or substantiate your ideas and
• Effective communication which is clear and authoritative
Essay writing provides a focus for exploring and consolidating what you have learnt and importantly what it means in practice.
The process allows you to develop and organise your thinking about key concepts and issues in the topic and subject – all of which are vital skills in designing effective learning experiences.
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Subject Guide: AEDEL101A Understanding the adult learner
Subject name AEDEL101A Understanding the Adult Learner
Student name and ID
Assessment No and name Assessment task 4 – Essay % Weighting 40%
Criteria Fail Pass Credit Distinction High Distinction Maximum
Marks
and shows an in-depth understanding.
(16-18) The rationale is enlightening and shows an exceptional understanding. (19-20)
Criteria #3
The role of facilitation Fails to demonstrate an understanding of the adult learner. (0-9) Demonstrates an understanding of the adult learner, with some examples of adjusting training and assessment in consideration of the domains of learning, adult learning theories and the socio-cultural context of the learners. Some discussion of this is included in the rationale.
Examples are included of gap analysis and response. (10-12) Demonstrates an effective understanding of the adult learner, with examples of adjusting training and assessment, in consideration of domains of learning, adult learning theories and the socio- cultural context of the learners. Discussion included in the rationale.
Examples are included of using gap analysis and providing effective responses to identified gaps. (13-15) Demonstrates an excellent understanding of the adult learner, with numerous examples of adjusting training and assessment, in consideration of domains of learning, adult learning theories and the socio- cultural context of the learners.
Thorough discussion included in the rationale. (16-18) Demonstrates an exceptional understanding of the adult learner, with multiple examples of adjusting training in consideration of domains of learning, adult learning theories and the sociocultural context of the learners.
In-depth, thoughtful and sophisticated discussion included in the rationale. (19-20) 20
© TAFE NSW – Higher Education Page | 24 Subject Guide: AEDEL101A Understanding the adult learner
Subject name AEDEL101A Understanding the Adult Learner
Student name and
ID
Assessment No and name Assessment task 4 – Essay % Weighting 40%
Criteria Fail Pass Credit Distinction High Distinction Maximum
Marks
Criteria #4
Learning styles and student engagement Portfolio demonstrates inadequate strategies to engage and motivate adult learners.
(0-9) Demonstrates adequate strategies to engage and motivate adult learners. (10-12) Demonstrates effective strategies to successfully engage and motivate adult learners. (13-15) Demonstrates excellent strategies to successfully engage and motivate adult learners. (16-18) Demonstrates exceptional strategies to successfully engage and motivate adult learners. (19-20)
2 0
Criteria #5
Achieving learning outcomes through appropriate instructional design and assessment. An inadequate range of resources is included and/or resources do not demonstrate an understanding of the principles of instructional design.
(0-9) An adequate range of range of activities and activities
/resources are included and resources demonstrate an understanding of the principles of instructional design.
Some evidence of modification to meet learner need and based on feedback is included and some discussion included in the rationale.
(10-12) A range of range of activities and activities /resources are included. Resources demonstrate a good understanding of the principles of instructional design.
Evidence of modification to meet learner need and based on learner feedback is provided. Effective discussion included in the rationale.
(13-15) An excellent range of activities and activities /resources showing modification to meet individual learner need is included.
Thoughtful, in-depth discussion of modification to meet learner need and based on their feedback is included in the rationale.
(16-18) An exceptional range of activities and activities /resources, showing a variety of different modifications to meet individual learner need is included.
Sophisticated discussion of modification to meet learner need and based on their feedback is included in the rationale.
(19-20)
20
Total 100
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Subject Guide: AEDEL101A Understanding the adult learner
6.2 Subject grading
Grades for individual assessment events and the subject as a whole are awarded as follows.
High Distinction: marks ranging from 85 to 100%
Where the student has demonstrated highly original, relevant and sophisticated applications of research, appraisal, enquiry and evaluation techniques resulting in innovative concepts that challenge existing conventions in the field of study.
Distinction: marks ranging from 75 to 85%
Where the student has demonstrated a high level of performance indicating depth and breadth in research, appraisal, enquiry and evaluation with broad application of knowledge of theoretical concepts, and applied analytical thought.
Credit: marks ranging from 65 to 75%
Where the student has undertaken an innovative and creative interpretation of assessment briefs, and has provided evidence of extended research and inquiry applied to assessment tasks.
Pass: marks ranging from 50 to 65%
Where the student has met all requirements of assessment briefs to a satisfactory level.
Fail: marks under 50%
Where the student has not demonstrated satisfactory performance in assessment tasks or has failed to meet subject requirements.
Fail: Failure of a must pass event
Where the student has an overall mark for subject at a passing level, but has not demonstrated satisfactory performance in an event deemed a must pass event, resulting in failure of the subject as a whole. ‘Fail’ is reported for the subject on the Transcript of Academic Record.
6.3 Submission requirements
Your teacher will advise you of the format required for each assessment task and the format for submission, which may be electronically.
Each assessment task must include a cover sheet, with a signed declaration indicating that the work is your own work and has not been previously submitted.
Additional assessment information, including provisions for special circumstances and misadventure, requests for an extension of the assessment due date or to resubmit an assessment or sit an exam at a later date, can be found in the TAFE NSW Higher Education Assessment policy and procedures which you can download at: www.tafensw.edu.au/degrees
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