Assessment 1A: Audio Recording: Critical reflection on one of the topics: Topic 3 Affirmative

Name/ Student Number: Brenton Hawken

Mark (15%) Time 5.32 Mark 10.5/15 70%

Criteria High Distinction Distinction Credit Pass Fail

The speaker uses highly relevant

In addition to the requirements
Critically applies
for a distinction, Evidence of
major theories of
wide, independent reading is
learning and
shown. There is also
development to high
originality or ingenuity in the
school contexts
reflection.
theories as well as providing a
critical analysis. The analysis
introduces contemporary evidence-
based research findings that
support/rebut the topic. Research
findings are clearly related to
Australian high school contexts,
linked to major theory and are best
practice.
Highly relevant theories of learning
and development are used by the
speaker in a persuasive manner to
support/rebut the topic. The speaker
delivers a fluent and authoritative
argument. Statements and responses
are respectful and language use is
appropriate and inclusive.
Relevant theories of learning
The speaker does not draw on any major
and development are applied to
theory of learning or development that has
support/ rebut the assigned
been introduced in this subject.
topic.

The speaker constructs and

The speaker constructs and Relates to the topic on a simple, essentially
delivers a well-paced and valid
Articulates a range of In addition to the requirements delivers a well-paced and valid anecdotal level, demonstrating little reading
argument to substantiate his/her
evidence-based for a distinction, evidence of In addition to the requirements for a argument to substantiate his/her of the subject materials or little preparation.
position. Opening statements are
strategies teachers can wide, independent reading credit, a comprehensive understanding position. Demonstrates practised Articulated reflection is inadequate because:
well organised. Speech is fluent,
use to promote and/or investigation is of relevant, evidence-based strategies speaking skills that engage the it is too short (less than 3 min); too long or
confident, well-rehearsed and
learning and address articulated. Strategies are that HS teachers can use to promote audience. Position is clearly rambling (more than 5 min 30 sec); the
engages the audience. The
adolescent issues and clearly supported with best- learning is unambiguously articulated. stated (affirmative or negative argument is not related to the chosen topic
speaker is very convincing and
problems practice evidence. clear) and is supported by the and a position on the topic is not clear
the argument has a clear
extant literature. (affirmative / negative).
beginning, middle, and end.

In addition to the requirements

Uses research to Coherently and comprehensively uses
for a distinction, evidence of Shows misunderstanding or little
promote social and research to promote motivation and
initiative and some originality The speaker summarises understanding of research about adolescent
ethical behaviour in social development. Best-practice is The teachers role in promoting
or ingenuity is shown in the research that clearly promotes motivation and learning in social and ethical
high schools as well as established by the use of exemplars adolescent motivation and social
approach to promoting motivation for learning and the contexts. Argument does not promote
to improve motivation (e.g. the use of evidence-based research development is supported by best-
motivation and social development of social or ethical ethical behaviour or thinking in high school
and higher-order findings or relevant recommendations practice evidence.
behaviour given the needs of behaviour. classrooms. Statements &/or responses not
thinking amongst from national/state education or other
diverse adolescent learners in respectful to self, own team or other team..
adolescents. lead organisations).
mixed ability classes.

Additional Comments: Great start to the subject Brenton. Good ability to relate theory to practice. At time presentation sounded too rushed ( condense to fit the time rather than speed
up the presentation).