Assessment 3 information and Support
Posted on: Wednesday, 19 September 2018 10:48:13 AM AEST
Hello to all of our Students in Aboriginal Sydney Now,
Firstly, assessment 2 has been graded. We highly recommend that students read all of the comments that our markers have provided. This feedback will be useful for completetng the last assessment.
Assessment 3 - Information.
Due: Midnight Sunday 14th october 2018
We have had some email enquiries about the last assessment. We do not have access to sample assessments, however the information below should answer most questions.
In the past students have presented their E-Portfolios as power points, webpages, brochures etc. the format is really up to you, however it is important that we are able to access it easily in order to grade it. (If you do a power point it is better to save it as a PDF, to minimize issues with turn it in)
Students that produce resources such as weebly, google docs or prezi etc, need to upload their submission page with a link to their assessment. This way there is a record on turn it if the date it was submitted and staff will be able to access the assessments and then add grades and comments into the tum it in system.
Have a look also at the information table under the assessments tab on blackboard.
,1::,ndeigszoguesstsipeonercusedrvoinceots,hpalecetos :sthigins)i:catonceuse, ktheyecr:lumiruenmiventinseo2ersasestees.sment as main heading areas, e.g. Map of the area, traditional custodians, demographics,
Firstly, you will need to identify the area you will investigate and map it. From here your analysis can be based in your own area of expertise. The key points of the assessment here are
1. To develop a sense of how Indigenous culture influences your local area (who has control over how it is presented, how does it portrait Indigenous Australians?)
2. to 'see' the community from an Indigenous perspective
For example: if you were studying media, you might analyse the motivation behind the representation of Indigenous people in your community (tourism, reconciliation, empowerment of Indigenous people or education of non-Indigenous people about Indigenous people). You can then use materials presented in this unit,(specific readings, lectures, Redfern Now episode) with additional scholarly readings to support your analysis.
Most students pass this assessment by displaying an understanding of the representation of Indigenous Australians in their local community. Students that earned higher grades analysed this representation from an Indigenous perspective in regard to ownership, authenticity, respect and/or motivation behind the way in which Indigenous Australians are represented in their chosen community.
Assessment 3- eportfolio
If your file is too large to submit via Turnitin please email to michelle.locke@uts.edu.au. Saving PP's as pdf documents will make then easier to submit. Please submit a cover page to
Turnitin with weblink if using Weebly or similar formats.
View/Complete
Assessment task 3: e-portfolio
Weight:40%
Task: This assessment requires students to 'map' their local community, in order to develop a sense of how Indigenous culture influences local area. As well, the activity is designed to assist students to 'see' their communities from an Indigenous perspective. A comprehensive profile will include a range of information including traditional custodians of the land, demographics, Indigenous specific services, places of significance, key community members, and services and organisations relevant to students' particular discipline area of study and potential profession.
Length:
6 credit points - 1000 words plus resources, photos, pamphlets and other items of interest.
8 credit points - 1800 words plus resources, photos, pamphlets and other items of interest.
Due: Sunday 14th October. Midnight (or earlier).
If you have difficulty submitting the assignment to Turnitin because of size or format (some students used Weebly last session for example), please submit a cover sheet with weblink or email the assignment to Michelle Locke - michelle.locke@uts.edu.au (cc Susan Page)
Aims of portfolio
• Conduct original individual research
• Gather, structure and analyse resources obtained from within your local community
• Practice transferable skills in research
• Share new knowledge with others
Content
• Traditional custodians of the land
• Languages
• Sites of significance
• Events of historical significance
• Indigenous population (age. gender. socioeconomic status)
• Indigenous services (land council. health services. housing. employment for example - think particularly about services that might relate to the discipline area you are studying)
• Mainstream services offering Indigenous services
Assessment task 3: e-portfolio
Objective(s): a, b, c and e
Weight: 40%
Task: This assessment requires students to 'map' their local community, in order to develop a sense of how Indigenous culture influences local area. As well, the activity is designed to assist students to 'see' their communities from an Indigenous perspective. A comprehensive profile will include a range of information including traditional custodians of the land, demographics, Indigenous specific services, places of significance, key community members, .d services .d organisations relevant to students' particular discipline area of study and potential profession. Further information will be provid. through UTS Online
Length: 1000 words plus resources, photos, pamphlets .d other items of interest.
Due: Week 11
Criteria Criteria Weight (%) SLOs CILOs
linkages:
Range and relevance of sources 30 a, c 4.
consult. and evidence of Indigenous
perspectives
Depth of analysis and reference to 30 a, b, c, e 2.
course materials
Coherence of strudure and resources 20 1.
gathered
Clarity of expression 20 6.
Aims of portfolio
• Conduct original individual research
• Gather, structure and analyse resources obtained from within your local community
• Practice transferable skills in research
• Share new knowledge with others
Content • Traditional custodians of the land
• Languages
• Sites of significance
• Events of historical significance
• Indigenous population (age, gender, socioeconomic status)
• Indigenous services (land council, health services, housing, employment for example - think particularly about services that might relate to the discipline area you are studying)
• Mainstream services offering Indigenous services
Presentation • book
• poster
• website
• powemoint
• paper based journal
What to include • service details
• photos
• event flyers,
• web addresses
• statistics
• annotations to brochures, flyers etc to explain why you chose them
Where to start • Local council
• Phone book
• Internet
• ABS slats
• Local libraries
• Walk the streets
Analysis • Reflect on what you found, what was missing and what you learnt, relate to relevant readings and explain why you chose the structure of your portfolio