Cofrestriad Credyd Meistr SCU

Bydd cwblhau holl Fodiwlau a Sesiynau'r CLARITY Learning Suite yn llwyddiannus ynghyd â chwblhau traethawd PASS Gradd 2,000 o Grynodeb Myfyriol yn rhoi'r cyfle i chi wneud cais am Sefyllfa Uwch yng Ngwerthusiad EDUC6012 ar gyfer Addysgu a Dysgu Gwell yng Nghyfadran Addysg Southern Cross University. . Mae hyn yn gyfystyr â chredyd 1 uned, o gyfanswm o 8 (12% y cwrs) tuag at y Meistr mewn Addysg.

Amodau

Mae caniatáu'r Sefyllfa Uwch yn amodol ar SCU yn derbyn eich tystysgrif gan CLSG yn cadarnhau eich bod wedi cwblhau'r CLS a'ch bod wedi cwblhau traethawd PASS Gradd 2,000 o Grynodeb Myfyriol.

Rhesymeg

Mae’r dasg Dadansoddi Myfyriol hon wedi’i llunio o’r heriau cyffredinol a’r arloesedd i’ch meddwl am addysgu a dysgu mewn ymateb i’ch ymgysylltiad yn yr Ystafell Ddysgu Eglurder.

Mae'r dasg hon yn uniongyrchol berthnasol i ddangos eich bod wedi bodloni bwriadau dysgu Sefyllfa Uwch y CLS trwy eich gwaith yn y cyd-destun addysg perthnasol. Y nod yw rhoi eich dysgu CLS ar waith ar gyfer eich lleoliad addysg.

Disgrifiad o'r Dasg a Chyfarwyddiadau

Fel rhan o'ch dysgu, byddwch yn cadw Dyddlyfr Myfyriol i gofnodi eich profiadau a'ch taith ddysgu. Dylai eich Dyddlyfr Myfyriol ganolbwyntio ar eich myfyrdodau mewn ymateb i'r cwestiynau canlynol ar gyfer pob sesiwn ddysgu a gyda'i gilydd bob un o'r 12 modiwl.

• Pa negeseuon allweddol ydych chi'n eu tynnu o'r modiwl CLS hwn?
• Sut gwnaeth y cynnwys a chymwysiadau posibl i ymarfer herio eich meddwl?
• Sut wnaethoch chi, neu allech chi, gymhwyso'r dysgu i'ch gwaith ymarferol o ddydd i ddydd?

Mae'r Cyfnodolyn Myfyriol yn declyn myfyrio personol y byddwch wedyn yn ei ddefnyddio i ysgrifennu eich Dadansoddiad Myfyriol 2000-gair o'ch Dysgu Proffesiynol CLS fel sy'n berthnasol i ymarfer dyddiol yn y lleoliad addysg lle rydych chi'n gweithio.

Ni chyflwynir y Cyfnodolyn Myfyriol fel rhan o Asesiad 1 2000 o eiriau ond mae'n arf ffurfiannol i adeiladu tuag at eich Dadansoddiad Myfyriol.

Dadansoddiad Myfyriol

I ba raddau y mae'r strategaethau CLS yn effeithiol wrth fynd i'r afael ag anghenion dysgu myfyrwyr a staff a nodwyd yn eich lleoliad addysg? Ystyriwch y cwestiynau canlynol i fframio eich Dadansoddiad Myfyriol.

• Beth yw rôl y pennaeth/cyfarwyddwr wrth arwain y Gymuned Ddysgu Broffesiynol (CDP)
• A yw’r pennaeth/cyfarwyddwr yn dangos tystiolaeth o ymgysylltu â’u dysgu proffesiynol eu hunain?
• Beth yw'r ffordd ymlaen os yw adborth a data yn dweud bod y CDP a'r PL presennol eisoes yn effeithiol?
• Awgrymu dulliau a strategaethau amgen a allai fod yn fwy effeithiol fel y bo'n berthnasol.

Tasg Sefydlog Uwch SCU CLS: Cyfeireb Asesu Dadansoddiad Myfyriol

Marking Criterion 1 (20%) – Identification and analysis of current professional learning (PL) strategies in identification of student learning and staff needs
High Distinction+100%	Excellent identification and thorough analysis of current PL strategies with highly sophisticated use of evidence and data to suggest alternatives and evaluate student learning and staff needs.
High Distinction(85–99%)	High level identification and thorough analysis of current PL strategies with quality use of evidence and data to suggest alternatives and evaluate student learning and staff needs.
Distinction(75–84%)	Strong identification and thorough analysis of current PL strategies with sophisticated use of evidence and data to suggest alternatives and evaluate student learning and staff needs.
Credit(65¬74%)	Good identification and thorough analysis of current PL strategies with some use of evidence and data to suggest alternatives and or evaluate student learning and staff needs.
Pass(50–64%)	Some identification and basic analysis of current PL strategies with some use of evidence and or data to suggest alternatives however with little evaluation of student learning and staff needs.
Marginal Fail(35-49%)	Limited identification and basic analysis of current PL strategies with little use of evidence or data to suggest alternatives and with limited evaluation of student learning and staff needs.
Fail(1-34%)	Very limited identification and little analysis of current PL strategies with no use of evidence or data to suggest alternatives and with no or unclear evaluation of student learning and staff needs.
(0%)Not Addressed	No attempt at this criterion.

 

Criterion 2 (20%) – Critical engagement with readings, modules and sessions in the Clarity Learning Suite (CLS)
High Distinction+100%	Outstanding level of critical engagement and in-depth and specific argument with reference to readings, modules and sessions in CLS.
High Distinction(85–99%)	Very high level of critical engagement and in-depth and specific argument with reference to readings, modules and sessions in CLS.
Distinction(75–84%)	Critical engagement and in-depth argument with reference to readings, modules and sessions in CLS.
Credit(65¬74%)	Some critical engagement and good understanding with reference to readings, modules and sessions in the CLS.
Pass(50–64%)	Engages with and shows a basic understanding of core ideas with reference to readings, modules and sessions in CLS.
Marginal Fail(35-49%)	Fails to engage with and shows poor understanding of readings, modules and sessions in CLS.
Fail(1-34%)	Limited evidence of engagement with and or understanding of readings, modules and sessions in CLS.
(0%)Not Addressed	No attempt at this criterion.

 

Criterion 3 (30%) – Creativity in problem-solving in the application and evaluation of contextually appropriate professional learning strategies
High Distinction+100%	Excellent problem-solving, innovative and creative. Exceptional ability to apply and evaluate responses consistently and efficaciously in local context.
High Distinction(85–99%)	Problem-solving is highly original and creative. Exceptional ability to apply and evaluate responses in local context through evaluation.
Distinction(75–84%)	Problem-solving is original and creative. Very good application and evaluation of responses in local context with strong evaluation.
Credit(65¬74%)	Problem-solving demonstrates some originality and creativity. Good application and evaluation of responses in local context.
Pass(50–64%)	Satisfactory approach to problem-solving but lacks creativity application of responses in local context with basic evaluation.
Marginal Fail(35-49%)	Limited problem-solving with little creativity in application of responses to local context with little evaluation.
Fail(1-34%)	Unsatisfactory problem-solving and/or lacks creativity in application of responses in local context with limited evaluation.
(0%)Not Addressed	No attempt at this criterion.

 

Criterion 4 (20%) – Presentation in Reflective Analysis genre; Quality of written expression
High Distinction+100%	Cyflwyniad eithriadol mewn genre ysgrifennu myfyriol. Ysgrifennu a chyflwyniad yn groyw a heb wallau mewn cystrawen na gramadeg.
High Distinction(85–99%)	Cyflwyniad ardderchog mewn genre ysgrifennu myfyriol. Ysgrifennu a chyflwyniad o ansawdd uchel iawn. Dim gwallau cystrawen na gramadeg.
Distinction(75–84%)	Cyflwyniad da iawn. Mae'r gosodiad yn cydweddu'n dda iawn â genre ysgrifennu adfyfyriol. Mynegiant ysgrifenedig datblygedig. Dim neu ychydig o wallau cystrawen a/neu ramadeg.
Credit(65¬74%)	Good presentation. Layout is matched to reflective writing genre. Good written expression. Few syntax and/or grammar errors.
Pass(50–64%)	Satisfactory presentation. Layout is matched to reflective writing genre. Satisfactory written expression. Some syntax and/or grammar errors.
Marginal Fail(35-49%)	Poor presentation. Layout is not appropriate to the genre. Inadequate written expression. Ongoing syntax and grammar errors obscure meaning.
Fail(1-34%)	Limited consideration of presentation. Inappropriate layer for genre. Poor written expression with ongoing syntax and grammar errors obscure meaning.
(0%)Not Addressed	No attempt at this criterion.

 

Criterion 5 (10%) – Appropriate Referencing and in text citation in APA7 Style
High Distinction+100%	Defnyddio cyfeiriadau yn briodol yn gyson i ddatblygu a chefnogi pwyntiau. Dyfyniadau bob amser mewn arddull briodol gyda dyfyniadau aml ac eang i sylfaen lenyddiaeth hunan-ffynhonnol.
High Distinction(85–99%)	Defnyddio cyfeiriadau yn gyson i ddatblygu a chefnogi pwyntiau. Mae dyfyniadau bob amser yn dilyn yr arddull ofynnol. Dyfyniadau aml ac eang i sylfaen lenyddol eang gyda thystiolaeth o gyfeiriadau hunan-gyrchol.
Distinction(75–84%)	Yn defnyddio cyfeiriadau i ddatblygu a chefnogi pwyntiau. Mae mwyafrif helaeth y dyfyniadau yn dilyn yr arddull ofynnol. Dyfyniadau priodol ac aml i sylfaen lenyddol eang a pherthnasol.
Credit(65¬74%)	Mae'r rhan fwyaf o ddyfyniadau yn dilyn yr arddull ofynnol. Dyfynnu'n aml i sylfaen lenyddiaeth briodol.
Pass(50–64%)	Uses some references to develop and support points. Some citations follow the required style. Basic number of citations to adequate literature base.
Marginal Fail(35-49%)	Ychydig iawn o gyfeiriadau at bwyntiau datblygu a chefnogi. Nid yw dyfyniadau, os o gwbl, yn dilyn yr arddull ofynnol.
Fail(1-34%)	Cyfeiriadau annigonol a mynegiant ysgrifenedig gwael. Ni ddefnyddir arddull APA7.
(0%)Not Addressed	No attempt at this criterion.

 

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