Academic Skills & Avoiding Plagiarism: Game-Based Learning

BMP3003 Further Academic Skills

Answered

Question:

Learning Outcomes

LO1: Describe techniques for developing academic skills

LO2: Present findings using appropriate referencing techniques

Task 1

Design a game for students that develops strategies for avoiding plagiarism and academic misconduct (40 Marks)

Task 2

Create and present a poster that explains your game. Your poster should include:

a. instructions for playing the game
b. an explanation of why academic integrity at University is so important
c. a summary of your reflection on the skills used to produce the game
d. a list of references for the sources used (60 Marks)

Assessment Criteria

Excellent (70%+): The presentation will be of a high standard. It will be structured in a clear and logical manner. Findings will be clearly explained and enthusiastically communicated to your audience to enable their full understanding.

Very Good (60-69%): The presentation will be of a very good standard. It will be structured in a very clear and logical manner. Findings will be clearly outlined and effectively communicated to your audience to enable their understanding.

Good (50-59%): The presentation will be of a good standard. It will be structured in a clear and logical manner. Findings will be clearly outlined and effectively communicated to your audience to enable their understanding.

Satisfactory (40-49%): The presentation will be of a fair standard. It will be clearly structured and findings will be communicated to your audience in a way that enables understanding.

Unsatisfactory (Below 40%): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.

General Assessment Criteria

Relevance

Knowledge

Argument/Analysis

Structure

Presentation

Written English

Research/Referencing

Class I
(Exceptional

Quality)

80%+

As for Class 1(70-79%) but exceptional work that makes a contribution to the development of knowledge and understanding in the subject area

70-79%

Directly relevant to title. Addresses most or all of the implications and assumptions of the title.

Demonstrates a comprehensive knowledge of theory and practice for this level. Demonstrates ability in the manipulation and transfer of subject material to demonstrate a solid understanding of the issues.

Makes creative use of appropriate arguments and/or theoretical models. Contains some distinctive or independent thinking.

A comprehensive discussion of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

A very well written
answer with standard spelling and grammar.

Style is clear, resourceful and academic.

All sources accurately cited in the text. A comprehensive reference list in Harvard Style is provided.

Class II/i
(Very Good Quality)

60-69%

Directly relevant to title.

Addresses some of the implications of the issues addressed by the title.

Demonstrates a sound knowledge of theory and practice for this level. Manipulates and transfers some material to demonstrate a clear grasp of the themes, questions and issues.

Uses appropriate arguments or theoretical models.

Clear and valid discussion of the material. Clear, logical conclusions.

For the most part coherently articulated and logically constructed.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of FTP.

Well written with
standard spelling and grammar. Style is clear and academic.

All sources accurately cited in the text and an appropriate reference list in Harvard Style is provided.

Class II/ii
(Good Quality)

50-59%

Generally addresses the title and its implications, but sometimes addresses irrelevant issues.

Demonstrates an adequate knowledge of theory and practice for this level, with evidence of an appreciation of its significance.

Provides a partly coherent argument, but lacking clear focus and consistency in places. Some issues lack clarity, or theoretical models expressed in simplistic terms.

Conclusions are fairly clear and logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and mainly academic.

Most sources accurately cited in the text and an appropriate reference list in Harvard Style is provided.

Class III
(Satisfactory Quality)

40-49%

Some degree of irrelevance to the title. Superficial consideration of the issues.

Demonstrates limited knowledge of theory and practice for this level, with intermittent evidence of an appreciation of its significance.

A basic argument is evident but lacks clarity and coherence.
Issues are only vaguely stated.

Conclusions are not always clear or logical.

Some attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader.

Style limits communication and tends not to be academic.

Some relevant sources cited. Some weaknesses in referencing technique.

Borderline

Fail

35-39%

Some significant degree of irrelevance to the title is common. Onlythe most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level, with little evidence of an appreciation of its significance.

Limited argument, which lacks clarity in places. Conclusions are neither clear nor logical.

Poorly structured. Lack of articulation.

Format deficient.

For the type of assignment the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

Limited sources and weak referencing.

Fail

<34%

Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.