Educ 4321 Section B Social Issues in Education July 2018
There are six evaluation components to the grade for this class: a class presentation worth 35%, peer evaluation of your presentation worth 10%, class participation grade in support of student presentations worth 10%, a term paper worth 35%, peer evaluation of your term paper worth 5%, and constructive written feedback to two peers in support of their term papers worth 5%. These assignments are listed below: click on the arrow beside each assignment heading to take you to a more complete description of that assignment. Additional resources for each assignment are available on Moodle.
Class Presentation (35%)
Peer Evaluation of Presentation (10%)
Class Participation (10%—includes attendance)
Feedback on Peers' Paper (5%)
Class presentations are intended as an exercise in collaborative research. By sharing your findings with each other, everyone will be able to get an overview of the issues that are likely to be important for the immediate future. Forewarned is forearmed, so this information will better prepare you for your first year of teaching (and may even help you through a question or two in your job interview).
Class presentations are limited to a maximum of 40 minutes* and must be on a topic related to some aspect of the course. You may work alone or in groups of up to three but everyone in the group must contribute equally and will receive the same grade. You do not all have to present, but the workload has to be distributed evenly.
Identify a specific topic and the members of your group in an email to the instructor (so that your proposal is in writing and time stamped) with your request for a date on which to present. First come, first served, so choose your specific topic and partners in a timely fashion. Duplication of specific topics between presentations will not be permitted, so you may be asked to try again. [Note that the general topics listed in the course outline may be subdivided into specific topics, such that one group could present on the current controversy over Gay-Straight Alliances in Alberta schools (parent rights vs student right to privacy), while another group looked at gender bias in curricular materials, both under the general topic of "Gender"]. Topics and timeslots will be posted on Moodle as they are accepted—check moodle that your topic or timeslot has not already been selected before sending your email.
*The time allotment may have to be adjusted to accommodate class size and number of groups/individuals presenting.
Presentations will be evaluated by the instructor on the following criteria:
Given the high stakes attached to the presentation, groups are strongly encouraged to consult with the instructor prior to their presentation to ensure they are on topic and preparing a strong presentation. Class time will be provided on Wednesdays July 11 and July 18 for group work and group consultations with the instructor.
Peer Evaluation of Presentation
Immediately following your presentation, your peers will be asked to anonymously rate the presentation on two dimensions:
Peer responses will then be tabulated to generate a score out of 10.
There will also be a "comments" section on the form so that your peers can explain their ratings by identifying strengths/weaknesses. This feedback will be helpful in refining your teaching skills.
PLEASE NOTE: All comments on peer evaluation forms are forwarded to the presenters; consequently, comments must be kept professional and constructive.
Class Participation Weighting: 10%
Weighting: 10%Class participation grade consists of three components.
Professional standards also require that you are attending to the presentation. If you are, for example, using your device for activities unrelated to the current class presentation or discussion or holding unrelated side conversations, you could be docked marks for unprofessional behaviour. It is your responsibility to remain fully engaged in, and contributing to, the success of the class. If you sense that you and your classmates are beginning to tune out the current presenter, then ask a question to raise the level of discussion, or request a break, or otherwise take positive action to improve the learning situation.
Note that up to 20% of your course grade (that is, your participation grade plus an additional 10% penalty) can be deducted for unprofessional or disruptive behaviour.
The term assignment is a traditional position paper of between 2,500 to 5,000 words. The paper must be on a social issue and demonstrate mastery of at least three of course goals 2 through 11. Topics covered in your paper must not duplicate your presentation, so that you study two topics this term in depth.
Submit a doc or docx copy via Moodle on or before Wednesday, July 25. Name the file with your last name and topic. Make sure your name and student ID # are included on the first page of this copy. This is the paper your instructor will grade.
Peer Assessment of Your Term Paper
Two of your peers, selected at random, will provide anonymous and constructive feedback along with a grade out of 5 based on the assignment rubric. The average of the two peer ratings will constitute your mark out of 5 in this component.
You will be given two envelopes in the previous class. You must bring two printed copies of your paper without any identifying information—no name or ID #, no special paper or paper clips, no weird typefaces, no identifying marks of any kind—with you to class, Wednesday, July 25. The front cover should be a blank sheet and each copy sealed in its envelope. These anonymous copies will be collected at the start of class, shuffled into two piles by the instructor, and distributed to your peers. They, like you, will be given two papers each to grade and comment upon, under examination conditions. You may not identify your paper to your markers. The comments on your paper will be forwarded to you after the papers have been processed by the instructor [hopefully, by last day of class].
[Note that due to the need for your peers to complete this task within this one class, failure to bring your assignments to this class is an automatic zero.]
Your Assessment of Two Peers' Papers
You will be given two sealed envelopes, each containing a position paper written by a classmate, to grade and comment on, and a rubric form for each. You are to grade these papers under examination conditions (i.e., no talking). This exercise will:
Your grade on this assignment is for reading both papers and completing both rubric checklists by making constructive comments relating the paper(s) to the rubric. [Note: your written comments/feedback to your peer must be readily legible to count.] When you are done marking, return the papers to their envelopes, making sure to include the rubric for the correct paper in its envelope, and return both envelopes to the examiner. You may leave the class when you have finished.
If you happen to guess the identity of the paper's author, try your best not to let that bias your grading. Artificially inflating the grade/comments can be as harmful to the student's learning as discriminating against a student. Remaining unbiased is one of the harder aspects of classroom assessment, but a key to accuracy, fairness, and one's long term success as a teacher.
You are limited to the two-hour timeframe of the class to increase anonymity for papers and markers (i.e., marking 'blind'), and to place limits on the time devoted to an otherwise open-ended task in a busy semester.
This is the grade equivalence common in the Education Faculty:
Late AssignmentsUnder normal conditions late assignments will not be accepted; however, extenuating circumstances may be taken into consideration on a case by case basis.
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