Topic framing
Are NAPLAN testings effective?
Media Article 1 link
https:
www.afr.com/work-and-careers/education/more-testing-can-strengthen-naplan-data-say-experts XXXXXXXXXXp57iyl
Media Article 2 link
https:
www.smh.com.au/education/naplan-s-back-as-study-finds-students-scores-don-t-improve-much XXXXXXXXXXp52lp4.html
Is this a follow up of your topic from AT1?
NO.
Assessment guide for AT3, Arguments, Evidence and Intuition XXXXXXXXXXand 36201 AUTUMN 2021
1
From the Subject Outline:
FOR STUDENTS IN 36200
Suggested word length is at least 1300 words. We do not mind if you are over this by about 10%, provided your
writing is succinct, clear and well structured. If your writing is rambling or repetitious you will not score well.
Due: 23rd MAY 2021, SUNDAY, 23:59 hours
FOR STUDENTS IN 36201
Suggested word length is at least 1800 words. We do not mind if you are over this by about 10%, provided your
writing is succinct, clear and well structured. If your writing is rambling or repetitious you will not score well.
Due: 23rd MAY 2021, SUNDAY, 23:59 hours
Assessment guide for AT3, Arguments, Evidence and Intuition XXXXXXXXXXand 36201 AUTUMN 2021
2
PLANNING, AND IN-CLASS FORMATIVE ASSESSMENT TASKS:
Find your TOPIC/ Issue
Get approval from your tutor on your choice of topic.
See next page for suggestions and limitations on choice.
It must be TOPICAL (cu
ent) (people are talking/
arguing about it, using facts, figures and statistics) ;
OR
an issue that you started investigating in AT2 and now
want to investigate more deeply, looking into reasons
for any disagreement on the issue.
Face to Face or Online in Teams, by Monday, 3rd May 21.
Your tutor will record your topic once it is approved.
Last date to change topic is 9th May 2021, only after talking
to your tutor.
If you submit a report, without the approval of your ‘topic’, your AT3
eport will not be marked and you will be notified. You may need to
ewrite the whole report with an approved topic.
Oral presentation of a progress report to your peers
Your peers and your tutor will give you feedback on
your progress report.
You will give feedback to your peers, and contribute to
class discussion.
Sample slides will be provided.
Submit your slides online on CANVAS before this class.
Maximum 10 slides.
Face to face or Online in Teams meetings, Monday 10th
May 2021 or another agreed date if required.
This is worth up to 5% of your final mark in this subject.
If you miss class on the day of presentations (10th May),
and want to access these marks, you need to submit a
medical certificate or other explanation to Subject
Coordinator.
You will then be contacted about an alternative time.
If you do not make this presentation, you will also not be
able to access 5 of the 30 marks for the written report
which are allocated for responding to feedback.
(If you change your topic after the ORAL presentation, you may not be able to
access any marks that you obtained in your ORAL presentation or the marks for
‘peer reflection’ in written report.)
SUBMIT ONLINE YOUR FINISHED ASSIGNMENT
On or before Sunday 23rd May 2021.
Use the appropriate submission links on Canvas.
This is worth up to 30% of your final mark in this subject.
LATE ASSIGNMENTS LOSE 10% PER DAY LATE
Your submission is automatically date stamped. If the date is 24 May
2021, you lose 10%, if 25 May 2021 you lose 20% and so on.
The “Taking perspectives - Dealing with Disagreement (Topical Issue) Assignment”
THIS IS NOT A
GENERAL ESSAY
– IT HAS
PARTICULAR
REQUIREMENTS
AND
STRUCTURE
Assessment guide for AT3, Arguments, Evidence and Intuition XXXXXXXXXXand 36201 AUTUMN 2021
3
LIMITATIONS AND PROHIBITIONS FOR YOUR CHOICE OF TOPIC
This is an INDIVIDUAL, and ORIGINAL assignment. We hope that you share our commitment to academic integrity
(which means - not cheating). Your tutor will ensure that your choice is not the same as others in your tutorial group,
and we will be alert for similarities across groups. We prefer you to choose topics based on cu
ent issues in
Australian society. Good choices allow you to find media articles that use cu
ent data and statistics, so you can
demonstrate how to critique the way they are used.
Suggested Topics for AUTUMN 2021 (there are
many more you might find by reading the news)
Type 1:
“We should pay more attention to Indigenous perspectives
on managing the environment”
Topics in this format are appropriate choices:
Type 2:
Federal/State/Local Governments in Australia should do
more/less of ….. in order to reduce/increase …
For example,
“Australian governments should be prepared to subsidise
airline companies to ensure their survival”
“State governments should do more to improve the
uildings and facilities of public schools to ensure more
equitable education outcomes for society.”
“The federal government should introduce an anti-
co
uption organisation to reduce co
uption in the federal
sphere of politics”
“Governments at all levels should do more to protect the
environment to ensure the survival of wildlife”
“Governments should do more to support research into
medical aids for people with disabilities.”
“Governments should do more to encourage manufacturing
industries to survive and thrive in Australia.”
Type 3:
“Youtube helps in examples and scenarios but is not the
most rigorous or scientific way of academic learning.”
“The dangers of pseudo-medicine need to be understood for
etter health and management of our bodies”
Other choices include a deeper look into how
your AT2 topic is debated in the media. This
might not be an issue with disagreements, but
should be a serious, relevant issue.
These topics are prohibited as they have been
used frequently in recent semesters:
Anything to do with…
• COVID/ VACCINE (any)
• elections in USA or gun laws in the USA or
elsewhere
• drug testing at music festivals
• the Sydney lock-out laws
• marijuana
• for and against GM food
• E-cigarettes
• driverless cars, E bikes
• drug testing of welfare recipients
• Bitcoin
• Reducing plastic use
• Researching space travel not worth the cost
• The date of Australia Day should be changed
• Racism, black lives matter
• Physical and Online Gaming
• Sugar Tax
• It is time for a global government
• There is evidence that police too often misuse their
authority
We want you to find topics where the arguments are
ased on facts, figures and statistics. These, and
similar topics are prohibited as they are about issues
where one or both sides are based on religious and/or
cultural beliefs and practices:
• Abortion should be illegal / legal
• Euthanasia should be encouraged
• Pornography should be more restricted
• The death penalty should be reintroduced
• Same sex ma
iage should not be legal
• Anything where one or both sides has a
eligious or cultural base.
This is not a science essay so topics like these are
prohibited:
Is climate change real?
We are using too many antibiotics
Assessment guide for AT3, Arguments, Evidence and Intuition XXXXXXXXXXand 36201 AUTUMN 2021
4
How will this task be marked?
Written report
The criteria are also on the Subject Outline and are repeated here with a table to show you how the markers will decide your mark for each
criterion. The criteria are weighted as indicated.
Criterion (1a): Identifies, summarises, analyses and critiques the key arguments and quantitative evidence from
the perspectives of the various stakeholders, drawing on a range of sources. Weight 8/30.
High Distinction Distinction Credit Pass Fail
Has identified at least three
media articles on the issue,
at least one of which is
iased.
Summarises, analyses and
critiques the key arguments
and quantitative evidence
from the perspectives of the
stakeholders who were
esponsible for those
articles. Gives well-reasoned
explanations for identifying
at least one article as biased
in the use of facts, figures
and/or arguments.
The analysis and critique is
of a very high standard and
shows awareness of ways
that some of the sources
have manipulated data
and/or visual graphics to
exaggerate and/or
misrepresent the facts.
“Bad arguments” and logical
fallacies are identified and
explained clearly.
Has identified at least three
media articles on the issue.
Summarises, analyses and
critiques the key arguments
and quantitative evidence
from the perspectives of the
stakeholders who were
esponsible for those
articles.
The analysis and critique is
of a very high standard and
shows awareness of ways
that some of the sources
have manipulated data
and/or visual graphics to
exaggerate and/or
misrepresent the facts.
Some attempt is made to
identify “Bad arguments”
and logical fallacies.
Has identified at least two
media articles on the issue.
Summarises, analyses and
critiques the key arguments
and quantitative evidence
from the perspectives of the
stakeholders who were
esponsible for those
articles.
Writing is clear.
Some awareness is
demonstrated of ways in
which data has been
misused.
There may be a limited
attempt to identify “Bad
arguments” and logical
fallacies.
Has identified at least two
media articles on the issue.
Summarises, analyses and
critiques the key arguments
and quantitative evidence
from the perspectives of the
stakeholders who were
esponsible for those
articles.
Writing may not be clear in
places.
There may be a limited
attempt to identify “Bad
arguments” and logical
fallacies.
Does not explicitly
identify the issue.
Summary, analysis
and critique of the
arguments and
evidence is either
missing or not
strong and does