Faculty of Higher Education RES501-Sem1-2020 Supplementary Assessment Criteria ...

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Faculty of Higher Education
RES501-Sem1-2020 Supplementary Assessment Criteria XXXXXXXXXXPrepared by: Laura Fleming
©William Angliss Institute XXXXXXXXXXPage 1 of 6
Supplementary Assessment Criteria, Semester 1, 2020
Please note, all Faculty Assessment Regulations must be adhered to. If you are unfamiliar with
these guidelines these can be found on the MyWAI portal under Higher Education under the
headings of:
 Faculty Assessment Regulations
Please note that these regulations consider all aspects of academic integrity.
You must submit
and new material (you cannot copy and paste from previous works)
Assessment due: Sunday 12th July 2020 by 11:59pm. There are no extensions available for
this assessment. Late assessments will not be marked.
Assessment submission: You must submit your assessment to the email address
XXXXXXXXXX. Your assessment will be submitted at the time this assessment is
emailed to this address. After you have submitted your assessment through email it will be
independently submitted to Turnitin where it will be checked for similarity.
Assessment crosscheck session: You must also schedule a Zoom meeting with Laura
Fleming for a 10 minute Q&A session about your submission. This must be scheduled for
Monday 13th July 2020. You will not be eligible to pass the subject if you do not attend this
scheduled meeting.
Assessment mark: You will not receive a mark for this assessment, it will result in either a
Supplementary Pass or Fail for the subject.
Subject outcome: If this assessment receives a pass overall you will receive a Supplementary
Pass for the overall subject. If the supplementary assessment is failed it will be externally
moderated. If the fail mark is upheld you are awarded your cumulative mark for the semesters
studies.
The criteria for your assessment has been set over the page.
http:
mywai.angliss.edu.au/images/stories/degrees/HE-General-Docs/FHE_Assessment_Regulations.pdf
http:
mywai.angliss.edu.au/images/stories/degrees/HE-General-Docs/FHE_Assessment_Regulations.pdf
mailto: XXXXXXXXXX
Faculty of Higher Education
RES501-Sem1-2020 Supplementary Assessment Criteria XXXXXXXXXXPrepared by: Laura Fleming
©William Angliss Institute XXXXXXXXXXPage 2 of 6
The following criteria has been set to allow for the RES501 FACS supplementary
assessment
Assessment Type Essay
Word Limit: 1,500 words
Due date: Sunday 12th July 2020
Essay Topic – Note this is a country specific topic and your research, references and discussion must
eflect this.
In Australia’s Higher Education system, using or claiming the work or ideas of
someone else without acknowledgement, in your assessments, is wrong.
Support or refute the above statement, making reference to existing and credible research (minimum of
six sources aged within at least five to seven years of this assessment – references published between
2012 & 2020) on the topic to provide a strong basis for your argument position.
When answering this style of essay you are to consider the above topic statement from more than one
point of view and provide supported, credibly referenced arguments for and against the main ideas and
draw a conclusion.
Possible (but not limited to) areas for your research and argument;
 Ethics and integrity – moral implications
 Trust issues –
each of trust - fellow students, teachers, employees, customers, community
 Academic issues – reasons for referencing, academic capability, idea development
 Societal issues – cultural issues, advancement / continuing development of knowledge

Your response must show evidence of having consulted a wide range of credible reference sources
(minimum of six) including textbooks, peer reviewed journals and periodicals to support you in your
discussion and argument.
This assessment task is to be presented in essay format. A ru
ic is provided on the following pages for
students to be aware of relevant academic skills areas their work will be marked against.
Document layout requirements for both of these assessments are as follows:
 Header containing student name and identification
 Footer containing teachers name, subject code and page numbers
 12pt font, line spacing of either 1.5 or double, paragraph spacing of 10pt (minimum)
 Page
eaks between all pages
Faculty of Higher Education
RES501-Sem1-2020 Supplementary Assessment Criteria XXXXXXXXXXPrepared by: Laura Fleming
©William Angliss Institute XXXXXXXXXXPage 3 of 6
Supplementary Assessment: Argumentative Essay (Full) Marking Ru
ic Guide

1. Limitations

0 Does not meet 1500 word length (+ / - 20%) excluding Reference List

1 Meets 1500 word length (+ / - 20%) excluding Reference List
2. Similarity
0 Body of paper (Reference List excluded) exceeds allowable similarity amounts of overall similarity of
20% or one or more individual source similarity of 6%
1
Body of paper’s (Reference List excluded) overall similarity is between 1% and 20% and has between
one and three individual sources with similarity of between 4% and 6% indicating excessive use of
quotes and/or poor paraphrasing /summarising skills in students in-text reference information usage
2
Body of paper (Reference List excluded) overall similarity is between 1% and 20% and individual
sources with similarity of between 1% and 3% indicating minimal use of quotes and appropriate use of
paraphrasing /summarising skills in students in-text reference information usage
3. In-text Referencing

0 Does not contain any in text references or has an extensive number of referencing e
ors demonstrating
student does not know APA 6th Edition referencing system
1
Paper has minor in-text referencing e
ors, such as not having the minimum number (6) of relevant
and credible (majority within 5-7 year age range) references, APA 6th Edition referencing format
e
ors (i.e. quotes/paraphrasing missing page and/or paragraph number), and/or references that do not
also appear in the Reference List
2
Contains eight (8) or more relevant and credible (majority within 5-7 year age range) in text APA
6th Edition references, with minor in-text referencing e
ors, such as APA referencing format e
ors
(i.e. quotes/paraphrasing missing page and/or paragraph number), and/or references that do not also
appear in the Reference List
3
Contains minimum number (6) of relevant and credible (majority within 5-7 year age range) in text
APA references, each co
ectly APA 6th Edition formatted and all exist in the Reference List
4 Contains 8 or more relevant and credible (majority within 5-7 year age range) references, each
co
ectly APA 6th Edition formatted and all exist in the Reference List
Faculty of Higher Education
RES501-Sem1-2020 Supplementary Assessment Criteria XXXXXXXXXXPrepared by: Laura Fleming
©William Angliss Institute XXXXXXXXXXPage 4 of 6
4. Reference List

0
Paper does not contain a Reference List or Reference List has a very high level of e
ors, such
as inco
ect referencing style demonstrating student does not know the APA 6th Edition
eferencing system, missing required information (i.e. full journal name, all authors), not also
eing used in-text, majority outside of 5-7 year age range etc…
1
Paper contains a Reference List with minor e
ors such as references that do not appear in-text,
not meeting required minimum number (6) of

res501-sem1-2020-supplementary-assessment-criteria-a3umzrtp.pdf

Abhishek · Accepted Answer

STUDENT NAME;
IDENTIFICATION:
“IN AUSTRALIA’S HIGHER EDUCATION SYSTEM, USING OR CLAIMING THE WORK OR IDEAS OF SOMEONE ELSE WITHOUT ACKNOWLEDGEMENT, IN YOUR ASSESSMENTS, IS WRONG”
Table of Contents
3Introduction
3Thesis Statement of the Research
3Central Discussion
3Introduction to Educational Ethics in Higher Education
4Australian Regulation in Higher Educational Ethics
5Advantages of Australian Model of Education for educational transparency in Higher Education sector
8Requirement of the Australian Higher Educational Model by the Other Nations
8Conclusion
9References
Introduction
In the area of research or educational researches, some ethics always plays very important role and if the ethics are not followed properly then it is considered as educational misconduct. In researches, what generally happens many times, is the ideas and even the works of others are unlawfully and unethically taken from others work without the acknowledgement of that person. Such activities are completely breach of law.
Now in Australia, the borrowing of ideas of others work is completely regarded as educational ethical misconduct and is considered as wrong (Corrin et al., 2019). In this research paper, light will be shed on this aspect of how ethics and morality can be adhered in the aspects of higher educational research system research with special reference to Australia. 
Thesis Statement of the Research
In the higher education system of Australia, the use of works or ideas of others are wrong and for educational transparency and ethics with integrity, this curriculum is to be proclaimed universal.
Central Discussion 
Introduction to Educational Ethics in Higher Education
When any research is conducted at higher educational dimension, it aims to be helpful for the community and even for the nation. The main errand of any research is to bring some new dimensions in the scenario of research. However, it is also expected all the researches should contain varied ideas and references and there should be no similarity between two research works. If such things occur then it is alleged as a work of plagiarism and misconduct of educational ethical misconduct.
Coming to the discussion of ethics, ethics are the well-reformed actions that make any action right or wrong. If someone is ethical, then the ethical behaviour of the person will dissuade them for accomplishing wrong activities and on the contrary, if a person is devoid of the ethical values then it is not possible for the person to distinguish between right and wrong actions (Ifenthaler & Tracey, 2016). Likewise, in the higher educational system also some ethics and integrity are very important to make the sector of higher education transparent. 
Australian Regulation in Higher Educational Ethics 
The higher education department of Australia is quite strict in this dimension and according to the ethics that is maintained in the higher education of Australia that if any student or researcher take the ideas and the claims of other work then it is completely wrong and considered unethical. However, as argued by Chambers and Ransom (2016), the idea that has been adopted by the higher education department of Australia is quite acceptable as it helps to initiate in the different works of higher education.
In many cases, it is seen that the works of some else are claimed by any other as their work, which is enough to disrepute the entire activity. Many times it is also seen that the ideas are taken from others work without acknowledgement that is also an act of educational misconduct and plagiarism. Therefore,

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