Assessment Task 2: Essay
Learning Task and Assessment:
Learning outcome
assessed
Learning Task Assessment
Type
Weighting
(range)
2.
K1, K2, S1, S2, A1,
A3
Demonstrate a critical understanding of key
theoretical constructs which underpin family
processes.
Essay 30 – 45%
Due Date: 17 October 2022, 23:59
Value: 40%
Rationale for the Task:
The task will address the following Learning Outcomes:
K1. Critically analyse the ways in which global and national social, cultural and political structures and
institutions can create, maintain and enhance privilege and power, and can oppress, marginalise and
alienate individuals, groups and communities.
K2. Evaluate and appraise the intergenerational impact on Indigenous and Aboriginal and To
es
Strait Islander (ATSI) and First Nations People and communities of racism and oppression, and the
legacy arising from colonisation, dispossession and the Stolen Generations’ experience.
Skills (List as S1, S2 etc.)
S1. Identify linkages between situation/problem and life conditions, with particular
attention to issues of power, oppression and discrimination.
S2. Critique the potential discriminatory aspects of legislation, policy and practice in
Australian institutions, and articulate how these aspects impact on children and families.
Application of knowledge and skills (List as A1, A2 etc.)
A1. Demonstrate a critical appreciation of research informed analysis of case
studies/scenarios, and evidence-based practice.
A3. Apply initiative and judgments in planning, problem solving and decision-making.
Details of task:
Word limit: 2500 words (+/- 10%)
● Students will apply the 5 aspects of Bronfen
enner’s ecological systems framework (micro,
meso, exo, macro, chrono) to a case study analysis (to be provided)/
In order to undertake this case study analysis, the focus of this assessment task is to:
o Identify ONE relevant aspect of each level of the child’s ecological system
(microsystem, mesosytem, exosystem, macrosystem, chronosystem) relevant to
their cu
ent situation
o Critically discuss each of your five chosen aspects through an engagement with
elevant peer-reviewed literature, to demonstrate evidence-informed analysis of
the child’s cu
ent situation (a minimum of TWO different articles per ecological
system level).
● This written piece provides you with an opportunity to engage with relevant peer-reviewed
journal articles
ook chapters, and where relevant other evidence-based literature such as
industry-based reports, in your critical analysis of the child’s ecological systems framework.
● Students will identify a relevant aspect of each level of the ecological framework, which they
think allows them to engage meaningfully with credible peer-reviewed literature, and
contribute to developing evidence-informed insights about the child’s cu
ent situation.
● The case study has been specifically developed to provide multiple relevant aspects for each
level of the ecological framework. Different students might choose different examples.
● Students should draw upon at least 2 peer-reviewed journal articles or book chapters in
elevant textbooks to show engagement with theoretical/evidence-based research literature
at each of the five levels on your ecological framework. Students will therefore need to
include at least 10 references in their reference list.
● The peer-reviewed journal articles or book chapters do not necessarily need to explicitly
name and focus on the systems level. For example, if a student is focusing on the
microsystem level of “peers,” they do not necessarily need to source references which
engage with ecological systems theory explicitly, and refer to the microsystem. You may find
it more relevant to engage with resources which speak about how peer engagement
influences a child’s development/well-being – ensuring that you select resources which
eflect the particular circumstances of the child in the case study.
● Structure and word length: Students should divide their 2500 words evenly between the
five systems levels (a total of 2,000 words - 400 words each systems level; references NOT
included in word count), and their introduction/conclusion paragraphs (250 words each).
They are expected to provide a
ief, concise definition of each systems level in the
introductory paragraph. The concluding paragraph should be used to integrate key points.
● Students DO NOT need to provide a summary of the case. Students should use their word
count on critically discussing ecological systems in relation to evidence-based literature
elating to the case study (rather than on extended summaries of the case study, or
definitions of systems levels).
● The following core reading has been chosen to inform the development of this assessment
task:
Paat, Y. (2013) “Working with immigrant children and their families: An application
of Bronfen
enner’s ecological systems theory” Journal of Human Behaviour in the
Social Environment (23), XXXXXXXXXX.
● Each of the 5 aspects is worth 7 marks (total 35 marks) includes referencing, adherence to
APA and writing standards, structure and flow, credibility of sources within each sub-
section). 5 marks will be allocated to the introduction and conclusion paragraphs of the
essay. Marking matrix included at the end of this document.
Rationale for Task:
This task addresses the following Learning Outcomes:
K1. Demonstrate an awareness of the ways in which global and national, social, cultural and political
structures and institutions can create, maintain and enhance privilege and power, and can oppress,
marginalise and alienate individuals, groups and communities.
K2. Demonstrate an understanding of the intergenerational impact on Aboriginal and To
es Strait
Islander peoples of racism and oppression, and the legacy arising from colonisation, dispossession
and the Stolen Generations’ experience.
S1. Identify linkages between situation/problem and life conditions, with particular attention to issues
of oppression and discrimination.
S2. Critique the potential discriminatory aspects of legislation, policy and practice in Australian
institutions, and articulate how these aspects impact on children and families
A1. Demonstrate a critical appreciation of research informed analysis of case studies/scenarios, and
evidence-based practice.
A3. Apply initiative and judgments in planning, problem solving and decision-making
Marking Criteria for Written Piece (Application of Ecological Systems Theory to Case Study)
High
Distinction
Distinction
Credit
Pass
Fail
Students’
written
esponses to
each of the five
levels (micro,
meso, exo,
macro, chrono)
will be
assessed on
the following
criteria (7
marks each)
Demonstrates a
high level
understanding of
the system level
under
explication, and
high level
capacity to
critically discuss
a relevant
aspect through
engagement
with high quality
elevant
literature.
Presents a high
level of skill in
Demonstrates a
strong
understanding of
the system level
under
explication, and
strong capacity to
critically discuss a
elevant aspect
through
engagement with
strong quality
elevant
literature.
Indicates
advanced
ecognition of
Demonstrates a
moderate
understanding of
the system level
under
explication, and
moderate
capacity to
critically discuss
a relevant
aspect through
engagement with
elevant
literature.
Demonstrates a
asic level
understanding of
the system level
under
explication, and
asic level
capacity to
critically discuss
a relevant
aspect through
engagement
elevant
literature.
Unable to
demonstrate
understanding of
the system level
under
explication, and
lacks capacity to
critically discuss
a relevant
aspect through
engagement with
elevant
literature.
Writing &/or
structure &/or
articulating and
presenting ideas
issues in a clear
and concise way.
Very high level
esearch with
high quality peer
eviewed
academic
sources, with
excellent
integration of
literature to
argument.
academic register
in writing (eg
diction) and
analysis of
material.
Very good
esearch skills,
using
predominantly
quality relevant
academic
sources, with
very good
integration of
literature to
argument.
Presents
moderate level
of writing skill.
An obvious
attempt at
formal academic
expression, but is
lacking analysis
Reasonable
esearch skills,
with reasonable
integration of
literature to
argument.
Writing,
structure, syntax
& presentation is
inconsistent.
Mostly
description
ather than
evaluation &
discussion or not
well supported
y evidence;
limited
integration of
material.
Low level
esearch skills,
with an overall
eliance on poor
quality sources.
Inconsistent
integration of
literature to
argument.
presentation
is/are poor. The
paper is hard to
ead due to
consistent syntax
and/or language
e
ors.
Research reflects
poor quality
sources, and/or
inadequate
number of
sources.
Consistently poor
integration of
literature to
argument.
Introductory
and concluding
paragraphs.
Introductory
paragraph
outlining the
purpose of the
essay, and
offering
concise
definitions for
each systems
level.
Concluding
paragraph
integrates key
points. (5
marks)
Presents a high
level of skill in
articulating and
presenting ideas
issues in a clear
and concise way.
Presents a very
good level of
level of skill in
articulating and
presenting ideas /
issues in a clear
and concise way.
Presents good
level of skill in
articulating and
presenting ideas
issues in a clear
and concise way.
Presents
adequate level of
skill in
articulating and
presenting ideas
issues in a clear
and concise way.
Presents
inadequate level
of skill in
articulating and
presenting ideas
issues in a clear
and concise way.