Chapter 6: Students’ experiences of the participative assessment process 6.1 Introduction
10. Assessment Grid
Please note that all lecturers will use the attached assessment grid when marking assignments, presentations and examinations. Please keep this grid in mind when you are preparing to submit any work for assessment. It should also help you to give feedback to your colleagues during peer feedback sessions.
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Postgraduate Diploma in Media Management Criterion Referenced Assessment Grid The student has provided evidence that s/he can:
Criteria Highly Competent
70% - 100%
Competent 50% - 69%
Not yet competent
<50%
Weight Contextualise the theories, concepts, principles and rules covered in the module/programme by relating these directly to current debates, developments, functional &
professional activities in the media.
A clear and detailed description of the relevant functional, professional &
policy considerations impacting on the media &
media managers. A comprehensive knowledge of authentic problems and situations confronting media managers.
A general description of the relevant functional, professional & policy considerations impacting on the media & media managers.
Further engagement with relevant professional and other texts and/or professionals will lead to enhanced insights regarding the media so that arguments can be authentically contextualised.
More evidence is needed to demonstrate knowledge &
understanding of the relevant functional, professional & policy considerations impacting on the media & media managers. Further engagement is needed with relevant professional and other texts and/or professionals to develop a functional knowledge of the industry so that arguments can be authentically contextualised.
10
20
Demonstrate an understanding of principles and theories covered in the
module/programme that are relevant to a given problem.
Relevant theories and principles are identified and critically discussed in sufficient detail.
Limitations of theories and principles are recognised and explained.
Relevant theories and principles are identified and described in sufficient detail to demonstrate that these are understood. More could be done with regard to identifying and critiquing limitations of theories.
Theories and principles are either used imprecisely, misunderstood or in too little detail to demonstrate understanding. Explanations may be inadequate and key theories and principles may have been glossed over or ignored.
10
Identify, retrieve and incorporate relevant research and other information in addressing a given problem
A diverse range of relevant research and information salient to the problem has been identified, retrieved and incorporated into the task.
There is evidence of extensive reading beyond prescribed materials.
Material is appropriately treated with due regard to authority of the text.
There are no avoidable referencing errors.
Some relevant research and information salient to the problem has been identified, retrieved and incorporated into the task. There is an over-reliance on prescribed materials. The
authoritativeness and credibility of sources may not have been adequately established. There may be some errors in the referencing of materials used.
The amount of research and other information used does not provide an adequate basis on which to structure an argument or complete an assignment. Sources used may not be relevant to the issues.
Sources may lack credibility. There may be some errors in the referencing of materials used.
25
Apply the theory, concepts and principles covered in a module in addressing a given problem
Theories, principles and concepts used in addressing a given problem have been concisely synthesised, explained precisely and critically evaluated.
Arguments and solutions are evidence-based and theory driven.
Relevant theories, principles and concepts have been identified and applied in addressing a given problem.
Solutions are evidence based and theoretically driven.
Concepts could be more rigorously or critically applied. The links between theory and solutions may need to be made more explicit.
Limited or inappropriate use has been made of relevant theories, principles and concepts. Important concepts may have been ignored or misunderstood. The links between theory and the problem may not have been clearly established.
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25
Articulate a coherent and comprehensive argument
Arguments are highly developed & carefully considered. They are clear concise & logically ordered. Care has been taken to ensure the language is both engaging
& appropriate to the task.
Work has been carefully edited.
In addition, for oral presentations:
Creative use has been made of appropriate technology. Arguments are delivered in a clear, engaging and stimulating manner. It’s clear that great care has been taken in timing and preparing the presentation.
Arguments are generally clear, concise and logical, but may need to be developed further. The relevance of some arguments may need to be more firmly established
&/or developed further.
Language is appropriate, but attention may be needed to ensure clarity and precision. There are few spelling or grammatical errors.
In addition, for oral presentations:
The use of technology is appropriate, but could add more to the presentation.
Information is clearly presented, but delivery could be more engaging. There may be problems with timing.
The argument may be unclear or need to be significantly developed
& further substantiated. Some issues addressed may be irrelevant to the problem. Language lacks clarity
&/or precision, which impacts on the coherence of the argument.
Work may need significant proofreading.
In addition, for oral presentations:
Limited or no use has been made of appropriate technology. Arguments do not come across clearly & the presentation fails to engage the audience.
10
Provide evidence of initiative, creativity and a commitment to producing work of a professional standard
The project shows evidence of creative flair
&/or a commitment to delivering work of a highly professional standard. It includes fresh, innovative, independent, thought-provoking ideas.
There is evidence of personal reflection &
growth.
Work is of/or approaching a professional standard. There is evidence of interesting insights
There may be evidence of reflexivity and personal development.
The work is not yet of a
professional standard and/or there is little evidence of an active engagement with the issues.
Total: 100%
This grid is intended to serve the following purposes on the PDMM course:
1. It provides examiners with tool for assessing all of the work you produce during the year, providing a set of uniform standards different examiners can use in assessing the quality of learning outcomes achieved in each module and in the final portfolio. It will not eliminate subjective judgements, but aims to minimise these as far as possible. 2. It provides you with a clear indication of the quality of work expected and a framework you can use in assessing your own work before submission.
We encourage you to refer to this grid frequently during the year. 3. It provides you with a framework peers can use in giving you feedback on steps you can take in assessing your own work. 4. Many of the points dealt with in this grid are based on lecturers’ observations regarding areas where previous students have experienced difficulties. It should provide you with some guidance you can use in developing your conceptual, communication and presentation abilities. 5. This grid is not cast in stone. Your contributions and suggestions can assist us in making it a more useful tool for everyone who has to use it.
148 Appendix Two: Informed consent letter
Participative Assessment Research Project Dear PDMM student
I would like to invite you to join me in a project I am conducting as part of my research towards a Masters in Education at Rhodes University. The aim of this project is to explore how the use of participative assessment methods contribute to students’ learning and developing the identities required of future media professionals. I am interested in hearing from you about your experiences of participating in peer and self-assessment activities that form an integral part of the PDMM Media Management and Leadership Module. These strategies have been spelt out in the course overview.
Please read the following and, if you are willing to participate in the research, kindly complete the consent form at the end of this document.
I am a student at Rhodes University conducting research as part of my M.Ed. Degree. I am also the Deputy Director of the Sol Plaatje Institute for Media Leadership, the course coordinator of the PDMM programme and the lecturer responsible for the Media Management and Leadership Module.
My research is taking place within the context of the Media Management and Leadership Module of the PDMM course, but you are under no obligation to participate in the research.
If you are willing to participate in this research you will be invited to participate in a single focused group discussion to be held after the completion of the module. During this discussion you will be asked to discuss your experience of taking part in peer and self- assessment processes.
I may also approach you for individual interviews, both prior to and after the focus group discussion.
It is natural that during a course of this nature you may want to discuss issues with me that have a bearing on the research topic. Such discussions will only be included as part of my research with your expressed consent. In such cases I will make field notes of our discussions and make these available to you for validation of accuracy and comment before inclusion. Should you wish to have such notes excluded these will also be removed.
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All of the focus groups and interviews will be audio recorded and transcribed. The transcriptions will be made available to you for validation and comment.
I may want to draw on written work you completed during the course and I am requesting permission to include this work as part of the research. You retain the right to withhold or withdraw any written work from the research without reasons.
Unless you have explicitly stated that are willing to be identified as part of the research, your identity will be concealed.
If at any point you are uncomfortable with sharing written work or information in focus groups and interviews you are free to withhold such information.
You also have the right to withdraw from the research process at any time.
I will need to consult with my Supervisor during the research and to share records of discussions, written work and focus groups transcripts with my Supervisor. In such discussion the confidentiality of your input will be closely guarded by both myself and my Supervisor.
Once the analysis of interviews and focus group data has been completed you will be invited to participate in a further focus group where you will have an opportunity to validate or comment on the findings.
A copy of the final dissertation will be made available to you before submission to establish whether your experiences have been portrayed to your satisfaction.
I can be emailed at [email protected] or contacted by phone on 046 6038783 if you have any questions or concerns.
Consent form
Having read the information provided above I confirm that I understand the nature of this research project and the commitments made to me by the researcher. I am willing to participate in this study.
Name: __________________
Signature: __________________
Date: __________________
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Appendix Three: Media Management and Leadership Module Outline
Module Two: Media Management and Leadership 1. Overview
This module is designed to equip students with the knowledge and skills required to perform effectively as managers and leaders within the public, private and community media sectors.
In completing this module students will need to demonstrate familiarity with key
management and leadership theories and concepts, including issues relating to motivation, staff development and change management. Students will be required to critically reflect on how these conceptual issues influence management and leadership practice and apply these concepts in addressing specific management problems. They will also need to develop a clearly defined philosophy of leadership for themselves.