Appendix 6

CPA 2: AT3 – Resource Folio and Critical Analysis (as a critical task a 50% result is required to pass the unit)
(equiv 1650 words = 30% weighting)
Student Name: ________________________________________________

Not Passing Grades Passing Grades

Learning Outcome Criteria Level 0 Level 1 Level 2 Level 3 Level 4

(1 mark) (2 marks) (3 marks) (4 marks)

Demonstrate Relevant syllabus Little to no A relevant syllabus A relevant syllabus A relevant syllabus A relevant syllabus has
master of the (C1 = 10%) evidence has been referenced has been referenced has been used to been used to develop
concepts, in a very limited way although is it not develop the folio of the folio of resources
substance and making it unclear entirely clear how the resources with implied with several references
how the resources teaching and learning evidence that links made that clearly and
structure of the
would be used to strategies that are them to the teaching explicitly link to the folio
content and satisfy the curriculum used link to the and learning strategies of teaching and learning
teaching strategies requirements curriculum identified strategies identified
and provide an in-
depth Diversity of Little to no A limited number of The limited number of A significant amount of A rich diverse and
understanding of resources evidence resources are resources have been resources have been creative set of resources
how students learn (C2 = 20%) presented which are presented which sourced which will is presented and
loosely relevant to reasonably align with enhance the teaching contribute coherently to
the topics the topics and learning the teaching and
experience for the learning strategies
topics

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 Theoretical Little to no A theoretical The theoretical The theoretical A well-informed
perspective evidence perspective or perspective or perspective or theoretical perspective
(C3 = 20%) principled basis has principled basis has principled basis that or principled basis has
been identified but probably been used to has been used to clearly been used to
the evidence for its inform the selection of inform the selection of inform the selection of
influence on the the materials, but the materials is either not materials, and this is
selection of materials evidence for its entirely evident or not evident through example
is weak systematic application critically discussed, or and critical discussion
to the selection of all some materials are not
resources is lacking well aligned with it

Activities that cater to Little to no There is limited A selection of A range of appropriate A wide range of highly
diverse learners evidence evidence that the resources has been engaging activities that appropriate and
(C4 = 10%) activities will be included, some of cater to some of the engaging activities that
engaging, and it is which are engaging needs of diverse cater for the needs of
not obvious that they and others that are learners which may diverse learners
will cater for the not, that may cater to include learning styles, including learning styles,
individual needs of small group of learning difficulties and learning difficulties and
diverse learners students with specific cognitive behaviours cognitive behaviours
learning styles,
learning difficulties or
cognitive behaviours

Age-appropriate Little to no Activities are The activities provided A selection of A wide range of age-
activities that evidence provided, but there is are mostly age resources is age appropriate activities are
develop literacy and limited justification appropriate and they appropriate and will provided that will clearly
numeracy skills for that these will may develop students’ develop students’ develop students’
students develop students’ literacy and numeracy understanding of understandings of
literacy and/or skills, but further literacy and/or literacy and/or numeracy
(C5 = 10%)
numeracy skills and scaffolding would be numeracy
are age appropriate needed

Strategies to develop
Analyse the Little to no The activities A number of activities A range of appropriate Highly appropriate and
high order thinking evidence provided show at a are included but it is activities that may engaging activities that
relationship
skills basic level of how not explicitly evident support the support the development

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 between learning (C6 = 10%) higher-order thinking how they will development of higher- of higher-order thinking
task design, student skills could be encourage high-order order thinking skills skills are clearly evident
included however thinking
learning and
more scaffolding is
expertise, higher required
order thinking,
assessment, Assessment Little to no The feedback would The feedback would Evidence is Obvious and highly
feedback, reporting Feedback evidence provide the teacher provide some demonstrated that insightful evidence is
and apply to the (C7 = 10%) with very little information to the would provide demonstrated that would
development and evidence of teacher about meaningful feedback provide meaningful and
modification of own assessment for assessment for to the teacher around conclusive feedback to
teaching practice learning learning but would assessment for the teacher around
need to be learning assessment for learning
supplemented with
further tasks

Academic Academic writing Presentation Academic writing Academic writing The assignment is Academic writing style is
Conventions of work does style is developing follows basic protocols written for an mastered. Work
(C8 = 5%)
not meet with some areas being academic audience demonstrates clarity,
acceptable unclear for an (clear communication structure and quality of
standards of academic audience and follows academic written aspects of the
academic protocols are key) with paper.
writing limited errors

APA Referencing and Inappropriate Makes an attempt to APA conventions are APA (7th edition) are Exemplary use of APA
in-text citations or limited use APA conventions used although not all well used with a well- (7th edition) referencing
referencing with a few errors references have constructed reference style in text and in the
(C9 = 5%) clearly identified list and some ‘in cite’ reference list
sources errors are evident

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Glossary of Terms
• Recent and Relevant 21st Century research = not more than 5 years old
• APA Referencing = American Psychological Associate, 7th edition
• Describes = Outline a procedure, process or practice explaining each step/process describing and justifying how each relate to each other
with illustrations
• Explanation = Demonstrates an understanding of the facts and ideas by organising, comparing, translating, interpreting, giving descriptions
and stating the main ideas
• Analysing = Examine and break information into parts by identifying motives or causes. Analyse and make inferences and find evidence to
support generalisations
• Evaluating = Present and defend opinions by making judgements about information, validity of ideas, or quality of work based on a set of
criteria

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