Howtoprepareandsubmitassessment: A Guide for IHM Students

TableofContents

WrittenAssessments 3

Writingbasedonevidence 3

Referencing 3

Formatting 4

Checklists 4

Generalpresentation 4

Titlepage 6

TitlePageChecklist 7

Submittingyourassessmentfile 7

UploadinganAssessmentFile 7

CheckingtheSimilarityReport 7

AcademicConduct 8

QuizzesandExams 8

OralPresentations 9

SubmittingMultimediaContentinCanvas 9

UseofVisualAids 9

TeachingPresentationsorMockClassroomTeaching 10

ConductingTeachingPresentationsorMockClassroomTeachingOnline 10

GroupPresentations 10

ConductingGroupPresentationsOnline 11

MultimediaAssessment 11

ToolsforPreparinganePoster 12

ClassDebates 12

RunningaClassDebateOnline 12

WrittenAssessments

Written assessment is a major component of all IHM postgraduate course. It includes a variety of document types including academic essays, discussion papers, literature review papers, appraisals, reports, reflective journaling and manyothers.Studentsareexpectedtolearnandapplytheconventionsofeachdocumenttypeandtolearnandapply thecurrentAPAsystemofreferencingandformatting(currentlyAPAversion7).Allwritingmustbebasedonthebest possible evidence, with sources cited in accordance with the APA system.

Writingbasedonevidence

Assessmentis designed to test your ability tosynthesiseevidence intoan originalpiece of work.You candownload a sample assignment showing how to cite references and synthesise evidence by clicking this icon:

As in this example, the basic format of a paper or essay is an introduction, a body consisting of three to five main paragraphs, and a conclusion. This format applies whether your paper is an analytical essay, an argumentative essay or a literature review. This is one of two structural patterns you will see in published papers with the other being laboratory report format consisting of aim, method, results, discussion and conclusion. Both formats may be accompanied by an abstract at the beginning, which is a brief summary of the content. The IHM online library page has basic resources for learning this structure by clicking this icon:

Referencing

ArequirementofallassessmentinthiscourseisthatyoucitereferencesintheAPAstyle.As arule,wheneveryou write anything in your assessment you should:

Pleaserefertothistablewhenyouarewriting.Notethatyourownanalysisanopinionsneedtofollowlogicallyfrom the content and evidence you are discussing.

YoucanaccessinformationabouthowtoformatAPAcitationsfrom:

• TheAPA@IHMguide

Legalentity:InstituteofHealth&ManagementPtyLtd.

Category:InstituteofHigherEducation|CRICOSProvider:03407G|ProviderID:PRV14040|ABN:19155760437|ACN:155760437

• TheAPAStyleManualhttp://www.apastyle.org/
  • ReferencingguidessuchastheonepublishedbyLaTrobeUniversityhere https://latrobe.libguides.com/academicreftoolgroup
  • ReferencingtoolssuchasthosebuiltintoIntegratedLibrary(Alma Primo).However,thesesometimes contain inaccuracies, so please check against one of the first two sources.

Formatting

AllwrittenassignmentsmustbeformattedinAPA7style.AccordingtotheAPAstylemanualthismeansthatyour assignment must have:

• Font:TimesNewRoman,12
• Pagemargins:Oneinch(2.54cm)fromtop,bottom,leftandrightsideofeach
• Bodytextlinespacing:Double-
• Paragraphindentation:Indentthefirstlineofeachparagraphbyhalfinchfromtheleft

(UseyourwordprocessorsHelpfeatureforinstructionsonformattingparagraphindentation.)

• Alltextisleft-justified,withanunjustified(ragged)right
• Donothyphenatewordsattheendsof
• UsearunningheadingthroughouttheTohaveitshowoneverypageautomatically,usetheHeader

function in your word processor. The header should contain a shorter form of the papers title, should appearone-halfinchbelowthetopofthepage,flushleft,inallcapitalletters(upto50characters,including spaces). The page number appears in the upper right corner.

• Usingawordprocessor,createarunningfooterwiththestudent'sname,number,andsubmissionIt should be one-half inch below the pages bottom line.
• ReferencelistshavedoublelinespacingwithalinebreakbetweenEachentryhasahangingindent. The font used in reference lists is size 12 times new roman, with italics for book and journal titles in accordance with the APA system.

RefertotheAPAStylemanualformoredetailsandexamplesathttp://www.apastyle.org/

Checklists

Runthroughthesechecklistsbeforesubmittingyourassessment.Thiswillhelpyougetthebestpossiblemarksfor presentation and readability.

Youcandownloadaneditablecopyofthechecklistsbyclickingthisicon:

Generalpresentation

Forfulldetails,pleaserefertotheAPAguide(APA@IHM).Thischecklistisaquickwaytoensurethat theessentials have been implemented.

Legalentity:InstituteofHealth&ManagementPtyLtd.

Titlepage

Yourassignmentshouldhaveatitlepageformattedlikethis:

Theabbreviatedtitlefortherunningheadcontinuesoneachsubsequentpage,butthewordsRunninghead:appear before it only on the cover page. Anything within is to be removed, including the bracket, and replaced with the students own content. Parameters with colons can either be replaced or followed by the relevant information.

You can download an editable template of this title page, combined with some planning of the structure to get you started, by clicking this icon:

TitlePageChecklist

Submittingyourassessmentfile

UploadinganAssessmentFile

Touploadyourassignment,followthesesteps:

1. LogintoCanvas
2. Clicktheclassforwhichyouaresubmittinganassignment

FindtheassessmentyouaresubmittingunderAssignmentsinthenavigationmenuontheleft

3. Enterthedetailsrequestedanduploadthefile

CheckingtheSimilarityReport

AftersubmittingyourassignmentinCanvas,youshouldalwayschecktheTurnitinsimilarityreport,unlessitisa multimedia assignment, because:

• ItgivestheoverallpercentageofsimilaritybetweenyourworkandotherAllassignmentsshouldbe less than 20% similar to other sources and;
• Turnitinhighlightssections ofyourwork thataresimilartootherIfyouhavedirectly quotedfrom anothersource,thequoteneedstobecitedwithquotationmarksandapagenumberaddedtothein-text reference. Failing to do so is likely to constitute plagiarism and incur severe penalties.

Toaccessandreviewthesimilarityreport:

1. Under Grades, there is a link to the Turnitin similarity report next to the relevant assignment. Because an accuratesimilarityreportfromTurnitintakesatleast24hourstogenerate,studentsshouldreviewitatleast three days before the due date.Thiswill displaywithinafew minutesforyourinitial resubmissionattempts, but there will be a 24-hour delay after your third try.
2. LookthroughthepartsofthepaperhighlightedbyTurnitinandconsidercarefullywhethertheyconstitute plagiarism. If in doubt, rephrase them and/or add citations to ensure that no plagiarism has occurred.
3. LookattheoverallpercentageofIsitabove20%?Ifyes,considerrewritingpartofyourassignment to avoid plagiarism.
4. Downloadacopyofthereportforyourown
5. Ifyouneedtomakechanges,youmayresubmitasmanytimesasyoulikeuntiltheassessmentdue

AcademicConduct

Studentsmustalwaysobservethefollowingprincipleswhenundertakingassessment:

• AllworkmustbefreeofThisisachievedthroughuseofcitationsforanymaterialthatisquoted orparaphrased,theavoidanceofoverdependenceononeortwosourcesandadherencetoconventionsof academic writing.
• Titlesandsetphrasesthatareusedcommonlytorefertothingsshouldnotbechangedduring
• Documentssuchaspoliciesshouldbereferredtousingtheirexacttitleandacitationmustbe
• UseofparaphrasingsoftwaresuchasSpinbotisnotrecommendedasitusuallyparaphrasesinappropriately and makes a mess.
• StudentsworkisbasedonsynthesisofavarietyofOverrelianceonasinglesourcecanconstitute

plagiarismevenifitiscorrectlycited,sinceitmeansthatoriginalworkisnotbeingproduced.

• AllworkisdonebythestudentwhoisbeingItcannotbedonebyaclassmate,friendorrelativeor contract cheating service

• Whereverpossible,assessmentisagenuinereflectionofastudentsability
  • Studentsmayreceiveadviceandhavingaclassmateorotherpersonproofreadforgrammaticalerrorsis permissible and encouraged. However, the proof-reader must not write any of the content
  • Work prepared for a specific assessment cannot be resubmitted for another assessment. Use of large portionsofwhatwaswrittenforapreviousassessmentisconsideredself-plagiarismandisunacceptableas it means that original content is not being synthesised for the assessment

QuizzesandExams

Allquizzesandexamsmustbecompletedindependentlybyeachstudent.Anyformofcollusionsuchassharing

screenimagesorlookingateachothersanswersisstrictlyprohibitedandwillresultseverepenalties.

Studyingandreviewingcontentsuchaslecturesandsetreadingmaterialeachweekwillensurestudentsarewell prepared for each quiz or exam.

OralPresentations

Oral presentation assessments require students to speak to their classmates and lecturer about a specific topic in a structured, scholarlymanner.Students willbe evaluated notonly onthe contentthey present,butalso the structure and quality of delivery.

Topresenteffectively,studentswillneedto:

• Engagetheaudienceinavarietyofways,includingbilateralandmultilateral
• Beresponsivetothereactionsoftheaudienceandadaptthewaycontentisdelivered
  • Usetone,eyecontactandbodylanguageeffectively:Itisaclich,butatrueone,thatthemajorityof communication is non-verbal.
• Makeeffectiveuseofvisualaids(butneverresorttoreadingoutwhatiswrittenonthem).
  • Ensureallcontentisevidence-basedandacknowledgesourcesbyusingcitationsinvisualaidsand mentioning the sources when speaking.
  • Planandmanagetime,allocatinganappropriateamountoftimetoeachpartofthecontentcovered,whilst remaining within the overall time limit specified.

SubmittingMultimediaContentinCanvas

AstaffmemberwillsettheTurnitinPlugininCanvastoallowallfiletypes.Forsomefiletypessuchasimagesorlinks to websites, Turnitin will not generate a similarity report. The Lecturer who marks your assignment will use other methods to check the originality of your content and your use of referencing.

ForWordDocumentsthatcontainonlyacoverpageandaURLdirectingtheLecturertoonlinecontent,thesimilarity index may be very high, but that is not a reflection of your content and is to be disregarded.

UseofVisualAids

Visual aids such as PowerPoint slides, Prezi, posters and the showing of digital material may be used in oral presentations. All content needs to be evidence-based and acknowledge sources through the use of the APA citation system.Thisincludesprovidinganimagesourceforimages,unlesstheyhavebeendrawnorphotographedbystudents themselves.

Principlesforeffectivelyusingvisualaidsinclude:

• Usenomorethanthreefontstylesper
• Includeonly35bulletpointsper
• Ensureallcontentisevidence-basedandcorrectlyTextandimagesonslidesmusthaveintextcitations and a separate slide (or slides) with a reference list must be shown at the end. The reference list slides should have a hanging indent, a line break between each reference, no bullets and should be in font size 12 Times New Roman.
• Express each point succinctly using as few words as possible. Additional and incidental information and explanations shouldbegivenorallyandthewritingshouldbethereonlyforemphasisandtoremindthe audience of the topic being discussed.
• Useimages,diagramsandchartswhereverpossible;asthesecomplementwhatisbeingRememberto acknowledge cite the sources and explain the significance of what they show.
• Usenofontsmallerthansize32onyourslideswhenpresentinginaclassroomassmallerfontswillnotbe readable for those in the back row. This will also help you to include only key points and no extraneous information. Note: For presentations that are done online, suchas ina webinar, smaller fonts (as small as 24) may be used, but care should be taken not to add excessive amounts of text that would confuse the
• Additional information should be placed in the Notes section that accompanies each slide. This is both a guidetoyouasyouarepresentingandameansofincludingadditionaldetailforpresentationfilesthatare submitted to your lecturer.
• Careshouldbetakentoensurethatallvisualmateriallooksprofessional,neatlyformattedandappropriate to the situation and content. This includes selecting a clear and appropriate front and ensuring consistent margins and positioning of content.
• PowerPointshouldusePresenterViewtoeffectivelycontrolthepresentationwhilehavingaccessto Students who are not sure how to use PowerPoint and Presenter View can find more information here.

TeachingPresentationsorMockClassroomTeaching

Where students are to be assessed on their application of teaching methods or theory, the assessmentmay take the form of a teaching presentation or mock classroom teaching session. In such assessments, each student takes a turn of running a teaching session in either a classroom or webinar setting, with their classmates acting as their students.

Whensuchasessionisconductedinaclassroomsetting,thestudentpresentingisgivenadesignatedtimeslotwithin the tutorial session. During their presentation or session they are observed and marked by the Lecturer, who grades there performance using the applicable rubric.

ConductingTeachingPresentationsorMockClassroomTeachingOnline

Whereateachingpresentationormockclassroomteachingsessionisconductedonline,thestudentwhoispresenting or teaching should choose teaching methods and resources that are appropriate to a webinar setting.

Whenitisastudentsturntobecomethewebinarpresenter,theLecturerwillrightclickontheirnameintheWebinar attendees box and select Make Presenter from the right click menu. The student will then be able to share their screenandbeheardandseen(throughtheirwebcamandheadset)bytheirLecturerandclassmates.Theywillalsobe able to receivehand up notifications, mute and unmute participants, view questions andchatfromthe participants and share files, resources and polls. Details of how to do this should be provided to students in the form of a video while they are planning for their teaching presentations or mock teaching sessions.

Wherestudentsaretopresentorteachingroups,acollaborationmeetingspacemaybeprovidedpriortothesession byschedulingaConferenceforeachgroupinCanvas.Thestudentsmayalsobeallocateddocumentcollaborationsso that they can co-edit their teaching resources using Office 365.

GroupPresentations

Workingcollaborativelyisanimportantskillandonewhichisarequirementofmostprofessionalroles.Collaborating with classmates on a group presentation is a way of modelling that skill in an educational setting. When a group presentation is used for assessment, students are being assessed not only based on the content and quality of the presentation, but also based on how well they have collaborated with their classmates.

Toensurethatthegrouppresentationissuccessfulstudentsshould:

• Asagroup,discussavarietyofwaystoengagetheaudienceandimplementsomeof

• Present content in a logical sequence by planning who will say what when. It may help if the topic is broken downintothemesandeachspeakerfocusesononeofthethemes,justasyouwoulddoforparagraphsinan

• AcknowledgesourcesusingappropriateAPA
• Ensurethateachspeakeracknowledgestheothersand:
  • Makesitclearhowtheircontentfollowsonfromthatoftheprevious
  • Remindstheaudienceofhowwhattheyaresayingrelatestotheoverallpositiontakenbytheir
  • Foreshadowswhatthenextspeakerwill
• Evaluatethepriorknowledgeoftheaudienceandrelatecontenttowhattheyalready

Groupsmustsubmitevidenceoftheircollaborationprocess.Usuallythiswilltaketheformofmeetingminutesand/or screen images from online collaboration tools, as well as a summary (known as a contribution sheet) of what each group member contributed with an estimated percentage of the overall work they did.

For more on how to work as a team to prepare an effective group presentation, students may refer to: Gibbs,G.(1994).Learninginteams:Astudentguide.OxfordCentreforStaffandLearningDevelopment.

ConductingGroupPresentationsOnline

Studentsare allocatedtoteams.EachteamisallocatedtoaconferenceinCanvas(Lecturersmaypreparethegroup lists and set up the Conferences beforehand to facilitate this). Students are allocated a topic statement and a side (affirmativeornegative)andaregivenasetdurationoftimetoprepare.Theconferencetimesmaybescheduledprior to the tutorial time.

StudentscanbeallocatedtoaCollaborationaroundanonlinedocumentorfilesuchasasharedPowerPoint

Presentation.Allstudentswillbeabletoeditandcommentonthefiletogether. Once students are ready to present they can either:

1. PresentintheirConference,turningontheRecordfunctionandsubmitavideooftheirpresentationor;
2. Presentinawebinar,usingtheslidesandnotestheyhavedevelopedasa

Allstudentsshouldshowtheirwebcamwhilepresenting,aswellassharinganyvisualaidssuchasslides.

MultimediaAssessment

Some assessment involves creating websites, ePosters and other media. When creating these, the principles of acknowledging sources using the APA citation system apply, but the APA formatting conventions for a written assessment do not. Students are therefore free to choose formats and fonts.

However,thefollowingprinciplesapply:

• Informationshouldbepresentedinalogicalsequenceorarrangement,suchasby
  • Fontsandvisualmaterialshouldbeselectedsoastobeappropriatetothecontentandpurposeofwhatis being produced.
  • FontsizesshouldbesufficienttobeclearlyreadableandappropriatetotheInthecaseofposters and ePosters, the content should be eye catching and easy to see from a few metres away.

• Contentshouldbeevidence-basedandsourcesmustbecitedusingtheAPAreferencing
  • Students need to apply principles of effective design appropriate to each medium. A specific guide may be provided,orstudentsmaybeaskedtoresearchdesignprinciples,dependingonthespecificrequirementsof each assessment.
• Studentsneedtoconsidertheuserexperienceofthemediathey

MoreinformationaboutusingAPAinmultimediacontentcanbefoundintheAPA@IHMguide.

ToolsforPreparinganePoster

Students creating ePosters may refer to the ePoster LibGuide, which contains information on software to use and instructional videos showing students how to create ePosters. ePosters should be submitted as a .pdf document and the LibGuide includes a video showing students how to convert to .pdf if they use software that produces other file types. ePosters shouldbe made inaccordance with the general principlesformultimediaassignmentsset outabove.

ClassDebates

Class debates are sometimes used as a form of assessment. When this is done, they need to be structured to ensure allstudentscanparticipateandbeassessedontheirengagementwiththedebatetopicsandtherebybeassessedina manner that is equitable.

Conduct of debates in the classroom is accomplished by allocating students into groups, allowing preparation time, providing debate rules and instructions, chairing and judging the debate (the person who does this is traditionally referred to as a Chair Judge, according to the Cambridge University debating system) and then providing group and individual feedback. Scoring depends on points and rebuttals and Lecturers should include an explanation of the scoring system in the debate rules provided to students.

RunningaClassDebateOnline

ClassdebatesintheCanvasLMScanbeengagingandstimulatingandarenotdifficulttoarrange.Theyareconducted in three stages: preparation, debate and review.

Stage1:Preparation

Studentsare allocatedtoteams.EachteamisallocatedtoaconferenceinCanvas(Lecturersmaypreparethegroup lists and set up the Conferences beforehand to facilitate this). Students are allocated a topic statement and a side (affirmative or negative) and are given a set duration of time to prepare.

Conferences are provided through the Canvas Big Blue Button integration, so students in the group can hear and see eachother(withwebcamsandheadsets),createsharednotes,createamulti-userwhiteboard,sharedocumentsand sendandreceiveinstantmessages.Aninstructionsheet(.pdf)maybesharedineachconferencewithinstructionsfor howtoorganiseadebateteam,whichwouldincludetheselectionofateamcaptainandanorderofspeakersaswell as a summary of the debate rules.

Stage2:Debate

Allstudentsreturntothewebinar.PairsofteamsfaceeachotherwiththeLecturerorothersuitablepersonactingas theChairJudge.TheChairJudgecallsupontheaffirmativeteamsfirstspeaker,thenthenegativeteamsfirstspeaker, then the affirmative teams first speaker and so on, until the final speaker for each team has given their concluding remarks.Eachspeakershowstheirwebcamandisunmutedwhile theyspeak.TheJudgeChairmaysound minutebells

towarnthespeakerwhentheirtimeisrunningout.Allotherclassmembersaremutedbutaskedtolistenattentively. Membersoftheopposingteamshouldpayparticularattentionandnotepointstorebut.TheChairJudgemayunmute themselves when necessary.

Stage3:Review

After each debate, the Chair Judge (and optionally peers) give each team feedback about their performance and the pointstheymade.Eachteamisgivenascorebasedontheirpointsandrebuttalsinaccordingwiththeconventionsof debate scoring, or any other system the Lecturer has chosen to stipulate in the debate rules.

Note:Ifmultiplepairsofteamsaretodebate,theymayallundertakethepreparation(Stage1) together,thenstages two and three are repeated.