POIR8090 Assessment Guide

POIR8090 Assessment Guide

Assessment Tasks:

Assessment Weighting Due

Presentation 10 Please see the Unit Guide

Participation

20 End of Week 13

Essay: Case study on interest groups and the legislative process 50 Please see the Unit Guide

Quizzes 20 Weekly (internal students); end of week 13 (external and OUA students)

Presentation

There will be one five-minute presentation in which you answer some the fundamental questions that you will also address in the final essay. The purpose is to provide you with an opportunity to get feedback* and to gauge your progress towards the final essay.

*NB: I will discuss what students are doing well and less well and provide suggestions for improvement. Note that this feedback is on the presentations as a whole, i.e. I will not give feedback on individual presentations.

Questions:

Who are the key interest groups?

What are the key issues?

What are their preferences?

What strategies do these interest groups use?

Are there connections with parties? Which? What type of connections?

You will find a link to a tool called VoiceThread which you must use to upload your presentations. For those who are not familiar with VoiceThread, I will provide a link to upload a test presentation (just a couple of slides in which you introduce yourself). It is your responsibility to ensure that you have familiarized yourself with VoiceThread by the presentation deadline, and in particular to make sure you know how to make public your presentation so it can be seen by others. If you have not made public the presentation by the deadline, late penalties will be applied.

Presentations will be marked based on how well they answer the questions and not on their form. Specifically, marks will be awarded based on this rubric:

Criterion < 50% Fail 51-64% Pass 65-74% Credit 75-84% Distinction 85% + High Distinction

Argument Does not answer the question asked and/or provides an inadequate answer in terms of relevance, logic and consistency.

Some argument presented, but with weaknesses in relation to relevance, logic, consistency, coherence and sustainability. Puts forward a competent argument which clearly answers the question asked logical, consistent, coherent and sustained throughout the essay. Some attempt to use relevant theoretical concepts. Strong argument in terms of complexity, logic, consistency and coherence that clearly addresses the question and which makes good use of relevant theoretical concepts.

Argument which is highly complex, logical, consist, and engaging. Shows a strong development of conceptual/ theoretical points.

PARTICIPATION

Internal students participate in weekly Zoom seminars (11-1pm Thursdays), which are recorded and posted on iLearn (only the discussion of the quizzes will not be recorded). External and OUA students can access the recordings at their convenience.

Using the Participation Forum posted in the Participation section of the iLearn page, all students will post a short (one-two paragraphs) contribution to discuss a point or topic from each weekly Zoom seminar. They can choose this point/topic because they found it especially interesting, or difficult, or central to the theme of the weekly seminar, explaining why that is the case. Students can start their own thread or respond to thread already started by others (encouraged as a form of discussion involving all students regardless of their registration mode).

Seminars will run between Week 1 and Week 12. They will not run on Week 10 (presentation week) and Week 13 (reading week).

Students must contribute to the forum for every seminar, and will lose 10 marks for every seminar for which they do not contribute a post. The posts are marked based on how closely they engage with the seminar discussion. Contributions must be posted by the end of Week 13.

NB1: While internal students are expected to take part in the Zoom seminars, there is no such expectation for external and OUA students; however, they are more than welcome to join if the want/can.

NB2: The Zoom seminars will be recorded. Participants that are uncomfortable with this can leave their cameras off.

QUIZZES

The weekly online quizzes will be found on iLearn.

During the first week of class a mock quiz (unmarked) will be posted on iLearn so that you can familiarise with this method of assessment. Marked quizzes will begin on Week 2 and will cover the content of the mandatory readings only.

Format:

Multiple choice

Internal students:

For every quiz, you will first answer the quiz on your own (and you will submit your own answers). This is done before the seminar.

During the seminar, you will work in groups and will submit your answers again after discussing them with you group. The final mark for the quiz is the average of your first and second answers.

External students will take the quizzes at home. They will be made available the day after the class and students can take them any time until the end of Week 13. Each quiz will be taken once (not twice as for internal students).

NB1: Quizzes run only for the weeks in which there are readings

NB2: Quizzes are numbered progressively and not by week. E.g.: Quiz 1 is for Week 2.

Essay

Task Description The essay reports on a case study that you will have built on the legislative process leading to the approval of a piece of legislation important to specific interest groups in Australia.

Questions that you must address in the paper

Who are the key interest groups?

What are the key issues?

What are their preferences? Is there a difference between what their expressed preferences and what you would expect based on what you have learned about these groups?

What strategies do these interest groups use?

Are there connections with parties? Which? What type of connections?

Did you find that policy entrepreneurs played an important role in the final outcome? What strategies did they employ?

Are there differences between the bill in first reading and the final act?

Who won and who lost?

References: Harvard

You will be able to choose among several issues/acts. Further information on these and on the sources you should use will be provided in the first class

Length 4000 words, excluding references

Weight 50 percent

Essay Rubric

Criterion < 50% Fail 51-64% Pass 65-74% Credit 75-84% Distinction 85% + High Distinction

Argument Does not answer the question asked and/or provides an inadequate answer in terms of relevance, logic and consistency.

Some argument presented, but with weaknesses in relation to relevance, logic, consistency, coherence and sustainability. Puts forward a competent argument which clearly answers the question asked logical, consistent, coherent and sustained throughout the essay. Some attempt to use relevant theoretical concepts. Strong argument in terms of complexity, logic, consistency and coherence that clearly addresses the question and which makes good use of relevant theoretical concepts.

Argument which is highly complex, logical, consist, and engaging. Shows a strong development of conceptual/ theoretical points.

Critical Analysis No real attempt at critical analysis of opposing viewpoints. Highly descriptive.

Analysis at a largely descriptive level. Does makes some attempts at critical analysis of opposing viewpoints but with deficiencies in terms of logic, rigor and fairness. Good analysis of opposing views - logical, consistent and fair evaluation of opposing arguments. Attempts to provide some original and creative contribution to debate.

Strong critical analysis, well evaluated in terms of logic, rigor and fairness. Attempts to get behind the evidence via engagement with underlying assumptions. Develops an original and creative contribution to debate. Sharp and insightful critical analysis, excellent interrogation of underlying assumptions and contested concepts. Highly original and creative contribution to debate.

Knowledge & Understanding Content based on shallow reading, demonstrates poor understanding of topic, substantial inaccuracies in knowledge. May paraphrase to an unacceptable level.

Work demonstrating a largely broad and descriptive knowledge of the relevant subject matter but with overall accuracy. Tendency to over-paraphrase in parts. Highly competent work showing a deep and accurate understanding of relevant theories, concepts. Makes a good attempt to explain using own words. Evidence of relatively wide reading. Also attempts to apply theoretical knowledge. Superior work showing in-depth and highly accurate knowledge of relevant subject matter. Evidence of wide reading and understanding of theoretical concepts and a good attempt to apply this knowledge. Exceptional in-depth knowledge of the relevant subject matter. Provides a clear and complex explanation of theories and concepts using own understanding with a sophisticated attempt to apply this knowledge. Evidence of very wide reading and insightful interpretation of evidence.

Evidence/ Resources Evidence used is largely irrelevant, arguments not supported by evidence, use of non-academic sources to an unacceptable level.

Evidence used is relevant to the question asked, on the whole, and provides support for the arguments made, but with some weaknesses. Some use of relevant examples. Use of scholarly sources most of the time. Arguments supported by solid range of relevant academic/scholarly sources. Good use of relevant examples. Use of a wide range of highly relevant academic sources. Insightful use of relevant examples. Evidence clearly supports the arguments presented. Use of a very wide range of highly relevant academic sources which clearly support the arguments presented. Insightful and creative use of relevant examples.

Structure/ Organisation Inconsistent and illogical essay structure, purpose of large sections is unclear. Poor use of sign-posting making the argument very difficult to follow. Ineffective use of introduction and conclusion. May be over or under the required word length.

Essay structure is generally logical and consistent but with some weaknesses with coherence and clarity. Attempt made to use introduction and conclusion to structure ideas raised but with deficiencies. May be over or under required word length. Majority of the essay organised with logic and coherence, evidence of linkages/signposting of arguments. Good use of introduction and conclusion as structuring tools. Keeps within required word length. Logical, coherent and consistent essay structure throughout, supportive of main arguments presented. Purpose of paragraphs/subsections clear through good use of signposting. Developed use of introduction and conclusion to structure argument made. Keeps within required word-length. Highly logical and consistent structure throughout which strongly supports the arguments presented. Content highly purposeful with excellent use of sign-posting. Excellent use of introduction and conclusion as structuring tools. Keeps within the required word length.

Style & Presentation Serious problems with grammar and expression making the argument very difficult or impossible to be understood.

Correct English grammar and expression used on the whole. Meaning of expressions used is generally clear, but with some minor problems. Low level of spelling and typographical errors. Correct English Grammar and expression throughout. Meaning of language used clear. Rare spelling and typographical errors. Correct use of English grammar and expression. Language used is clearly understandable, with evidence of creativity and flair. Correct use of English grammar, clear expression, shows high level of creativity and flair in the use of language.

Referencing Significant levels of incorrect academic referencing and/or plagiarism. Fair use of sources, most of the time. Correct use of referencing styles in general, but with some small errors. Fair use of sources throughout, referencing styles used correctly with rare errors. Fair use of sources, no evidence of plagiarism, correct use of referencing styles throughout. Fair use of sources with no evidence of plagiarism, correct use of referencing styles throughout.

Commonwealth

1) Minerals Resources Rent Tax (2011)

https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4712

https://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=economics/mineralstax/report%282%29.htm

2) Carbon pricing (2009)

https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4127

https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Economics/Completed_inquiries/2008-10/cprs_2_09/index

3) Clean Energy Bill (2011)

https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4653

https://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=jscacefl/index.htm

4) National Gambling Reform Bill 2012 (Pokies)

https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4793

https://www.aph.gov.au/Parliamentary_Business/Committees/Joint/Former_Committees/gamblingreform/completedinquires/2010-13/gamblingreformlegislation2012/index

5) Marriage Amendment Bill 2017

https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=s1099

https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/bd/bd1718a/18bd054