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Assessment Brief
EDUC5001 Education and Change: The
Lifelong Learner
Summary
Title Assessment Task 1: Portfolio
Type Portfolio
Due Date Week 3, Sunday 21 July 2023 at 11:59pm AEDT
Length 2000 words
Weighting 50%
Academic Integrity
(See below for
limits of use where
GenAI is
permitted)
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be
used for this Assessment Task. You are required to demonstrate if you have
developed the unit’s skills and knowledge without the support of GenAI. If you use
GenAI tools in your assessment task, it may result in an academic integrity breach
against you as described in the Student Academic and Non-Academic Misconduct
Rules, Section 3.
Submission Word document submitted to Turnitin
Unit Learning
Outcomes
This assessment task maps to the following ULOs:
ULO1: Identify basic biopsychosocial changes and developments in the context of
education.
ULO2: Understand the significance of social and emotional wellbeing on learning
and development.
ULO3: Demonstrate how theories that inform learning and development are
implemented in learning and teaching contexts.
Rationale
The purpose of this task is to develop your understanding of paradigms and frameworks for understanding
change, development and learning in childhood and adolescence and how this applies to educational
principles and practices. To demonstrate your understanding, you will draw on the unit content, the
recommended readings and other peer reviewed literature.
Task Description
Your task is to develop a reflective portfolio that will document personal responses to the various paradigms
and theoretical frameworks that are put forward in this unit to explain biopsychosocial changes. Your portfolio
will resemble a journal that contains several Important responses that will inform your teaching practice. This
reflective portfolio aims to make connections between course material and instructional design as a future
reference for teaching.
Task Instructions
Steps
Respond to 3-4 items from the list below that demonstrates your engagement with the concepts and
principles we are learning in this unit. You will need to integrate the relevant ideas and principles you are
learning into your response for each item you select, to appropriately address the issues and/or questions
inherent in the item. Use classroom examples where possible to illustrate your ideas and understanding.
Item 1 Considering the following statement, reflect on the degree to which nature (genes) and nurture (the
environment) might influence an individual’s sporting ability:
So, you’ve got your father’s blonde hair and your mother’s brown eyes – these are genetic traits. You and your
family are also very good at sport. Is it your genes or your environment that’s responsible for your sporting
ability
Item 2 Critically review the theoretical perspectives of Piaget, Vygotsky and Information Processing Theory as
presented in the tutorials, and the readings. Choose one of these theories and reflect on how that theory can be
applied to your teaching via a hypothetical classroom example.
Item 3 The development of vision in infancy, including acuity, colour perception, depth perception, face
perception, and object perception, is essential to learning and development across the lifespan. Our
experiences in moving, exploring independently, and manipulating materials contribute to our visual
development. Briefly explain the implications this has for instructional guidance at the early childhood level,
and discuss whether it can also have implications for teaching older children and students. You might like to
include “epigenetics” to further your understanding of the nature/nurture relationship for this particular item,
as this will give you additional insights into how the environment can affect genetic expression across
development.
Item 4: How might scaffolding for the use of Vygotsky’s ZPD need to be differentiated for a student who
experiences generalised anxiety Describe how you would approach this in relation to your KLA.
Item 5: a) Reflect on student wellbeing – What is wellbeing Why is it important What sorts of things effect it
and what are the important wellbeing risk factors
b) On the basis of these initial reflections, provide a clear example of how the classroom teacher can promote
wellbeing.
Item 6: According to ACARA the Australian Curriculum has ‘personal and social capability’ as a general
capability to be carried out across all learning areas. ACARA, 2017 states that:
Students develop personal and social capability as they learn to understand themselves and others, and
manage their relationships, lives, work and learning more effectively….
Provide a theoretical analysis of why this statement is so relevant in classrooms and schools.
Criteria
1. Demonstrate an understanding of the relevant core concepts, principles, and practices
2. Demonstrate how theories that inform learning and development are implemented in learning and teaching
contexts
3. Demonstrates the use of compelling statements and arguments to support a point of view.
4. Applies correct referencing when citing authors and listing references.
Formatting and style
Base your writing style for this assessment on SCU’s Reflective Writing Guide.
Please note that that you can use the first person when reflecting, however, you should use thirst person when
referring to theory/literature.
Your approach to writing the Reflective learning responses can be either of the following ways. The important
point in either case is that your opinion must be clearly linked to theory, in order to demonstrate that you
have understood the topic sufficiently.
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Assessment Brief
Method 1:
State the reflection/opinion and give an explanation and an interpretation about that reflection.
Provide a theoretical justification for the interpretation. This adds credibility to the interpretation.
Draw a logical conclusion.
Method 2:
State and explain the theory and provide the basis for the subsequent opinion.
Give the personal example and interpretation of that example in relation to the theory.
Draw the ideas presented to a logical conclusion i.e. an evaluation of the relevance of self-disclosure to the
communication within the relationship.
Please use 12-point Times New Roman and use double line spacing as per APA 7th edition guidelines.
Referencing
You must include in-text citations and reference list as per APA7th edition guidelines.
Only peer reviewed sources are permitted. This includes peer reviewed journals and edited books and
book chapters.
Websites, blogs, Wikipedia, YouTube and NOT permitted in this assessment.
In-text references and reference list should be in line with APA 7th edition.
Use at least five high quality peer-reviewed academic sources.
Please use the following resource as a Referencing Style guide: SCU Library referencing guides.
Task Submission
Explain how learners can submit the completed task. Ensure that you outline the format requirements,
submission portal location and, if required, cover page information. For example:
Portfolio should be submitted using the Turnitin activity titled Assessment 1 Portfolio in the
Assessments Tasks and Submission section on the Blackboard EDUC1004 site. Only Microsoft Word
or PDF documents submitted via the Turnitin portal on Blackboard will be accepted. You must label
your submission with your surname and initials and the assessment task’s name, e.g.
SmithJ_ReflectiveWriting.doc
Academic Integrity
Use of GenAI is acceptable within defined limits
In this assessment task, the use of GenAI is allowed but limited.
You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a
tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to
help guide your research, research, ask questions to help to clarify your understanding, brainstorm preliminary
ideas, get feedback on your ideas and clarify concepts.
Remember, just as if you Googled something, you still need to evaluate the information to determine its
accuracy and relevance. GenAI can produce biased and false information. You must find scholarly sources to
support any of the ideas generated. This is a requirement for this assessment.
You cannot include content generated by in your assessment (even if you have paraphrased, summarised or
quoted the output).
You are also encouraged to use Grammarly Premium to help edit and improve the quality of your written
work.
If you do, use GenAI as defined as acceptable for this assessment. In that case, you must keep evidence of how
it was used and acknowledge how you used it in the process of completing your assessment appropriately. To
help understand what to do, consult the Learning Zone’s resources.
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Assessment Brief
Quick Guide Acknowledging and Referencing GenAI Use
Build your skills using GenAI – PAIR Framework
The SCU Library Guide- GenAI can also help you develop your AI literacy
skills. https://libguides.scu.edu.au/genAI
If you use GenAI tools in your assessment task beyond the acceptable limits, it may result in an academic
integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules,
Section 3.
Special Consideration
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view_x005f current.php id=140
Late Submissions & Penalties
Please refer to the Late Submission & Penalties section of Policy
https://policies.scu.edu.au/view.current.php id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be
posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be
posted.
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Assessment Brief
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Assessment Brief
Assessment Rubric
Marking
Criteria and %
allocation
High Distinction
+
100%
High Distinction
(85–99%)
Distinction
(75–84%)
Credit
(65–74%)
Pass
(50–64%)
Marginal Fail
(35-49%)
Fail
(1-34%)
Not Addressed
(0%)
Criterion 1
40 %
Demonstrate an
understanding of
the relevant core
concepts,
principles, and
practices
There is
outstanding
evidence of
understanding of
the relevant
concepts,
principles, and
practices. NO
ERRORS
There is
outstanding
evidence of
understanding of
the relevant
concepts,
principles, and
practices.
There is
extremely good
understanding of
the relevant core
concepts,
principles, and
practices.
There is good
understanding of
the relevant core
concepts,
principles, and
practices.
There is basic
evidence of
understanding of
the relevant core
concepts,
principles, and
practices.
There is minimal
evidence of
understanding of
the relevant core
concepts,
principles, and
practices.
There is no
evidence of
understanding of
the relevant core
concepts,
principles, and
practices.
Not attempted.
Criterion 2
40 %
Demonstrate
how theories
that inform
learning and
development are
implemented in
learning and
teaching
contexts
There is
outstanding
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts. NO
ERRORS.
There is
outstanding
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts.
There is
extremely good
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts.
There is good
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts.
There is
satisfactory
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts.
There is minimal
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts.
There is no
evidence of
theories that
inform learning
and
development
applied to
learning and
teaching
contexts.
Not attempted.
Criterion 3
10 %
Writing style is
clear and
professional and
Outstanding
demonstration
of academic
writing and the
use of
Outstanding
demonstration
of academic
writing and the
use of
Extremely good
demonstration
of academic
writing and the
use of
Good
demonstration
of academic
writing and the
use of
Satisfactory
demonstration
of academic
writing and the
use of
There is minimal
evidence of
academic writing
and statements
and arguments
There is no
evidence of
academic writing
and statements
and arguments
Not attempted.
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Assessment Brief
delivers a
coherent flow of
ideas
compelling
statements and
arguments to
support a point
of view. NO
ERRORS.
compelling
statements and
arguments to
support a point
of view.
compelling
statements and
arguments to
support a point
of view.
compelling
statements and
arguments to
support a point
of view.
compelling
statements and
arguments to
support a point
of view.
to support a
point of view.
to support a
point of view.
Criterion 4
10 %
Applies correct
referencing
when citing
authors and
listing
references. Uses
at least 5 high
quality peer reviewed
academic
sources.
Outstanding
referencing style
and use of 5 +
high-quality
peer-reviewed
academic
sources to
explain a point
of view. NO
ERRORS.
Outstanding
referencing style
and use of 5 +
high-quality
peer-reviewed
academic
sources to
explain a point
of view.
Distinguished
referencing style
and use of 5 +
high-quality
peer-reviewed
academic
sources to
explain a point
of view.
Competent
referencing style
and use of 5 +
high-quality
peer-reviewed
academic
sources to
explain a point
of view.
Satisfactory
referencing style
and use of at
least 5 high_xfffe_quality peer reviewed
academic
sources to
explain a point
of view.
Limited
referencing style
and use of
literature to
explain a point
of view. Does
not meet the
minimal criteria
of at least 5 high
quality peer reviewed
academic
sources.
Very Limited
referencing style
and use of
literature to
explain a point
of view. Uses no
(or less than 5)
high quality
peer-reviewed
academic
sources.
Not attempted.
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying
relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding
in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying
relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as
distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying
relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s performance satisfies all the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The
student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.
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Assessment Brief