POE itsa

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MODULE NAME:

INTRODUCTION TO SCHOLARSHIP A

MODULE CODE:

ITSA5111/d/p/w

ASSESSMENT TYPE: POE (PAPER & RUBRIC)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A minimum of 16 HOURS is suggested to complete this assessment

By submitting the various tasks of this Portfolio, you acknowledge that you have read and

understood all the rules as per the terms in the registration contract, in particular the assignment

and assessment rules in The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity

and plagiarism rules in the Intellectual Integrity Policy (IIE023), as well as any rules and regulations

published in the student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a

direct quote indicated with quotation marks. No more than 10% of the total Portfolio may

consist of direct quotes.

2. All tasks will be closely scrutinised for plagiarism by the marker. To assist in this regard,

make sure you submit all relevant tasks through SafeAssign as indicated under the

individual task instructions in this POE.

3. Make a copy of your tasks before handing them in.

4. Tasks must be typed unless otherwise specified.

5. All work must be adequately and correctly referenced where necessary.

6. Begin each section on a new page.

7. Follow all instructions on the assignment cover sheet.

8. This is an individual Portfolio of Evidence.

© The Independent Institute of Education (Pty) Ltd 2020

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Referencing Rubric

Providing evidence based on valid and referenced academic sources

is a fundamental educational principle and the cornerstone of highquality

academic work. Hence, The IIE considers it essential to

develop the referencing skills of our students in our commitment to

achieve high academic standards. Part of achieving these high

standards is referencing in a way that is consistent, technically

correct and congruent. This is not plagiarism, which is handled

differently.

Poor quality formatting in your referencing will result in a penalty of

a maximum of ten percent being deducted from the percentage

awarded, according to the following guidelines. Please note,

however, that evidence of plagiarism in the form of copied or

uncited work (not referenced), absent reference lists, or

exceptionally poor referencing, may result in action being taken in

accordance with The IIE’s Intellectual Integrity Policy (0023).

Markers are required to provide feedback to students by indicating

(circling/underlining) the information that best describes the

student’s work.

Minor technical referencing errors: 5% deduction from the

overall percentage – the student’s work contains five or more

errors listed in the minor errors column in the table below.

Major technical referencing errors: 10% deduction from the

overall percentage – the student’s work contains five or more

errors listed in the major errors column in the table below.

If both minor and major errors are indicated, then 10% only (and

not 5% or 15%) is deducted from the overall percentage. The

examples provided below are not exhaustive but are provided to

illustrate the error

Required:

Technically correct referencing

style

Consistency

• The same referencing format

has been used for all in-text

references and in the

bibliography/reference list.

Technical correctness

• Referencing format is

technically correct throughout

the submission.

• Position of the reference: a

reference is directly associated

with every concept or idea.

• For example, quotation marks,

page numbers, years, etc. are

applied correctly, sources in

the bibliography/reference list

are correctly presented.

Congruence between in-text

referencing and bibliography/

reference list

• All sources are accurately

reflected and are all accurately

included in the bibliography/

reference list.

In summary: the recording of

references is accurate and

complete.

Minor errors in technical correctness of

referencing style

Deduct 5% from percentage awarded

Minor inconsistencies.

• The referencing style is generally

consistent, but there are one or two

changes in the format of in-text

referencing and/or in the bibliography.

• For example, page numbers for direct

quotes (in-text) have been provided for

one source, but not in another instance.

Two book chapters (bibliography) have

been referenced in the bibliography in

two different formats.

Generally, technically correct with some

minor errors.

• The correct referencing format has been

consistently used, but there are one or

two errors.

• Concepts and ideas are typically

referenced, but a reference is missing

from one small section of the work.

• Position of the references: references

are only given at the beginning or end of

every paragraph.

• For example, the student has incorrectly

presented direct quotes (in-text) and/or

book chapters (bibliography/reference

list).

Generally, congruence between the intext

referencing and the bibliography/

reference list with one or two errors.

• There is largely a match between the

sources presented in-text and the

bibliography.

• For example, a source appears in the

text, but not in the bibliography/

reference list or vice versa.

In summary, at least 80% of the sources

are correctly reflected and included in a

reference list.

Major errors in technical correctness of referencing

style

Deduct 10% from percentage awarded

Major inconsistencies.

• Poor and inconsistent referencing style used intext

and/or in the bibliography/ reference list.

• Multiple formats for the same type of referencing

have been used.

• For example, the format for direct quotes (in-text)

and/or book chapters (bibliography/ reference

list) is different across multiple instances.

Technically incorrect.

• The referencing format is incorrect.

• Concepts and ideas are typically referenced, but a

reference is missing from small sections of the

work.

• Position of the references: references are only

given at the beginning or end of large sections of

work.

• For example, incorrect author information is

provided, no year of publication is provided,

quotation marks and/or page numbers for direct

quotes missing, page numbers are provided for

paraphrased material, the incorrect punctuation is

used (in-text); the bibliography/reference list is

not in alphabetical order, the incorrect format for

a book chapter/journal article is used, information

is missing e.g. no place of publication had been

provided (bibliography); repeated sources on the

reference list.

A lack of congruence between the in-text

referencing and the bibliography.

• No relationship/several incongruencies between

the in-text referencing and the

bibliography/reference list.

• For example, sources are included in-text, but not

in the bibliography and vice versa, a link, rather

than the actual reference is provided in the

bibliography.

In summary, at least 60% of the sources are

incorrectly reflected and/or not included in

reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:

.....................................................................................................................................................................................................................................................................................................

.....................................................................................................................................................................................................................................................................................................


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Portfolio of Evidence — Background and Instructions

__

Introduction

It is important that you are able to display both sound subject knowledge as well as the ability to

adequately apply it to scenarios. As these are critical components of this module, this Portfolio of

Evidence is designed to critically assess both.

This Portfolio of Evidence needs to be developed as you progress through this module. The

questions in this assignment all form part of a single Portfolio of Evidence (POE) to be submitted

at the end of the module.

Module Assessment — Background and Instructions

1. As explained in your Module Guide, this modules assessment structure is comprised of two

activities. In order to prepare you for these activities, there will be two compulsory ICE

Tasks that must be submitted for marking to your lecturer as per their timeline. This need

not be included in the POE and will be done through the course of your module at various

times decided by your lecturer. The aim of the two prescribed ICE tasks is to render

additional support to you so that you can be able to complete your Summative POE

effectively.

2. You will have two lecturer facilitated touchpoints which will be scheduled prior to the

expected completion of the POE Activities as per pacer, This is an opportunity for you to

receive developmental feedback for your two POE activities which you will be working on

throughout the module and will submitting as a summative at the end of the module. Your

lecturer will not be marking the activities and the touchpoints will provide informal

feedback so that your lecturer can provide guidance. It is imperative that you make use of

these opportunities, but the onus is on you to make use of these sessions.


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The assessment weighting for this POE is as follows:

Assessment Name

ICE 10%

Summative POE 90%

Weighting

NB: Failure to submit your final portfolio of evidence by the prescribed time and date (as per

PAS) will be treated as an absence from examination, and not as a late assignment. Please refer

to the IIE 009 Assessment Strategy and Policy (updated January 2015) for further details. The

final portfolio will be required to be submitted through Turn It In/SafeAssign.


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ICE TASKS

__

ICE Task 1 ___________________ [Marks:10]

List five common reasons that were cited by the students as being responsible for the low pass

rate in the Introduction to Scholarship A module.

ICE Task 2

[Marks:10]

Use a mindmap or a table to outline the findings that you will use to write a report on the reasons

that contribute to the low pass rate in the Introduction to Scholarship A module.


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POE ACTIVITIES ___________ [Marks: 100]

This module’s assessment structure has two components, namely ICE tasks and the Portfolio of

Evidence (POE). You will submit both Activity 1 (consisting of Questions 1.1, 1.2, 1.3, 1.4 and 1.5)

and Activity 2 (consisting of Questions 2.1 and 2.2) of the POE at the end of the semester. Your

lecturer will provide informal feedback on your progress, which you should use to develop your

thinking and improve your work. In addition, there are compulsory ICE tasks that you will need to

complete that will assist you in constructing your POE.

ACTIVITY 1: Topic Analysis and Orientation [Marks: 60]

For this activity , you will need to use your knowledge of the nature of tertiary study, cognitive

strategies, referencing, and topic analysis that you covered in Learning Units 1, 2 and 3, and begin

to apply these to a given scenario, which will be used throughout this POE.

Scenario:

You have been elected to become the student representative for the Introduction

to Scholarship A Module in your first year. In your role as the student

representative, you have been tasked with determining some of the key reasons

that contribute to the below average results that the first-year students are

exhibiting in the module. You are required to highlight some recommendations of

how the students and the module lecturers can improve the pass rates of the

Introduction to Scholarship A module.

Your report needs to take the form of a formal, researched report of between 800

to 1000 words, and should use headings and subheadings to guide your

institution’s support team.

Read the suggested content provided below for an overview of the situation related to the

scenario.

Suggested (starting point) articles/chapters for this question:

• Bayaga, L. & Lekena, L. L. 2018. Trend analysis of first year student experience

in university. Available at: http://dx.doi.org/10.20853/32-2-1934 [Accessed 18 February

2020].


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• Siewierski, C. 2015. An Introduction to Scholarship: Building Academic Skills for Tertiary

Study. Cape Town: Oxford University Press Southern Africa. (Chapter 1)

Q.1.1

Research has shown that some first-year students struggle with adapting to

tertiary learning.

(15)

After reading the suggested content and Table 1.1. in Chapter 1 of your prescribed

book, write a response of between 150 and 200 words in which you discuss any

four challenges that students who have just started tertiary education are faced

with and that you think are most likely to contribute to the below average marks

that the students are acquiring in the module. Your response should include the

measures that can be taken by the institution in order to counter the identified

challenges.

Note: You are not required to conduct any additional research for this question.

Nor are you required to write in an academic style – the focus is on your views and

plans to adapt to your new environment, so a subjective viewpoint is encouraged.

You should, however, remember to spellcheck, and reference your prescribed

book and any other sources consulted correctly, both in-text and using a reference

list at the end of your Activity 1. You will be awarded marks for ensuring that these

have been cited according to The IIE’s Harvard Style format.

Q.1.2

Q.1.3

Use the underlined section of the scenario and the paragraph that you completed

in Q.1.1 and identify two key research areas that you feel need to be addressed.

These two key research areas will be your main claims which you believe will

improve the marks in this module.

Use the topic analysis method to analyse your main claims, using a table (created

in Word).

After you have completed the topic analysis you would have identified key

phrases for each of the two identified claims. You will use these key phrase/s to

search for credible and relevant articles that will support your claims.

(15)

(15)


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Enter your key word searches using Google as a search engine and

identify a likely-relevant source for each of your two key areas. Write

down the names and URLs of both sources you have selected.

• Perform a search using Ebscohost (or any other journal database

available to you) related to your key phrases. Remember that you may

need to break up your search phrase and customise your search

according to the search options available if you use Ebscohost. After

investigating the suggested returns, write down the full bibliographic

reference of the journal article that you feel speaks most clearly to your

topic, using The IIE’s Harvard Style format.

Note: It is likely that you will need to test out your targeted search phrases a few

times before you are happy with the type of information you get back. There is

absolutely nothing wrong with this – keep learning. Just remember to report the

most accurate search phrases for this question, even if you did have to tweak them

somewhat.

Q.1.4

Write a formal paragraph in which you paraphrase two key points, taken from your

identified journal articles, that provides evidence or support for any one or more

of your main claim/s. You will already have provided the bibliographic reference

for your source as part of Q.1.3, so you just need to remember to provide correct

in-text referencing in your paragraph.

(15)

Note: You will not be penalised for determining that the source is not suitable for

use – the focus is on ensuring that you find and use the most relevant and credible

sources, so it is far better to note that a source is not suitable at this early stage of

planning so that you can source another.

Please use Rubric – Activity 1, provided at the end of this POE, to guide the nature of your essay.

It is important that you use the rubric to evaluate your own work before you submit your

completed Activity 1 items to ensure that you have completed all required elements adequately.


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Activity 2: Student Report (Marks: 40)

Q.2.1

After considering your collected evidence, create a skeleton outline for the

students’ report that includes:

• A relevant title;

• An introduction with a relevant, workable thesis statement;

• Topic sentences for each of the paragraphs in your report’s body,

accompanied by the locations/references to the credible sources that you

will use to support each of your topic sentences and argument; and

• A conclusion.

(15)

Please note that if you did not locate suitable sources during Q.1.3, you will need

to do so at this point to ensure that you have relevant, credible information.

Q.2.2

Making use of your completed skeleton, as well as the informal feedback received

by your lecturers, structure and claims from Activity 1 write your final report for

the students. Remember that this is the culmination of a significant effort in terms

of planning and you need to present a highly polished final piece.

(25)

Specifically, your report needs to reflect that it:

• Clearly responds to all elements of the scenario instructions, fully addresses

the topic elements, and does not stray from the topic;

• Meets the length and academic writing requirements;

• Is informed by the skeleton outline and other planning activities;

• Uses a suitable report format with headings, subheadings, and features a

relevant title, introduction, body and conclusion;

• Makes use of credible and sufficient evidence (a minimum of three sources),

which has been ethically cited using The IIE’s Harvard method; and

• Has been thoroughly revised, edited and proofread for any material or copy

errors.


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Please use RUBRIC 2 — Activity 2: Final Report, provided at the end of this POE, to guide your

approach. It is important that you use the rubric to evaluate your own work before you submit

Activity 2 to ensure that you have completed all required elements adequately.

Note: Activity 2 must be submitted through SafeAssign.

Suggested resources for this question (in addition to your located sources and the ones indicated

for Activity 1):

For steps on constructing your report and conducting research:

• Siewierski, C. 2015. An Introduction to Scholarship – Building Academic Skills for Tertiary

Study. Cape Town: Oxford University Press Southern Africa. (Chapters 2, 3, 5)


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Appendix A:

___________________________

Please note: Print out this section and attach it to your work when you submit it.

MODULE NAME:

INTRODUCTION TO SCHOLARSHIP A

MODULE CODE:

ITSA5111/d/p/w

STUDENT NAME:

STUDENT NUMBER:

RUBRIC 1: Activity 1: Topic Analysis and Orientation Levels of Achievement Feedback

Absent/Poor Developing Good Excellent

Identified any four challenges of the tertiary environment

that may reasonably contribute to the below average marks

for first year students and clearly but briefly outlined how

these might impact the students.

Indicated measures that can be taken by the institution to

counter the identified challenges.

Used a topic table that determines the full extent of the

activity.

0–2 3 4–6 7–8

0–2 3 4–5 6–7

0 1 2 3


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Clearly identified and inserted each of the following

elements into their relevant cells in the table:

• Required format

• Main topic

• Instruction verbs/verb phrase

• Delimiting words for each verb/verb phrase

All delimiting words relate to the appropriate verbs only,

and no unnecessary information is included.

Identified two key phrases that include relevant, specific,

and correctly spelled keywords, and where necessary,

included search operators (for example ‘-‘) to delimit the

search suitably.

Named and provided the full URLs for two sources (one for

each topic) obtained via a search engine. These sources

reflect an overt/likely relevance to the identified topics.

Provided the full bibliographic reference of the journal

article located through EBSCOhost.

Commented on the relevance of any one of the located

sources through assessment of its purpose, title and

introduction, relevant subheadings, bolded information,

topic sentences, and final paragraph. The conclusion on the

selected source’s relevance is logically reasoned and valid.

Students should not be penalised for determining that the

source is not valid at this stage of the planning.

0–2 3 4–5 6–7

0–1 2 3 4–5

0–1 2 3 4–5

0–1 2 3 4–5

0–1 2 3 4–5


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Clearly selected a journal article and paraphrased two key

points that provide/support the main claims and then

reported it using correct spelling, punctuation, format, and

ordering of information, as aligned with The IIE’s Harvard

bibliographic style.

Correctly and consistently used The IIE’s Harvard style to

cite the prescribed book where necessary, both in-text and

in a reference list at the end of Activity 1.

0–2 3-5 6–7 8–10

0–1 2 3 4–5

Activity 1 /60


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RUBRIC 2 — Activity 2: Final Report Levels of Achievement Feedback

Absent/Poor Developing Good Excellent

Used a clear, indented skeleton structure that reflects the

main ideas on the left, with supporting ideas and resources

below each point, indented to the right in varying degrees

of importance.

The skeleton includes the following:

• A relevant title

• An introduction with a relevant, workable thesis

statement

• Logically sequenced topic sentences for each

paragraph

• Accompanying references/sources/supporting

statements for each topic sentence

Grammar, punctuation and syntax are not important at this

point, but ideas and paragraphs must be logical and

relevant to the report’s component topics.

The report has been informed and adheres to the skeleton

outline. It meets the length and requirements for academic

writing. relevant, workable thesis statement and the

conclusion highlights the findings from the report.

0–2 3-5 6-7 8-10

0–1 2 3 4–5


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Body paragraphs reflect a cohesive whole that convincingly

addresses all elements of the topic in a logical, systematic

way. Paragraphs use a single topic sentence and controlling

idea and at least one supporting sentence that develops

the main idea and provides relevant examples, facts,

evidence or argument. Sourced information is cited and

paraphrased suitably, and the student has avoided

unnecessary use of quotations.

Presented a highly polished final report that reflects

thorough engagement with all steps in the drafting

process, up to and including revision, editing and

proofreading. The report meets all the academic

requirements and the structure adheres to suitable report

writing.

The correct Harvard referencing style has been adhered to

throughout the report. There is consideration of the

intended audience, and a consistently employed style

relevant to the topic.

0–2 3-5 6-7 8-10

0–2 3-5 6-7 8-10

0–1 2 3 4–5

Activity 2: /40

Activity 1 subtotal /60

Activity 2 subtotal /40

SUMMATIVE POE TOTAL

______/[100]

END OF POE


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