Discussion+Criteria+and+suggestions

** The Discussion(s) ** ** Assessment Type 1: Folio ** While informal ‘chats’ and conversations are likely to occur regularly during the Research Project, the following information and resources apply to the formal discussion(s) which is part of Assessment Type 1: Folio. For this assessment type, students provide evidence of their learning in relation to the planning and application assessment design criteria. The discussion is an opportunity for students to formally share their progress to date and receive feedback at that particular moment in time.
 * Research Project **

 The 2011 Subject Outline states:

Students have one or two formal discussions with the teacher about:  · how the research is developing · the research processes they are using · ideas they are developing through the research · the knowledge and skills they are developing and applying.  Students bring evidence of their research to support the discussion. Students nominate the date of their discussion(s), in negotiation with the teacher. Discussion(s) may also involve others, such as community members, experts, or other students.

The discussion(s) are recorded either digitally or in the form of student notes. If the discussion is recorded digitally, a continuous section (a maximum of 10 minutes) from the recording must be selected for inclusion in the Folio.

** Format of discussion **

The discussion(s) can be conducted in a number of different formats including;

· One-to-one student and teacher conversations · A brief student presentation followed by a discussion · A group of students (2-4 possibly) discussing in a round table format

Whichever format is chosen, the discussion must always include the teacher. Students should be encouraged to prepare for the discussion and to be active, rather than passive, discussion participants. The evidence that students bring to the discussion could include materials collected as evidence of their research development so far and questions that they wish to discuss.

** Scheduling the discussion **

Students negotiate the timing and number of discussions with the teacher. The following are some options for consideration. · One discussion that covers both the planning and research development stages · Two discussions scheduled at different stages of the research development, each with a distinct focus. For example: o a first discussion after the proposal with a focus on planning and the research processes in particular. This would be an opportunity for early intervention, confirming, or perhaps re-directing. The possible areas for discussion would be selected from those related to the research topic and the research processes (see below). o a second discussion held towards the end of the research development prior to the presentation of the research outcome with a focus on the development of the research. The possible areas of discussion would be selected from those related to the development of the research and the application of skills and knowledge (see below). · Two discussions with a separate focus (perhaps as suggested above) with the first discussion conducted in a round-table format with 3-4 students as a means of facilitating peer feedback, followed by a second discussion with the teacher only.

** Recording of discussion  ** The discussion may be recorded as evidence of learning in the form of:  · student notes  · digital video recording  · digital oral recording. While the length of the discussion itself is not limited, the evidence required for moderation purposes is limited to a maximum of 10 minutes of digital recorded material, or 2 pages of written student notes, or a combination of these. ** Possible areas for discussion:   ** // Note: The specific feature(s) of the assessment design criteria for which each area of the discussion may provide evidence are suggested in brackets. // ** // The research topic (predominantly P1) // ** · how the research topic is being refined ** // The research processes (predominantly P2) // **  · how the research processes are being planned, used, and their manageability  · how the research processes are safe and ethical  · whether the research processes are producing the information required to investigate the research topic  · other research processes that could be considered ** // The development of the research, the analysis of information and exploration of ideas (predominantly A1, A2) // **  · important ideas and findings emerging from the research so far, and how they have developed directly or indirectly from the research processes  · thoughts about the nature and relevance of the chosen capability  · response to challenges encountered ** // The application of knowledge and skills (predominantly A3) // ** <span style="margin: 3pt 0cm 0pt 17.85pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo3; tab-stops: list 18.0pt; text-indent: -17.85pt;"> · existing knowledge and skills (including topic-specific skills) brought to the research project and how they are being used <span style="margin: 3pt 0cm 0pt 17.85pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo3; tab-stops: list 18.0pt; text-indent: -17.85pt;"> · new knowledge and skills (including topic-specific skills) developed so far and how these are being applied to develop the research