ASSIGNMENT

_________________________________________________________________________
HMEF5043_V2
EDUCATIONAL PSYCHOLOGY
SEMESTER JANUARY 2020

SPECIFIC INSTRUCTION / ARAHAN KHUSUS

1. Answer in English or Malay.

2. Number of words : 3000 – 5000 words excluding references.

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date : 16th Mac 2020

6. This assignment accounts for 60% of the total marks for the course.
 ASSIGNMENT QUESTION

PURPOSE
The purpose of the assignment is to assess learners’ skills and ability to review research
articles in the area of educational psychology and also to assess learner’s presentation skills
in explaining their thoughts on issues on education.

INSTRUCTIONS
There are two parts of the assignment.
Part A (40%)
1. Learners are to choose ONE theme from the following:
a. Creative thinking in classroom
b. Metacognition
c. Constructivism
d. Integration of technology in pedagogy

2. Find four research or academic writing/articles or journal relevant to the theme you
have chosen.
3. Write a critical review of the articles, which include:
a. Objectives of the research;
b. Methods of data gathering;
c. Results or findings of the research.
4. Your review should include your analysis – whether you agree or disagree with the
findings, and your justification.
[40 marks]
REQUIREMENTS
 The review should be a critical review and not a summary of the articles read.
 The review should be a combination of all four articles and not be reviewed
separately.
 Learners are required to include the articles in your appendix.
Part B (20%)
1. Learners are required to make a 10-minutes presentation.
2. The presentation should be on the elaboration on how can you apply the theme
you have chosen above in the classroom to create a better teaching and learning
process.
3. The presentation should be recorded and uploaded in the YouTube and the link of
the video should be included in your assignment – before the conclusion part, you
may have a subheading that says ‘Presentation’, and include the title of your video
as well as the link.
4. Learners may prepare slides as teaching aids, but needless to submit.

[20 marks]
[TOTAL: 60 MARKS]
 ATTACHMENT
ASSIGNMENT RUBRIC
HMEF5043_V2 EDUCATIONAL PSYCHOLOGY / JANUARY 2020
Unsatisfactory/No
Excellent Good Fair Low
QN/ Response Max
CLO Criteria Weight Marks
NS
4 3 2 1 0
1 1 Part A: Article The introductory paragraph The introductory The introductory paragraph There is no clear Introduction is
review is engaging, clearly states paragraph is somewhat states the main idea and introduction of the main too brief and
Introduction the main idea, addresses inviting, clearly states attempts to address the topic or structure of the shallow.
the assignment question, the main idea, addresses assignment question, but does paper. The paper just
and previews the structure the assignment not adequately preview the begins in the middle of
1 of the paper. Introduction question, and previews structure of the paper. The the idea and may or may 4
allows the essay to be the structure of the introduction is very detailed not address the
developed with supporting paper. Introduction and leaves little else for assignment question.
details. allows the essay to be discussion.
developed with
supporting details.
1 2 Identification Includes accurate Includes accurate One of the following is missing More than one of the Learners cannot
of premise identification of article identification of article or insufficiently analytical: following are missing or identify the
and premise, significant points premise, importance to accurate identification of insufficiently analytical: premise of the
supporting in support of the premise, the course, significant article premise, importance to accurate identification of articles.
points and the significance of points in support of the the course, significant points in article premise,
(Premise are 3.0 these to the course of premise, and the course, support of the premise, and importance to the course, 12
the objectives, educational psychology. but one or more of them the course. significant points in
methods and need improvement support of the premise,
results/finding . and the course; those
s of the included need
article) improvement.
2 2 Application of Includes several analyses Includes some analyses Includes few analytical Includes general No analysis, just
analysis that relate the article to that relate the article to statements that relate the opinionated statements description.
course content and real-life course content and real- article to course content and that are unrelated to the
2.0 8
situations life situations. real-life situations. course content and real-
. life and/or are
substantiated.
3 4 Critical Includes critical thinking
evaluation of that clearly states the
premise and learner’s informed and
supporting 2.0 substantiated opinion,
points thorough evaluation of the
(argument) article’s premise, and
supporting points
1 2 Writing Writing is clear and concise.
mechanics Sentence structure and
grammar are excellent.
0.5 Correct use of punctuation.
No errors.
1 2 Organisation The organisation results in
clarity and presents logically
arranged points.
0.5
1 3 Conclusion The conclusion subtly
returns to the content,
adding new insight.
Learner’s choice of ending
1 keeps the reader thinking
and connects the writing to
the external world. The
essay has a sense of
completeness.
1 4 Part B: Learner provides a variety
Presentation of types of content
Content appropriate for the task,
such as generalizations,
2.5 details, examples and
various forms of evidence.
The learner adapts the
content in a specific way to
the listener and situation.
2 1 Delivery Learner delivers the
1.5 message in a confident,
Includes critical thinking Learner’s opinion of the article Learner’s opinion of the Shallow and
that clearly states the is stated, along with critical article is not clear; critical narrow thinking.
learner’s opinion and evaluation of the article’s thinking is not evident.
some evaluation of the premise and/or argument, but 8
article’s premise and/or some significant points are
arguments but overlooks overlooked.
some points.
Writing is mostly clear Writing lacks clarity or Writing lacks clarity and Writing cannot be
and concise. Sentence conciseness. Minor problems conciseness. Serious understood.
structure and grammar with sentence structure and problems with sentence Numerous major
are strong and mostly some grammatical errors. structure and grammar. errors in 2
correct. Few minor Several minor errors in Numerous minor errors in punctuation and
errors in punctuation punctuation and spelling. punctuation and spelling. spelling.
and/or spelling.
The overall arrangement Arrangement is less than clear, Arrangement is not clear, Arrangement is
is logical but can or organisation is clear but or organisation of writing haphazard and
occasionally be difficult there are some digressions. is illogical and lurching. difficult to follow;
2
to follow. paper strays
substantially from
topic.
The conclusion shows The conclusion is actually a The learner simply ends No conclusion
the author tried to end summary that repeats the writing and doesn’t
the writing with flair and previously stated information. try to add any new insight
ends up summarising OR new information is or conclusion.
the content. introduced that does not fit. 4
Learner focuses Learner includes some Learner says practically Very boring
primarily on relevant irrelevant content. The learner nothing. The learner monotone
content. The learner wanders off the topic. The focuses primarily on presentation.
sticks to the topic. The learner uses words and irrelevant content. The
learner adapts the concepts, which are learner appears to ignore 10
content in a general way inappropriate for the the listener and the
to the listener and the knowledge, and experiences of situation.
situation. the listener (e.g., slang, jargon,
technical language).
The volume is not too The volume is too low or too The volume is so low and Not fluent at all,
low or too loud and the loud and the rate is too fast or the rate is so fast that major lack of 6
 poised, enthusiastic fashion.
The volume and rate varies
to add emphasis and
interest. Pronunciation and
enunciation are very clear.
The learner exhibits very
few disfluencies, such as
'ahs,' 'uhms,' or 'you
knows.'
3 3 Presentation The message is overtly
organisation organised. The learner
helps the listener
understand the sequence
and relationships of ideas
1.0 by using organizational aids
such as announcing the
topic, previewing the
organization, using
transitions, and
summarising.
Total 0   0
rate is not too fast or too slow. The pronunciation listener cannot preparation.
too slow. The and enunciation are unclear. understand most of the
pronunciation and The learner exhibits many message. The
enunciation are clear. disfluencies, such as 'ahs,' pronunciation and
The learner exhibits few 'uhms,' or 'you knows.' The enunciation are very
disfluencies, such as listener is distracted by unclear. The learner
'ahs,' 'uhms,' or 'you problems in the delivery of the appears uninterested.
knows. message and has difficulty
understanding the words in the
message.
The message is The message is less organised. The organization of the The message is
organised. The listener The listener has some message is mixed up and so disorganised
has no difficulty difficulties to understand the random. The listener that listener
understanding the sequence and relationships must make some cannot
sequence and among the ideas in the assumptions about the understand most
relationships among the message. The ideas in the sequence and of the message. 4
ideas in the message. message somehow can be relationship of ideas.
The ideas in the outlined but with a little
message can outlined struggle.
easily.