JFA 316/533 Protect Areas Management
2022 Alternative Assessment Task Replacing Field Camp Attendance and Portfolio
Task Description
This assessment task replaces the East Coast Field Camp Portfolio and field camp attendance requirements for distance students enrolled in JFA 316/533. Students will need to complete a research paper that analyses the following three marine protected areas: Freycinet Commonwealth Reserve, The Moulting Lagoon, and Governors Island Marine Nature Reserve and develop a monitoring plan for Governors Island Marine Nature Reserve. Students must include the following in their papers:
- An overview describing each MPA
- A socioeconomic transect for each MPA
- A monitoring plan for Governor’s Island which includes at least three biological, three social and three governance indicators. Students must include a description of the techniques that will be used to monitor each variable and describe how each variable was chosen.
- A discussion comparing and contrasting for each MPA:
- Goals
- Key issues
- Key stakeholders
- Monitoring programs
- Enforcement
- Effectiveness
Task Length
- Papers should be between 4500 and 5500 words.
- Papers that exceed the word length, are under the word length or do not state the correct word length on the cover sheet will be penalised in accordance with unit penalties (see below).
- All words in the paper (including the abstract) count in the word limit; references at the end of the paper, tables and figures do not count in the word count.
- 12-point font, page margins at least 2.5cm
- Referencing must follow the ‘Harvard’ style.
Links to Unit’s Learning Outcomes
Learning objectives 1, 2, 3, 4 and 5
Assessment Criteria As per rubric.
Due Date
28 April, 4:00 pm.
Marking Matrix –Field trip portfolio and alternative assessment
| Criteria | HD | DN | CR | PP | NN |
| Criterion 1: Idea Development (20%) | Provides a relevant, in-depth approach that demonstrates detailed and critical appraisal of the topic | Provides an in-depth approach that demonstrates critical appraisal of the topic | Provides a detailed appraisal of the topic | Provides an appraisal of the topic that is a summary of facts/material | Provides limited appraisal of the topic/ focusses on description |
| Criterion 2: Elaboration (40%) | Locates, evaluates, and synthesises a wide range of directly relevant information from scholarly sources Social transects are complete and highly accurate, including sketches Evidence cited substantially supports argument | Locates, evaluates, and synthesises a range of relevant information from scholarly sources Social transects are complete and mostly accurate, including sketches Evidence cited clearly supports argument | Locates and incorporates relevant information from scholarly sources Social transects are incomplete or inaccurate, including sketches Evidence cited provides some support for argument | Locates information that is partly relevant from a range of sources Social transects are incomplete and inaccurate, including sketches Evidence cited provides limited support for argument | Uses information that is not relevant, scholarly, or is tenuously linked to the topic Social transects are not included Evidence cited provides little or no support for argument |
| Criterion 3: Organisation (20%) | Logical and succinct structure of content creates a cohesive and coherent analytical piece of work Sustained use of paragraphing to support well-developed argument | Logical structure of content creates a cohesive and coherent analytical piece of work Clear use of paragraphing to support development of argument | Structure of content creates a comprehensible piece of work that is mainly descriptive Use of paragraphing to support development of argument | Partial structuring of content to create a descriptive piece of work Partial use of paragraphing to support development of argument | Content is partially or poorly structured No use of paragraphing to support development of argument |
| Criterion 4: Spelling, Grammar and Punctuation (10%) | Uses formal academic language throughout essay Consistently adheres to grammatical conventions | Uses formal language throughout essay Mostly adheres to grammatical conventions | Occasional use of informal language Mainly adheres to grammatical conventions; occasional grammatical errors are unobtrusive | Occasional use of informal language Sometimes adheres to grammatical conventions; occasional obtrusive grammatical errors | Frequent use of informal language Frequent and/or obtrusive grammatical and spelling errors |
| Criterion 5: Referencing (10%) | Consistently and accurately adheres to conventions of the Harvard referencing systems, both in the text and the reference list Explicitly acknowledge all sources throughout the essay Reference list complete, comprehensive and accurate | Almost always consistently and accurately adheres to conventions of the Harvard referencing system, in both the text and the reference list Explicitly acknowledge most sources throughout the essay Reference list complete and mostly accurate | Mostly follows Harvard referencing conventions in both the text and the reference list Most sources acknowledged throughout essay Reference list complete | Some Harvard referencing conventions followed in both the text and the reference list Most sources acknowledged throughout essay Reference list attempted | References and sources not appropriately acknowledged Reference list incomplete and/or inaccurate |
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