Sunday, September 28, 2014

Integrated referencing

View through a 4x rifle scope. Public Domain.

As part of the journey we have set upon to lift the profile of academic honesty at our school, and in response to the ATL audit we did I created a draft scope and sequence for referencing which starts in the first year of secondary school. There are plans to extend it into the primary school, but that is not the immediate priority right now.

This draft was given to all Heads of Department as a guide as to the minimum requirements that would be expected for full marks in the criteria on referencing for each year group and gives specific skills and benchmarks for teachers to teach to regarding referencing. It also is a marking guide for expectations that will be standardised across the school, to reduce confusion for the students and teachers. The Heads of Department took it to their team for comment and trial and we have had some interesting conversations and feedback.

Referencing is just one element of a number of others in each criteria, so the emphasis should not be just on referencing and citation.

For example MYP Science Criteria D ... (For MYP year 1)


Objective D

Reflecting on the impacts of science
At the end of year 1, students should be able to:
i. describe the ways in which science is applied and used to address a specific problem or issues
 
ii. discuss and analyse the various implications of using science and its application in solving a specific problem or issue iii. apply communication modes effectively
iv. document the work of others and sources of information used.


And for Individuals and Societies (Previously Humanities) Criteria C communicating.
(MYP Yr1)


Criterion C

Communicating
At the end of year 1, students should be able to:i. communicate information and ideas with clarityii. organise information and ideas effectively for the taksiii. list sources of information in a way that follows task instructions*.


Referencing and citing is just one of 3-4 points the students are marked on. 

Going a little bit further, a break down of the criteria to assist in creating a standard marking rubric across the year level team is the next step. This is not finished and requires more thinking and discussion and is being developed across all year levels for each subject. The example below is just to give an example of where we are heading for all criteria. Sometimes teachers have different standards of expectations for students, (particularly with criteria marked like this * above) this type of guide helps to reduce the gap so marking can be consistent across all students.

Year 1 Individuals and Societies Criteria C - Communicating.

Level
Level descriptor
Evidence
0
The student does not reach a standard described by any of the descriptors below.
The student has not:-
completed the work to any standard
or may not have handed in the work
1-2
The student
i. communicates information and ideas in a style that is not always clear.
ii. organises information and ideas in a limited way
iii. inconsistently lists sources, not following the taks instructions
The student
i. (written)  The arguments and thoughts are not organised in a logical manner and not grouped together. Sentence and paragraph structure is difficult to read. Grammar and spelling errors are frequent.

ii.
iii.
3-4
The student:
i. communicates information and ideas in a style that is somewhat clear.
ii. somewhat organises information and ideas
iii. lists sources in a way that sometimes follows the task instructions.
The student has
i.
ii.
iii.
5-6
The student :

i. communicates information and ideas in a style that is mostly clear.
ii. mostly organises information and ideas
iii. lists sources in a way that often follows the task instructions.
The student has demonstrated
i. (written) mostly grammatically correct sentence structure. Paragraphs are used, information is mostly organised using headings and subheadings. The attempted use of labelled and relevent  graphs and images where appropriate.
(oral/ presentation/ visual) Thoughts and arguments are organised in a mostly logical order, with relevant visual prompts.

ii. Ideas and themes are in a reasonable logical order, similar ideas and themes are mostly grouped together and discussed in context with relevant evidence. Formatting is mostly  consistent.

iii.  Bibliography is in Alphabetical order Author or Corp is included
Correct capitalisation
Date of access if no date for the resources for all resources.
Attempts to cite all in text pictures and graphs.
7-8
The student :
i. communicates information and ideas in a style that is somewhat clear.






ii. completely organises information and ideas effectively

iii. lists sources in a way that always follows the task instructions.
The student has demonstrated
i. (written) consistent and grammatically correct sentence structure. Paragraphs are used, information is organised clearly using headings and subheadings. The use of labelled and relevent  graphs and images where appropriate.
(oral/ presentation/ visual) Thoughts and arguments are organised in a logical order, with relevant visual prompts.

ii. Ideas and themes are in a logical order, similar ideas and themes are grouped together and discussed in context with relevant evidence.

iii.  Bibliography is in Alphabetical order Author or Corp is included
Correct capitalisation
Date of access if no date for the resources for all resources.

The referencing scope and sequence is the tool we are using to help to develop these standard marking criteria. The scope and sequence cannot be a stand alone document without any relevance to anything the teachers are doing. It must be part of the big picture of curriculum and assessment.

The referencing scope and sequence I developed is a google document which can be found here. Feel free to make a copy of it and change where it will work with your school. I ask that you keep my name on it as the original drafter as it is quite a number of hours of work and thinking. it has been made specifically to tie in with the IB and Middle Years and Diploma Programmes with supporting references. It also refers to Easybib as our tool of choice. You will also notice that the higher the grade the more emphasis on formatting is required beyond the basics. 

Editing of this original document has been turned off (make a copy), but commenting is allowed and encouraged. I would appreciate any comments you may have about the process or document.

Using this page 
Anyone may link to this Library Grits without asking prior permission, I’d be honored and happy that you have found it useful. However, I would appreciate if you cited it correctly if you use any part of it wholly or separately.

This page can be cited as follows :
McKenzie, D. (2014, 28 September)  Integrated referencing. Retrieved from http://librarygrits.blogspot.hk/2014/09/integrated-referencing.html

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