Task 2 Feedback

I was delighted to be awarded only 2.5 points below a High Distinction grade for the first ePortfolio assessment task. The area where I lost the most marks was in Readings and Discussion criteria, and so when addressing the feedback from the first task, most of my focus was to improve that section. I worked hard to write posts and responses on the forum that were of a higher quality, demonstrating more clarity in my arguments, and wider academic referencing.

I received four points of specific feedback on the first submission of my ePortfolio and I will respond to them sequentially below.

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1. Improve precision of analysis of issues in forum posts: I endeavoured to narrow the focus of my posts to allow for a more precise analysis in a tight word count. Below is my Week 8 post that demonstrates how I narrowed the broad writing prompt about technology in assessment, to focus to a specific type of assessment using technology. This allowed me to deepen my analysis on the more specific area.

Week 8 discussion post

2. Use research to support comments on peers' posts, and critically evaluate peer work: In fact, all but one of my responses to peer's posts included academic references, and I continued to include references in my responses where appropriate. Below is an example of how I have challenged the position of the original poster in my response to a Week 7 post. I supported my response with wider academic references, outside to reading list for this course.

3. More detail in explanations of ePortfolio tasks: Below I have embedded my Week 6 ePortfolio task. In this review of a Physics virtual manipuable, I have included significant detail addressing all relevant criteria from the Ibieta et al. (2017) reading. I engaged in significant wider academic reading for this task to create a well referenced, thorough review of the app.

4. Wider academic referencing: Each of the examples included above demonstrate that I have read widely and incorporated substantial reference to academic references outside of specified course readings.