ASSIGNMENT

_________________________________________________________________________
HMEF5043_V2
EDUCATIONAL PSYCHOLOGY
JANUARY 2021 SEMESTER

SPECIFIC INSTRUCTION

1. Answer in English or Bahasa Malaysia.

2. Number of words : 2500 – 3000 words excluding references.

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

4. Submit your assignment ONLINE.

5. Submission date : 15 MARCH 2021

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

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 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. Learners will also be exposed to concepts and
theories in psychology and relate it to education setting. Learners’ presentation skills in
explaining their thoughts and ideas about education will also be highlighted.

INSTRUCTIONS
There are two parts of the assignment.

Part A (40%)
1. Learners are to choose ONE theme from the following:
a) Individual differences in learning
b) Metacognition
c) Constructivism
d) Motivation and learning

2. Look for FOUR research or academic writing/articles or journals relevant to the

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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]

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 ATTACHMENT
ASSIGNMENT RUBRIC
HMEF5043_V2 EDUCATIONAL PSYCHOLOGY / JANUARY 2021
QN CLO Unsatisfactory/N
Excellent Good Fair Low
o Response Max
Criteria Weightage
Marks
4 3 2 1 0
1 1 Part A: Article 1 The introductory paragraph The introductory paragraph The introductory paragraph There is no clear Introduction is 4
review is engaging, clearly states is somewhat inviting, clearly states the main idea and introduction of the main too brief and
Introduction the main idea, addresses states the main idea, attempts to address the topic or structure of the shallow.
the assignment question, addresses the assignment assignment question, but paper. The paper just
and previews the structure question, and previews the does not adequately preview begins in the middle of the
of the paper. Introduction structure of the paper. the structure of the paper. idea and may or may not
allows the essay to be Introduction allows the The introduction is very address the assignment
developed with supporting essay to be developed with detailed and leaves little else question.
details. supporting details. for discussion.

2 2 Identification 3 Includes accurate Includes accurate One of the following is More than one of the Learners cannot 12
of premise identification of article identification of article missing or insufficiently following are missing or identify the
and premise, significant points in premise, importance to the analytical: accurate insufficiently analytical: premise of the
supporting support of the premise, and course, significant points in identification of article accurate identification of articles.
points the significance of these to support of the premise, and premise, importance to the article premise, importance
(Premise are the course of educational the course, but one or more course, significant points in to the course, significant
the psychology. of them need improvement support of the premise, and points in support of the
objectives, . the course. premise, and the course;
methods and those included need
results/findin improvement.
gs of the
article)
3 3 Application of 2 Includes several analyses Includes some analyses that Includes few analytical Includes general No analysis, just 8
analysis that relate the article to relate the article to course statements that relate the opinionated statements description.
course content and real-life content and real-life article to course content and that are unrelated to the
situations situations. real-life situations. course content and real-life
. and/or are substantiated.
4 3 Critical 2 Includes critical thinking Includes critical thinking Learner’s opinion of the Learner’s opinion of the Shallow and 8
evaluation of that clearly states the that clearly states the article is stated, along with article is not clear; critical narrow thinking.
premise and learner’s informed and learner’s opinion and some critical evaluation of the thinking is not evident.
supporting substantiated opinion, evaluation of the article’s article’s premise and/or
4
 points thorough evaluation of the premise and/or arguments argument, but some
(argument) article’s premise, and but overlooks some points. significant points are
supporting points overlooked.

Writing 0.5 Writing is very clear and Writing is mostly clear and Writing lacks clarity or Writing lacks clarity and Writing cannot be 2
mechanics concise. Sentence structure concise. Sentence structure conciseness. Minor problems conciseness. Serious understood.
and grammar are excellent. and grammar are strong and with sentence structure and problems with sentence Numerous major
Correct use of punctuation. mostly correct. Few minor some grammatical errors. structure and grammar. errors in
No errors. Using the correct errors in punctuation and/or Several minor errors in Numerous minor errors in punctuation and
APA format of writing. spelling. Using the correct punctuation and spelling. punctuation and spelling. spelling. Did not
APA format of writing. Did not use the correct APA Did not follow the correct follow the correct
format of writing. APA format of writing. APA format of
writing.

Organisation 0.5 The organisation results in The overall arrangement is Arrangement is less than Arrangement is not clear, or Arrangement is 2
clarity and presents logically logical but can occasionally clear, or organisation is clear organisation of writing is haphazard and
arranged points. be difficult to follow. but there are some illogical and lurching. difficult to follow;
digressions. paper strays
substantially from
topic.

Conclusion 1 The conclusion subtly The conclusion shows the The conclusion is actually a The learner simply ends the No conclusion 4
returns to the content, author tried to end the summary that repeats writing and doesn’t try to
adding new insight. writing with flair and ends previously stated add any new insight or
Learner’s choice of ending up summarising the information. OR new conclusion.
keeps the reader thinking content. information is introduced
and connects the writing to that does not fit.
the external world. The
essay has a sense of
completeness.

3 3 Part B: 2.5 Learner provides a variety of Learner focuses primarily on Learner includes some Learner says practically Very boring 10
Presentation types of content relevant content. The irrelevant content. The nothing. The learner monotone
Content appropriate for the task, learner sticks to the topic. learner wanders off the focuses primarily on presentation.
such as generalizations, The learner adapts the topic. The learner uses irrelevant content. The
details, examples and content in a general way to words and concepts, which learner appears to ignore
various forms of evidence. the listener and the are inappropriate for the the listener and the
The learner adapts the situation. knowledge, and experiences situation.
content in a specific way to of the listener (e.g., slang,

5
 the listener and situation. jargon, technical language).

4 3 Delivery 1.5 Learner delivers the The volume is not too low or The volume is too low or too The volume is so low and Not fluent at all, 6
message in a confident, too loud and the rate is not loud and the rate is too fast the rate is so fast that major lack of
poised, enthusiastic fashion. too fast or too slow. The or too slow. The listener cannot understand preparation.
The volume and rate varies pronunciation and pronunciation and most of the message. The
to add emphasis and enunciation are clear. The enunciation are unclear. The pronunciation and
interest. Pronunciation and learner exhibits few learner exhibits many enunciation are very
enunciation are very clear. disfluencies, such as 'ahs,' disfluencies, such as 'ahs,' unclear. The learner
The learner exhibits very 'uhms,' or 'you knows. 'uhms,' or 'you knows.' The appears uninterested.
few disfluencies, such as listener is distracted by
'ahs,' 'uhms,' or 'you knows.' problems in the delivery of
the message and has
difficulty understanding the
words in the message.

Presentation 1 The message is overtly The message is organised. The message is less The organization of the The message is 4
organisation organised. The learner helps The listener has no difficulty organised. The listener has message is mixed up and so disorganised
the listener understand the understanding the sequence some difficulties to random. The listener must that listener
sequence and relationships and relationships among the understand the sequence make some assumptions cannot
of ideas by using ideas in the message. The and relationships among the about the sequence and understand most
organizational aids such as ideas in the message can ideas in the message. The relationship of ideas. of the message.
announcing the topic, outlined easily. ideas in the message
previewing the organization, somehow can be outlined
using transitions, and but with a little struggle.
summarising.

Total 0   0
*QN = Question Number