First year unit Agricultural Science: KLA115 Sustainable Resource Management: field trip report

Developed by Dr Tina Acua, Dr Phil Brown and Moira Cordiner

Tina and Phil wanted to do a criteria sheet for a unit that had not been revised using CRA principles. They were aware of problems with the unit outline
because it had a number of learning outcomes that needed revision. After reflecting upon the way in which the students could achieve the existing learning
outcomes, a new set of learning outcomes was written from the original. These new learning outcomes informed the criteria for this task, thus the criteria were
still aligned to the original learning outcomes. These new outcomes will form part of the unit when it is revised in the future. This exercise demonstrates that
you can develop criteria sheets that relate to existing learning outcomes, even when these are flawed and/or unmanageable in number.
Synopsis of the task and its context
Students individually write a field trip report of 2000 words (weighted 20% of assessment) following a visit to a number of farms over three days. The
purpose of the trip is for students to comment on the sustainability of the farms and farming systems they see, by analysing and evaluating each in terms of
managed ecosystem concepts and sustainability principles. As well as identifying examples that illustrate these concepts and principles, students determine
similarities and differences in management approaches between the farms, and may take into account environmental, economic and social aspects. Students
are required to follow the guidelines given in each section of a report template, and use the headings provided. Graded examples of previous reports (of
different farms) are online for students to match to the criteria sheet below.
Match between objectives/learning outcomes and criteria for the task
Learning outcomes from the original unit Task specific criteria
On completion of this unit you should be able to: To complete this task, you should demonstrate:
1. Identify the agricultural system that best defines any farming enterprise you examine 1. Knowledge of concepts and principles of the farming systems as managed
2. Identify the major ecosystem process and components in any farming systems, and ecosystems
assess the management inputs required to maintain the system
3. Critically analyse information presented on the key agricultural resource management 2. Analysis and evaluation of information
issues (for example, pesticide usage, GM crops, water management)
4. Present a triple bottom line (environmental, economic and social) analysis of the
management practices in a farming system as the basis for assessment of the
sustainability of the system and practices
5. Demonstrate Information literacy skills (accessing information, critical analysis of 3. Communication
information, academic integrity, scientific writing) English conventions (structure, punctuation, spelling, grammar)
terminology
referencing conventions (Harvard)

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First year unit Agricultural Science: KLA115 Sustainable Resource Management. Assessment Task 2 field trip report. Weighting 20%

Criteria and High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
weighting
In your field trip report you: In your field trip report you: In your field trip report you: In your field trip report you: You:
Knowledge of demonstrated a demonstrated a well- demonstrated a mostly demonstrated a partially- described or listed what you
concepts and comprehensive knowledge developed knowledge of developed knowledge of developed knowledge of saw on the field trip
principles of of concepts associated with concepts associated with concepts associated with concepts associated with
the farming farming ecosystems and farming ecosystems and farming ecosystems and farming ecosystems and
systems as sustainability principles by: sustainability principles by: sustainability principles by: sustainability principles by:
managed
ecosystems identifying and identifying and identifying and accurately
using a range of relevant using a range of relevant using examples from the describing or listing what
30% examples from the visited examples from the visited visited farm sites you saw on the field trip
farm sites farm sites
using credible using credible making some use making broad
literature to effectively literature to illustrate the of credible literature to generalisations about
illustrate the concepts and concepts and principles illustrate the concepts and farming practices and
principles principles sustainability

Analysis and thoroughly analysed the
evaluation of information (collected from
information the farm visits) by matching
features of each farm and
their interrelationships to
40% those of a managed
ecosystem
thoroughly analysed the
information (collected from
the farm visits) by matching
features of each farm to
those of a managed
ecosystem
analysed the information
(collected from the farm
visits) by matching features
of each farm to those of a
managed ecosystem
partially analysed the
information (collected from
the farm visits) by matching
some features of each farm
to those of a managed
ecosystem
expressed a personal
opinion by making
questionable claims about
farming practices and
sustainability

evaluated whether each
farm was sustainable as
presently operating and
supported this with valid
evidence
evaluated whether each
farm was sustainable as
presently operating and
supported this with some
valid evidence.
evaluated whether each stated whether each farm
farm was sustainable as was sustainable as
presently operating. presently operating.

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First year unit Agricultural Science: KLA115 Sustainable Resource Management. Assessment Task 2 field trip report. Weighting 20%

Criteria and High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)
weighting
In your field trip report you: In your field trip report you: In your field trip report you: In your field trip report you: You:
Communication wrote concisely and wrote concisely and wrote logically in the third wrote in the third person wrote a first or second
English logically in the third person logically in the third person person using scientific mostly using scientific person account using
conventions using scientific terminology, using scientific terminology, terminology, with linked terminology, with linked colloquial language, with
(structure, with integrated ideas that with partially integrated ideas that convey meaning ideas that conveyed some loosely linked ideas that
punctuation, clearly conveyed meaning ideas that clearly conveyed meaning partially conveyed some
spelling, meaning meaning
grammar)
terminology adhered to English adhered to English mostly adhered to English mostly adhered to English occasionally adhered to
referencing conventions conventions conventions conventions some English conventions
conventions
(Harvard)
included in-text citations included in-text citations include in-text citations and
30% and references for all and references for all references for the majority
sources, which mostly sources, which mostly of sources, which used the
adhered to the Harvard adhered to the Harvard Harvard style of referencing
style of referencing style of referencing