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Motivation and emotion/Assessment/Chapter/2010

< Motivation and emotion | Assessment | Chapter

Textbook chapter guidelines
A free online textbook authoring exercise by students

The goal

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The goal of this assessment task is to develop an interesting, well-informed, clearly-written and well-presented free, online, academic textbook chapter for a specific motivation and emotion topic. This exercise aims to help students advance their psychological theory and research knowledge about a motivation or emotion topic of individual interest and to develop problem-solving and communication skills through the task of developing a free and open textbook chapter about the topic.

Overview

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This assessment task involves:

  1. Topic: Many topics will be available to choose from. In addition, you may propose topics. Each topic may only have one assigned author. Others may also comment. For more details, see the Table of Contents.
  2. Location: The chapter should be constructed as a single page on English Wikiversity and be linked to from the Table of Contents.
  3. Academic integrity: The chapter should be independently-written, with all sources attributed, as per standard academic integrity and plagiarism guidelines.
  4. Collaboration: You may collaborate with others on the chapter, as long as you are the primary author and as long as other people's edits are clearly distinguishable from your own (e.g., in the page's editing history).
  5. Word length: Aim for approximately 2,500 to 4,500 words. There are no word count penalties. More is not necessarily better.
  6. Links: Include relevant wiki links (e.g., to pages on Wikiversity and Wikipedia) and relevant external websites. Be judicious - only high quality, relevant links should be added.
  7. Images: It is recommended that you include some relevant, accompanying images (e.g., photographs, drawings, diagrams) to facilitate readers' understanding of the concepts. Images must be already available from, or be uploaded to Wikimedia Commons (which requires that the copyright holder agrees to apply one of the acceptable open licenses). Embedded images should also be accompanied by explanatory captions.
  8. Multimedia: Include hyperlink(s) to accompanying multimedia which you create as part of the multimedia assessment exercise.
  9. References: Provide a reference list for cited sources in APA style. These should primarily be high-quality peer-reviewed psychology references.
  10. Feedback: You are encouraged to seek feedback about your chapter as it develops by posting to the discussion forum with a link to your chapter (or emailing or messaging the convener). In particular, it is strongly recommended that you seek feedback about your:
    1. Chapter plan/outline
    2. Draft chapter
Book chapter — Guidelines
Collaborative online book chapter authoring

this assessment is due has already ended. (refresh)

Motivation and emotion/Assessment/Chapter/2010/Contents

Overview

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Marking and feedback

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  • Submissions will be marked according to the marking criteria
  • Feedback will be provided to explain how well the chapter meets the marking criteria
  • Marks and feedback should be returned within 3 weeks of the due date
    • Marks will be available via UCLearn — keep an eye on Announcements
    • Written feedback will be available via the topic's Wikiversity discussion page
  • Follow up if you don't understand the feedback

Extensions and late submissions

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  • Extension requests require an Assignment Extension Form to be submitted via UCLearn) with appropriate documentary evidence
  • Submissions are accepted up to 3 days late (-10% per day late)
  • If you don't submit this assessment it is unlikely that you will pass the unit

Learning outcomes

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How the unit's learning outcomes are addressed by this assessment exercise:

Learning outcome Assessment task
Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic.
Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life.

Graduate attributes

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How the unit's graduate attributes are addressed by this assessment exercise:

Graduate attribute Assessment task
Be professional — communicate effectively Review scholarly knowledge in an open, online environment and address feedback.
Be professional — display initiative and drive Produce an online book chapter about a novel motivation or emotion topic.
Be professional — up-to-date knowledge and skills Utilise the most relevant psychological theory and research to address a practical question.
Be professional — solve problems via thinking Use critical thinking to explain how psychological science can address real-world problems.
Be a global citizen — informed and balanced Provide a balanced, critical chapter which is accessible to a lay audience.
Be a global citizen — communicate diversely Collaborate with peers to communicate knowledge openly with a global audience.
Be a global citizen — creative use of technology Learn how to collaborate using wiki technology.
Be a lifelong learner — engage in new ideas Engage in a collaborative learning culture by incorporating feedback and suggestions.
Be a lifelong learner — evaluate and adopt new technology Experience project work in a collaborative, online editing environment.

Instructions

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The following instructions should be used to guide the development of the book chapter.

Theme

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  • Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science"

Audience

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  • The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a science communication exercise.

Wikiversity

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  • Present the chapter as a single page on the English Wikiversity website. A link to the chapter should appear in the table of contents along with the lead author's Wikiversity user name

Topic

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Collaboration and feedback

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  • Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others)
  • Generative AI may be used with appropriate acknowledgement
  • Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a UCLearn discussion thread)
  • Feedback is usually best placed on the chapter's wiki discussion page
  • Feedback on the topic development (chapter plan) will be provided by the unit convener

Length (word count)

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  • There is no minimum length
  • Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode):
    • Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links
    • Do not include the top and side navigation bars or content in linked Appendices (see subpages)
    • Use this Word Counter Plus (Google Chrome Extension) or paste the URL into Website Word Count (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates).
  • If you are having difficulties complying with the maximum word count, see these suggestions

Submission

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  • Submit the chapter URL (website address) and your Wikiversity user name via UCLearn

Marking criteria

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Book chapters will be marked against the following criteria.

Overview (5%)

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  • Provides an engaging scenario or case study
  • Easy to read and understand explanation of the practical/real-world problem to be solved
  • Outlines key concepts
  • Establishes focus question(s) which align with the sub-title and heading structure

Theory (20%)

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  • Clearly explained theoretical framework for understanding the topic
  • Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories
  • Uses at least the best dozen or so peer-reviewed theory references about the topic
  • Clearly explains and applies the theory(ies)
  • Includes illustrative examples, such as case studies
  • Demonstrates a critical perspective

Research (25%)

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  • Explains how key, peer-reviewed research findings apply to the problem.
  • Utilises at least the best dozen or so peer-reviewed research references about the topic.
  • Includes relevant major reviews (systematic reviews, meta-analyses etc.)
  • Demonstrates critical thinking. Critically analyses key peer-reviewed research findings and explains the implications.

Integration (10%)

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  • Integrates discussion of theory and review of relevant research
  • Uses research to critically inform utility of the theory(ies)

Conclusion (5%)

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  • Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development

Style (20%)

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  • Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and APA style
  • Readable for a layperson interested in psychological science
  • Addresses the book theme by providing practical, academically sound, self-improvement information
  • Addresses an international audience (i.e., avoid an overly local or national perspective)
  • Narrative point of view[1]:
  • Structure
    • Uses a logical heading structure that aligns with the focus questions
    • Uses sentence casing throughout, including for headings and sub-headings
    • Uses the default heading style (e.g., do not add italics and/or bold)
    • Sub-headings are optional
      • Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings.
      • If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections.
  • Paragraphs
    • A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs.
    • Paragraphs flow logically
  • Uses APA style (as much as reasonably possible), paying particular attention to:
    • citations
    • references (especially capitalisation, italicisation, and providing hyperlinked dois)
    • table and figure captions
    • quotes (include page numbers)
  • Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles
  • Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment)
  • Correct grammar (e.g., see writing tips)
  • Citations
    • Claims need citations using APA style or wiki citation style. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice.
    • Maximum of 3 citations per point (i.e., avoid 4 or more citations together).
  • References
    • Lists all cited academic references in APA style or wiki citation style. Only use one style.
    • Non-academic sources are not used in references. They can be included in the external links section.

Learning features (5%)

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  • Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links
  • Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies:
  • Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the RoundBox template is a good option.
  • Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see How to use figures).
  • Links:
    • In-text (embedded) links: Key words and concepts are linked to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example:
      • This sentence includes a link to the Wikipedia article about emotion. The syntax for creating this link is [[w:Emotion|emotion]]). It is also possible to link to a section on this same page e.g., <nowiki>Overview<nowiki> will link to the Overview section.
      • This chapter provides an excellent example of embedded links to Wikiversity pages.
    • See also
      • Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles
      • Includes source in parentheses
    • External links
      • Provides at least three links to high quality, relevant external resources
      • Includes author and/or source in parentheses
    • Published academic sources belong in References
  • Tables:
    • Uses accompanying tables to help organise information and communicate concepts to readers
    • Tables are accompanied by explanatory APA style captions. See example.
  • Quizzes:
    • Consider using quiz questions or reflection questions
    • Focus on key concepts rather than trivia
    • Incorporate throughout the chapter rather than lots at the end.

Social contribution (10%)

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  • Evidenced actions which enhance the quality of other book chapters. Useful actions include:
  • Contributions must be publicly logged (i.e., with a user name and time-stamp) and summarised on your Wikiversity user page (in a section called "Social contributions") using a numbered list with hyperlinks to direct evidence for each contribution. For more info, see summarising social contributions.
  • Contributions are marked based on:
    • quantity (breadth):
      • frequency number of different chapters contributed to
      • channels range of communication channels used
    • quality (depth):
      • insightfulness
      • practical value
      • extent/thoroughness
    • timeliness — there is generally:
      • greater value in earlier contributions
      • lesser value in "last minute" feedback
  • Marks will be allocated to each summarised social contribution with direct links to evidence as follows:
    • Minor <= 0.25%
    • Moderate 0.50%
    • Major 1.00%
    • Very significant > 1.00%
    • Bonus marks up to 5.00% may be awarded for exceptional levels of contribution
Rubric for social contribution marking
Grade Description
Bonus marks Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the UCLearn discussion and/or Twitter #emot24 hashtag.
HD (High Distinction) Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, UCLearn discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD.
DI (Distinction) Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, UCLearn discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI.
CR (Credit) Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, UCLearn discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR.
P (Pass) Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass.
F (Fail) Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, UCLearn forum, and/or twitter hashtag. For example:
  1. comments lacked detail and/or depth;
  2. comments were not timely (e.g., were provided very late in the drafting process)

Grade descriptions

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This section describes typical characteristics of chapters at each grade level, based on the marking criteria.

Grade Description
HD (High Distinction) A professional, near-publishable, interesting, informative, insightful, readable explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester.
DI (Distinction) A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month.
CR (Credit) A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters.
P (Pass) The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period.
F (Fail) The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and readability is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters.

Examples

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Some examples of high quality book chapter submissions:

For more examples, see the  s in the lists of previous book chapters and the top chapters of 2022.

Licensing

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Contributions to Wikiversity are made under Creative Commons 4.0 Share-alike (CC-BY-SA 4.0) which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the Wikimedia Foundation's Terms of use. If you do not wish to contribute your work under this license, discuss alternative assessment options with the unit convener.

See also

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How this assessment exercise addresses the learning outcomes

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Learning outcome Description
Students will be able to integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. The textbook chapter assessment exercise requires students to use judiciously-selected theories and related high-quality research to explain a specific motivation or emotion topic to an undergraduate audience. Use of images, illustrative examples, and/or learning features are encouraged to help explain how motivation and emotion theories and research apply to understanding human behaviour.

How this assessment exercise addresses the generic skills

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Generic skill Description
Communication (C) The exercise focuses on written communication of scholarly knowledge in an open, online environment. The task will involve online and face to face communication with teaching staff and fellow students in order to negotiate and select a topic and to get feedback on the plan and draft.
Information and Communication Technology (ICT) The exercise involves learning how to edit a wiki (including use of wiki syntax to format, links and embed images). Researching content for the chapter will involve a wide variety of information search and retrieval techniques.
Social Responsibility (SR) The exercise involves making a social contribution by creating an open educational resource which is publically available under a Creative Commons 3.0 Attribution license.

See also

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