Latest comment: 14 years ago1 comment1 person in discussion
This textbook chapter has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to see what editing changes I have made whilst reading through the chapter. Responses to this feedback can be made by starting a new section below or continuing to improve the chapter if you wish. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.
Overall, this is a P-level, readable and interesting chapter on self-sabotaging. A solid, basic understanding of the psychological knowledge on the topic is evident.
The chapter was reasonably well written. It was quite reasonable and wasn't overly ambitious, but it probably lacked mostly in depth of use of relevant theory and research and in particular would have benefited from more closely citing sources e.g., "appears more common than may be initially thought".
Getting comments on a chapter plan and/or chapter draft could have helped.
Self-esteem was heavily linked to Wikipedia; it would be stronger to just link the first self-esteem and not other ones, but to also include Wikpipedia links for other key concepts e.g., goal setting.
Spelling, grammar and proofreading
This was generally good; some changes have been suggested through my edits to the chapter.
Limited use of additional learning features and resources.
APA style
Overall, APA style was P-level.
Images were not captioned using APA style.
APA style and formatting wasn't applied to references
Latest comment: 14 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
This presentation succeeded in communicating a bullet-point style and audio summary of the textbook chapter. The main suggestion would be to try to engage the interest of the viewer at first - maybe with some examples - why is the topic important? What could we learn? What are the main issues of interest? (Focus questions). And then for the body to more selectively focus on communicating a smaller number of key ideas.
Audio was quiet (I had to crank the volume).
Slow down. Let your statements sink in a bit. This would also mean focusing on less content.
Text on slides was very clear (high contrast) - well done
