This authentic assessment is from the Graduate Certificate in Planetary Health, the unit is called 'Making a healthy planet: Transdisciplinary transformations'.

Contributing academics are Dr. Helen Widdop-Quinton & Associate Professor Jeannie Rea.

Example Telling a story

Telling a story:

  • Length/Duration: 1500 words
  • Weighting: 25%
  • Due: After Session 2 of 8
  • AQF level: 8

The purpose of this assessment task is to:

  • Build upon your learning over the previous three units as you apply knowledge and skills to a challenge to write about others, respectfully recognising their standpoints and perspectives, whilst acknowledging your own subject position
  • Draw upon the traditions of storytelling, as well as contemporary analysis and practice, to write a non-fiction narrative blog post
  • Address complex issues through a transdisciplinary lens and social change discourse informed by Indigenous critical studies

It aligns with the following learning outcomes:

LO1: Identify and evaluate transdisciplinary discourses and movements addressing complex issues and challenges to making a healthy planet for all

LO2: Critically assess theories on the conditions for social change and apply to a contemporary example of community capacity building and resilience

In your planetary health studies, you have used different communicating formats. In this task, you will tell the story of a community that initiated and followed through on actions contributing to making a healthy planet. Your storytelling will draw on further practice and wisdom – a touch of the creative writer, investigative journalist, oral historian, educating Elder and the fireside spinners of yarns.

You can make your own choices about what constitutes a community. You may want to consider a possible angle, such as from the point of view of an individual or group, e.g. children, young men, older women, etc. Reference your work in the usual way.

Post your story on the class blog site and invite responses from peers.

  1. Carefully read the assessment requirements, criteria and rubric for this task
  2. Read some examples of narrative stories
  3. Find a topic to write about – noting you are telling the story of a community that has actively engaged in making a healthy planet
  4. Make notes of what “facts” you want to use – noting too what you need to reference
  5. Start constructing your narrative – the tale you want to tell
  6. Write a first draft – consider whether it reads like an essay or report, or a long blog that others may be attracted to read
  7. Finalise your work and submit it to the class blog site after Session 2

Criterion 1: The “telling of the story”

Criterion 2: Engagement through a transdisciplinary lens, considering social change discourse informed by post-colonial and Indigenous critical studies

Criterion 3: Contribution to the discourse of making a healthy planet

Full rubric

CRITERIA HIGH DISTINCTION (80-100%) DISTINCTIONS (70-79%) CREDIT (60-69%) PASS (50-59%) FAIL (0-49%)

The “telling of the story”

(30%)

Tells a focused, compelling story using a respectful voice/tone.

Relates the story with authenticity, verifiable accuracy and realism.

Demonstrates clear, convincing awareness of own standpoints and perspectives.

Tells an interesting story using a respectful voice/tone.

Relates the story with verifiable accuracy and realism.

Demonstrates clear awareness of own standpoints and perspectives.

Tells a story using a respectful voice/tone.

Relates the story with accuracy.

Demonstrates awareness of own standpoints and/or perspectives.

Tells a story mostly using a respectful voice/tone.

Relates the story with accuracy with occasional ambiguity.

Mentions own standpoints and/or perspectives.

Tells a story in a disengaged tone.

The story has some ambiguities or gaps.

Provides a limited/unclear information on own standpoints and/or perspectives.

Engagement through a transdisciplinary lens, considering social change discourse informed by post-colonial and Indigenous critical studies

(30%)

The story demonstrates strong critical engagement with transdisciplinary perspectives employing social change discourse.

Makes strong and visible/clear connections with post-colonial and Indigenous critical studies.

The story demonstrates engagement with transdisciplinary perspectives employing social change discourse.

Makes visible/clear connections with post-colonial and Indigenous critical studies. 

The story mostly demonstrates engagement with transdisciplinary perspectives and mostly employs social change discourse.

Makes some key connections with post-colonial and Indigenous critical studies.

The story occasionally demonstrates engagement with transdisciplinary perspectives and infrequently employs social change discourse.

Makes basic connections with post-colonial and Indigenous critical studies. .

The story minimally demonstrates engagement with transdisciplinary perspectives and negligibly employs social change discourse

Makes ambiguous connections with post-colonial and/or Indigenous critical studies.

Contribution to the discourse of making a healthy planet

(40%)

Offers adoptable, practical lessons and models for living, clearly arising from the story.

Promotes reflection in the reader/listener of the story, stimulating action.

Offers lessons and models for living, clearly arising from the story.

Promotes reflection in the reader/listener of the story.

Offers some key lessons and models for living, arising from the story.

Offers basic lessons and models for living of low relevance, arising from the story.

Lessons and models for living and connection to the story are ambiguous.