Students Should Be Required To Wear School Uniform

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Students Should Be Required To Wear School Uniform

Introduction

The requirement to wear school uniform remains a controversial issue. Traditionally,
school uniforms were favored by the private and parochial institutions, but in the recent past,
public schools have also adopted the requirement. For example, in the United States, one in five
public schools required students to wear uniform during the 2013-2014 year, which was an
increase from one in eight schools during the 2003-2004 academic year (Statistics Brain, 2017).
Proponents of mandatory school uniform argue that it helps to create a level playing ground
thereby eliminating disparities, improves academic performance, reduces crime and improves
student’s behavior, and creates a sense of identity. However, opponent claims that they are
additional financial burden to parents, violates the right of students, and there are no statistical
evidence that it improves behavior and performance. However, students should be required to
wear school uniforms because it creates uniformity, improves academic performance, and
improves behavior.

Category:

Description

On this page are extracts from the Subject Outline

Intent:

The purpose of this assessment is to provide you with an opportunity to apply your quantitative literacy skills to a contentious issue, and to reflect on the way in which you draw on evidence to form your opinions.

This is an individual report, worth 40% of your final assessment in this subject.

If you miss the deadline, use the AT4 Late Submission Box. There may be a penalty for late assignments unless you have contacted the Subject Co-ordinator about an extension. Extensions longer than a week require a Request for Special Consideration to be lodged. Students Should Be Required To Wear School Uniform.

Use the Summer 2017 AT4 Cover Sheet as the front page of your assignment. It is available as a Word document so it can be copied into your Word document. (You don’t need to print it out).

 

Description of the Task:

In this task you will identify a contentious issue (CI) of topical interest and report on the key arguments being used by the various stakeholders currently debating the issue. You need to discuss and get approval for your choice of CI from your tutor, write a report on the CI, and make an oral presentation. You will submit your report via UTSonline. Your report will include a reflective statement based on the peer feedback you received on your oral presentation. Students Should Be Required To Wear School Uniform.

You will write a report, for a non-specialist audience, on the CI in which you will:

·         Identify, summarise, analyse and critique the key arguments and quantitative evidence from the perspectives of the various stakeholders, drawing on a range of sources.

·         State your position on the CI, and give a rationale for it including the independent arguments and quantitative evidence that inform it.

·         Explain what would change your mind about your position on the CI.

·         Describe how you used the peer feedback given to you in class to enhance your report.

·         Use UTS Harvard Referencing style. (See UTS Library for examples).

Length of Written Report:  1300-1600 words, (students in 36200); 1750-2100 words, (Students in 36201). Contributes 35% of your final assessment.

Your oral presentation will:

·         Consist of 5 to 8 slides

·         Be a summary of your report

·         Be spoken not read

·         Be peer assessed in class.

 

Length of Oral Presentation: 5 minutes, contributes 5% of your final assessment.

This task is expected to take you about 12-14 hours to complete. More guidance (including a template for the oral presentation) on what you will need to submit for this assessment task will be provided during the in-class sessions and on UTSOnline. You are encouraged to complete a self-assessment on Review. If your similarity report on TURNITIN is higher than 25%, you need to contact the subject co-ordinator for advice on further steps. Students Should Be Required To Wear School Uniform.

 

 

 

 

How will this task be marked?

Written report

The markers will read your written project report online using Review, and will assign a mark against each of the criteria for this task. The criteria are also on the Subject Outline and are repeated here with a table to show you how the markers will decide your mark for each criteria. The criteria will be weighted as indicated.

 

Criterion: Identifies, summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the various stakeholders, drawing on a range of sources. Weight 10/35.
High Distinction Distinction Credit Pass Fail
 

Identifies the key arguments regarding the issue.

 

Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the various stakeholders from a range of sources.

 

The analysis and critique is of a very high standard and shows awareness of ways that some of the sources have manipulated data and/or visual graphics to exaggerate and/or misrepresent the facts.

 

“Bad arguments” and logical fallacies are identified.

 

Identifies the key arguments regarding the issue.

 

Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the various stakeholders from a range of sources.

 

The analysis and critique is of a very high standard and shows awareness of ways that some of the sources have manipulated data and/or visual graphics to exaggerate and/or misrepresent the facts.

 

Some attempt is made to identify “Bad arguments” and logical fallacies.

 

Identifies the key arguments regarding the issue.

 

Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the various stakeholders from a range of sources.

 

Writing is clear.

 

The student shows awareness of the possibilities of misuse of graphics and false arguments.

 

 

 

Identifies the key arguments regarding the issue.

 

Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the various stakeholders from a limited range of sources.

 

Writing is not clear in places.

 

 

 

 

 

 

Does not explicitly identify the issue.

Summary, analysis and critique of the arguments and evidence is either missing or not strong and does not draw on a range of sources.

 

 

 

 

 

 

Criterion: Identifies your position on the CI, and give a rationale for it including the independent arguments and quantitative evidence that inform it. Weight 4/35.
High Distinction Distinction Credit Pass Fail
 

The student identifies their position on the CI, and gives a clear rationale for it including the independent arguments and quantitative evidence that inform it.

 

The writing shows awareness of the issue at a deep level.

 

 

 

The student identifies their position on the CI, and gives a clear rationale for it including the independent arguments and quantitative evidence that inform it.

 

The student identifies their position on the CI, and gives a clear rationale for it.

 

The student identifies their position on the CI, and gives some reasons for it.

 

The student’s position on the CI is missing or unclear.

Criterion: Evaluates your position, explaining the evidence that would produce a change in your point of view. Weight 4/35.
High Distinction Distinction Credit Pass Fail
 

The student’s evaluation of their position on the CI is clearly written, and demonstrates self-awareness of the influences on their thinking.

 

There is clear and convincing explanation of evidence that would produce a change in their point of view.

 

The student’s evaluation of their position on the CI is clearly written, and demonstrates self-awareness of the influences on their thinking.

 

There is adequate explanation of evidence that would produce a change in their point of view.

 

The student’s evaluation of their position on the CI is clearly written.

 

 

 

 

There is adequate explanation of evidence that would produce a change in their point of view.

 

 

The student’s evaluation of their position on the CI is given.

 

 

 

 

There is limited explanation of evidence that would produce a change in their point of view.

 

 

The student’s evaluation of their position on the CI is missing or unclear, and there is no explanation of evidence that would produce a change in their point of view.

 

 

 

 

Criterion: Has told a story about the CI that is engaging and coherent, and appropriate for the

designated audience. Weight 8/35. NOTE THAT THE AUDIENCE HAS BEEN IDENTIFIED AS “NON SPECIALIST”.

High Distinction Distinction Credit Pass Fail
 

The story is coherent and interesting to read. It engages the reader.

 

The writing is of a very high quality and suits the audience.

 

 

 

The story is coherent and interesting to read. It engages the reader.

 

The writing is clear and suits the audience.

 

The story is coherent and interesting to read. It engages the reader.

 

Minor errors of grammar and syntax (if present) do not detract from the story.

 

 

The story is coherent and interesting to read.

 

 

Minor errors of grammar and syntax (if present) detract from the story.

 

 

The story is not well structured, rambles, and may be incoherent at times.

 

Major errors of grammar and syntax make the story unclear.

 

Criterion: Reflects appropriately on the peer feedback received on oral presentations. Weight 5/35.
High Distinction Distinction Credit Pass Fail
 

Appropriate reflection on peer feedback is given and the writing shows clear awareness of possible improvements.

 

The student demonstrates self-reflection and self-awareness of a very high standard.

 

 

Appropriate reflection on peer feedback is given and the writing shows clear awareness of possible improvements.

 

The student demonstrates self-reflection and self-awareness.

 

 

Appropriate reflection on peer feedback is given and the writing shows clear awareness of possible improvements.

 

Appropriate reflection on peer feedback is written.

 

Reflection on peer feedback is missing.

 

 

 

 

Criterion: Consult a range of sources, and use UTS Harvard Referencing style. Weight 4/35.
High Distinction Distinction Credit Pass Fail
Referencing is correct throughout, consulting a suitable range of sources, including at least one book or journal.

 

Referencing follows UTS Harvard Style. This includes

·          Correct citation in the text, e.g. Author (year)

·          The reference list is in alphabetical order by author.

·          The reference list is headed “Reference List” and begins on a new page.

·          Format of title and page numbers follow the correct format – see library guide.

 

An attempt is made to follow UTS Harvard Style and the referencing is generally  correct. Referencing does not follow UTS Harvard Style.

 

Referencing is missing.

 

Here is a link to the UTS library Referencing guide

http://www.lib.uts.edu.au/help/referencing/harvard-uts-referencing-guide

 

 

 

 

Oral presentation

 

This will be marked by your peers, supported by teaching staff. All activities should fit within our three hours on Wednesday 7th February 2018.

 

 

Before Wednesday 7th February, you will be allocated to a class and a location. On the day, each student will take a turn at presenting for five minutes. There will be 3 minutes for discussion/questions, writing feedback and recording marks.

 

It is strongly suggested that you email your presentation to yourself and also bring it on a memory stick, so it can be loaded up onto the pod’s or lectern’s computer or retrieved from your email. Students Should Be Required To Wear School Uniform.

 

 

 

Timing:   It is important to arrive on time!!

 

Getting organised: 10 minutes.

 

Eighteen (presentations + discussion + feedback + change-over) = 18 * 8 minutes = 144 minutes.

 

Suggestion: decide on a time for a break before you begin. (Or choose not to have a break).

 

 

 

Marking:

 

Each student will record a mark out of 5 for at least eight of their peers’ presentations. Teaching staff will moderate the process in the case of excessively high or low marks. The marking should be based more on the content, and quality of the arguments and evidence than on the delivery. Students Should Be Required To Wear School Uniform.

  

5 for an excellent presentation, clear explanation of the CI and of the stakeholders’ arguments and evidence. The presentation makes everyone think about the issue. Students Should Be Required To Wear School Uniform.

 

4 for a very good presentation, easy to follow the story of the CI.

 

3 for a good presentation with perhaps some flaws or some parts missing.

 

2 or 1 – unlikely unless the person is not prepared or did not communicate at all well.

 

The mark for your own presentation may be reduced by the subject co-ordinator if you do not provide adequate feedback to your peers. Students Should Be Required To Wear School Uniform.

 

What happens if you are absent on Wednesday 7th February, or unable to present on that day?

 

If you are absent on Wednesday 7th February or unable to present on that day you need to email the Subject Co-ordinator with reasons, attaching evidence such as a medical certificate. If your reason is acceptable you will be given an opportunity to make your presentation in class on Wednesday 21st February. This date is being kept in reserve for this reason. Only students needing extra time for presentations will need to attend on that date. (Although volunteers to help with providing feedback are welcome!) Students Should Be Required To Wear School Uniform.

 

If you find yourself in this position, you still need to submit your written report on time (unless you need an extension for that in which case you again need to email the subject co-ordinator).

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Students Should Be Required To Wear School Uniform

Introduction

The requirement to wear school uniform remains a controversial issue. Traditionally,
school uniforms were favored by the private and parochial institutions, but in the recent past,
public schools have also adopted the requirement. For example, in the United States, one in five
public schools required students to wear uniform during the 2013-2014 year, which was an
increase from one in eight schools during the 2003-2004 academic year (Statistics Brain, 2017).
Proponents of mandatory school uniform argue that it helps to create a level playing ground
thereby eliminating disparities, improves academic performance, reduces crime and improves
student’s behavior, and creates a sense of identity. However, opponent claims that they are
additional financial burden to parents, violates the right of students, and there are no statistical
evidence that it improves behavior and performance. However, students should be required to
wear school uniforms because it creates uniformity, improves academic performance, and
improves behavior…..

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