Employ simple assessment and measurement techniques to determine and manage the effects of humans on horses during interactions.

ASC148 201930 Assessment item 3

Putting Equitation Science into Practice – Report

Value: 25%

Due Date: 17-May-2019

Return Date: 12-Jun-2019

Length: 2000 maximum

Submission method options: EASTS (online)

Task

As a CSU Bachelor of Equine Science student you will be involved in handling and interacting with a range of horses throughout your course.  Equitation Science is a scientific discipline that interfaces with practitioners and industry and provides evidence-based information that can be used both to evaluate existing practice and inform the development of future practice within the entire Equine Industry at a global level.   You will undertake a data collection project during the ASC148 subject (for DE students during your Residential School) where you will collect quantitative (numeric!) data on a particular aspect of horse-human interaction.  The precise topic will be decided upon by the cohort prior to the Residential School. (Examples include rein tension, pressures exerted between the horse and handler, horse behaviour and many others.)

This assessment will help you to develop your academic report writing skills. As a scientist it is important to be able to describe what is done/seen accurately. A good description of research will allow someone who has not directly observed the work undertaken to repeat it almost exactly.

You are required to produce a scientific report entitled “Putting Equitation Science into Practice: is rider grip strength symmetrical?”.  This Scientific Report should include the following sections:

• Introduction – to Equitation Science in general, and the aspect (grip strength) being investigated, ending with the ‘aim’ of the study.
• Methods – including a description of how the study was conducted, including who the subjects were, what equipment was used, what procedure was followed to collect data, and how the data were analysed.
• Results – including graphical or tabulated data
• Discussion – of the results
• Conclusion – linking to the report title
• References
• Appendices – containing raw data.

The detailed guidance provided in the presentation section below will also help you to structure the report.

You will be provided with an in-class formative feedback opportunity as you write your report during Residential School.

 

Rationale

Subject learning outcomes

This assessment task will assess the following learning outcome/s:

• be able to recognize the importance of the principles of science and develop scientific, reading, analytical and communication skills within the context of equine-based practice and evidence-based research.
• be able to employ simple assessment and measurement techniques to determine and manage the effects of humans on horses during interactions.
• be able to outline and appreciate the underpinning principles and breadth of the Equitation Science discipline with particular reference to horse and human welfare.

Graduate learning outcomes

This task also contributes to the assessment of the following CSU Graduate Learning Outcome/s:

• Academic Literacy and Numeracy (Skill) – CSU Graduates demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate effectively according to the context.
• Academic Literacy and Numeracy (Application) – CSU Graduates consider the context, purpose, and audience when gathering, interpreting, constructing, and presenting information.
• Information and Research Literacies (Skill) – CSU Graduates demonstrate the skills required to locate, access and critically evaluate existing information and data.
• Information and Research Literacies (Application) – CSU Graduates synthesize and apply information and data to different contexts to facilitate planning, problem solving and decision making.
• Lifelong Learning (Skill) – CSU Graduates seek and employ feedback to reflect on performance and outcomes in order to develop as an individual and professional.

 

 

Marking criteria and standards

NOTE. These marking criteria will also be available on the interact page for this subject. These are formatted with aligned dot points (across the grade categories) and will allow you to consider each assessed element within your report.

MAKE SURE THAT YOU CAREFULLY EXAMINE THE MARKING CRITERIA IN THE RUBRIC BELOW WHEN PLANNING AND WRITING YOUR REPORT. THIS WILL HELP YOU TO DEVELOP AND HONE YOUR ACADEMIC WRIITNG SKILLS.

NOTE. All criteria are equally important, therefore are equally weighted.

 

All criteria are equally weighted	High Distinction  [6 marks]	Distinction  [5 marks]	Credit  [4 marks]	Pass  [3 marks]	Fail  [0 marks]
INTRODUCTION Understanding of equine weaning processes and initial training	Comprehensive and detailed understanding of key aspects of the Equitation Science as a discipline and the topic under investigation.	Demonstrates a high level of understanding of key aspects of the Equitation Science as a discipline and the topic under investigation.	Demonstrates a good understanding of key aspects of the Equitation Science as a discipline and the topic under investigation.	Demonstrates a basic understanding of key aspects of the Equitation Science as a discipline and the topic under investigation.	Lacks understanding of key aspects of aspects of the Equitation Science as a discipline and the topic under investigation.
METHOD	Exemplary, accurate, detailed description of methods used; would easily allow complete replication by an independent experimenter.	Good, clear description of methods used; would allow complete replication by an independent experimenter.	Reasonable description of methods used; would allow some replication by an independent experimenter.	Basic description of methods used; lacks detail in places but would allow partial replication of parts of the study by an independent experimenter.	Inadequate description of methods used; would not allow complete replication by an independent experimenter.
RESULTS	Extremely well-reasoned assessment of the data and outcomes, would be difficult to improve upon.	Well-reasoned assessment of the data and outcomes.	Reasonable assessment of the data and outcomes, lacks detail in places but overall story useful.	Basic assessment of the data and outcomes, lacks detail and reasoning in places, provides some useful information.	Inadequate assessment of the data and outcomes, does not provide useful information for the reader.
	Effective, thorough and comprehensive use of the data to reach objective and well-informed conclusion/s.	Effective use of the data to reach objective and informed conclusion/s.	Reasonable use of the data to reach objective conclusion/s, but level of detail lacking in places.	Basic use of the data to reach conclusion/s, but level of detail lacking in places.	Poor or inadequate use of data to reach conclusion/s, lacks rigour, subjective, superficial.                 P.T.O.
DISCUSSION	Discussion points comprehensively linked to evidence, presented in engaging manner.	Discussion points clearly linked to evidence.	Discussion points reasonably well-linked to evidence., but could be improved in places.	Discussion points partially linked to evidence.	Discussion points not linked to evidence.
	Interpretation outstanding, wholly scientifically based, fully supported with references, no personal opinion evident, innovative and confident delivery.	Interpretation wholly scientifically based, supported with references, no personal opinion evident.	Interpretation scientifically based, but only partly supported with references, some lapses into personal opinion.	Interpretation lacks scientific basis in places, limited support with references, personal opinion evident at times.	Interpretation lacks scientific basis, very few or no supporting references used, text informed by personal opinion on multiple occasions.
CONCLUSION	Conclusion comprehensively reflects findings and links clearly to the assessment title.	Conclusion reflects findings and links to the assessment title.	Conclusion mostly reflects findings and is relatable to the assessment title.	Conclusion lacks detail and/or focus, but mostly relates to the findings and/or assessment title.	Conclusion absent, or if present, fails to link to the findings and/or the assessment title.
Presentation, structure and referencing	Report is easy to follow, flows well, is clear and concise allowing the reader to understand the report easily, very easy to navigate.	Report is easy to follow, flows well, is clear and concise generally allowing the reader to understand the report reasonably easily, easy to navigate.	Report is reasonably easy to follow, generally flows well, is mostly clear and concise (although ideas are sometimes a little confusing) allowing the reader to understand the report with only a little confusion, generally easy to navigate.	Report is reasonably easy to follow, flows reasonably well, but starts to ramble (ideas are sometimes a little muddled and/or lack detail) allowing the reader to understand the report with only a some confusion, not always easy to navigate.	Report is aimless and disorganised. There is no logical flow to the report and it is difficult to understand.  Difficult to navigate.                       P.T.O.
	All required sections included, with appropriate, engaging, headings.	All required sections included, with appropriate headings.	All required sections included, with required headings.	Some sections muddled or missing, out of order, headings lack clarity.	Poorly structured, sections are missing, headings confusing or absent.
	CSU APA referencing style used correctly throughout with no errors in either in-text or the reference list.	CSU APA referencing style used but with one or two errors in either in-text or the reference list.	CSU APA referencing style used but with several errors in either in-text or the reference list.	Attempts to follow CSU APA referencing style but many errors in formatting in either in-text or the reference list.	Little or no attempt to correctly reference the report, using CSU APA referencing style.

Presentation

Report structure

Your Academic Report should comprise the following sections:

• Title page (including Subject code, assessment no. and title, your name, student ID, due date and word count). There is no need for images on the title page.
• Contents page
• Main body *Use the following headings:  Introduction, Methods, Results, Discussion*
• Conclusion
• References
• Appendices (you may wish to include your raw data in this section)

Formatting specification

• Use a non serif font (e.g. calibri, arial)
• Use size 12 font
• Use 1.5 line spacing
• Apply left hand justification
• Separate each paragraph with a clear line space
• Use standard/normal margin settings (i.e. 2.54 cm all round)
• Do NOT use decorative borders or superfluous photos or pictures
• DO use page numbers
• Always write in the third person
• DO use the past tense
• Do not use shortened forms of words for example, don’t, can’t, always use do not, cannot
• instead
• Only use acronyms if you define them before hand, e.g. you must write it out in full e.g. “Growth hormone (GH) promotes growth; therefore GH was used to increase bodyweight“
• Do NOT use acronyms or numerals at the start of a sentence
• Numerals 11 and above can be presented numerically in the text (unless starting a sentence)
• All tables and figures must be labelled, referenced and referred to in the text that precedes them
• References and table/figure contents do not contribute to the overall word count
• Assignments should be referenced using the American Psychological Association (APA) system which is supported by the CSU library who provide extensive guidelines on the style on their website at http://www.csu.edu.au/division/library/find-info/links/writing

 

Submission requirements

Your report must be submitted via EASTS.

All assessments must be submitted as a MS Word document.

No other formats (including PDFs) will be marked.