Assessment Overview - Australia Assignments

CLI8001 Climate Risk
1
CLI8001 Assessment Outline
Assessment Overview
There are three assessments items required to be submitted for CLI8001. These are:

Assessment Name	Weighting	Due Date
Assignment One –Research Assignment Essay – Examining the IPCC targets (limits) for atmospheric warming.	30%	Sunday 2 April 2023
Assignment Two – Research Report – An evaluation of climate risk assessment applications.	45%	Sunday 14 May 2023
Assignment Three – Reflective Tutorial Activities	25%	Sunday 28 May 2023

Course Objectives

Course Objective	Topics	Assignment 1	Assignment 2	Assignment 3
1. a depth of understanding of global climate, its variability and future change	1, 2	X	X
2. a broad understanding of the effects of climate variability and climate change on agriculture	3	X	X
3. the ability to critically assess climate risks to agriculture and food production systems	2, 3, 4	X	X
4. an ability to utilise climate information to assess climate variability.	1, 2	X	X

CLI8001 Climate Risk
2
Course Assessment Policies
Please be aware that in order to pass this course, students are required to receive a cumulative
passing grade of greater than 50%.
Referencing Systems and Endnote
It is expected that students conduct their own research beyond the course materials provided. That
means that your study material should only be cited in exceptional cases. WIKIPEDIA is NOT an
acceptable academic reference but, it might provide a good starting point to become familiar with
terminology, and other more reliable sources.
All researchers must acknowledge the sources of information that they have drawn from to conduct
their research. If, for example, an idea, statistic, thought or opinion that is not your own is presented
in your work, it is important that due credit, via a citation is provided. A student’s final submission
must be their own work unless otherwise acknowledged. Unacknowledged quotations, theories,
concepts, plans, or contributions constitutes plagiarism and will be penalised.
When incorporating a quotation, a student should ensure that they are short, accurate, acknowledged,
and relevant to the point you are developing. If it is not clear why the quotation has been provided, what
clarity or intention it serves, a short explanation is required. In short, quotations should be used sparingly.
Please use the Harvard AGPS referencing style for your assignments. There are numerous style
guides available to assist students to apply the correct method of referencing. Students are
encouraged to make use of USQ’s library guides or staff members. To assist with managing
references, and citations, students might consider seeking support from the Library if required, to
employ EndNote software from the Library site. Learn more About EndNote. Please note, that the
use of Endnote is not a requirement for this course.
Extensions for assignments
Please note that extensions for assignment should be requested as a last resort. Delaying submission
of one assignment places additional pressure on students’ ability to complete subsequent
assignments and / or prepare for the exam. There are however, on occasions, special circumstances
that may adversely impact a student’s ability to meet the assessment requirements. In this situation,
students should refer to USQ policy on Assessment of Special Circumstance Procedure. Requests for
extension should be received prior to the assignment’s due date.
CLI8001 Climate Risk
3
Late submissions of assignments, without approval for an extension, will be penalised at 5% of the
total grade each day, or part day, following the due date. In line with USQ policy, a zero mark will be
awarded if submission occurs after an approved extension date.
Special instructions for assignments
A significant component of the assignment marks will be allocated to communication skills including
the standard of presentation, sentence and paragraph structure, accuracy of English and correct use
of referencing.
It is expected that all assignments will be reviewed and edited until they become scholarly,
informative and well-structured. Submissions are to be written in clear, consistent and concise
prose, be grammatically correct, and free of spelling mistakes.
A suitable system of headings and pagination (numbering of pages) greatly assists the structure. Use
of headings such as part 1, part 2 and similar are not informative of contents underneath; therefore,
use of such headings is not encouraged.
Assignment submission
Assignment submission is electronic via the Study Desk (Assessment tab on the top left hand of the
front page) in the formats detailed in the instructions for each assignment. Please ensure that your
assignments have been submitted via Turnitin, as a word document unless otherwise specified, in
order to verify that your work has not been plagiarised.
Assignment 1 – Research Assignment – Essay (30%) 1800 words
Examining the IPCC targets for atmospheric warming.
The relationship between atmospheric warming and climate change is a well-developed area of research.
In more recent years, the global climate change community has proposed that a limit on emissions that
restrict atmospheric warming to, or less than 1.5°C increase from pre-industrial times, will enable the
world to avoid the catastrophic impacts of climate change. A further target of 2.0°C increase from preindustrial times has been identified as the extreme limit.
CLI8001 Climate Risk
4
Is a 1.5 °C increase in atmospheric temperature from pre-industrial levels an adequate target, as indicated
by international climate change community, to avoid catastrophic impacts associated with climate
change? Would a limit on emissions that result in an increase of 2.0 °C be adequate? Explain the scientific
rationale behind these targets and consider the likely impacts or risks associated with each target in your
deliberations.
To answer the above questions, students will need to:
(i). Thoroughly read through the IPCC Report on this topic provided in StudyDesk.
(ii). Review the USQ Library research workshop provided to review and refresh their knowledge of
research methods and USQ library databases.
(iii). Identify a search criterion that can be used to identify relevant, credible sources of information based
specifically on the above questions. It is suggested that depending on the quality, 6 – 8 references would
be appropriate. Note that there are many opinions about this topic on the internet from multifarious
sources, some of which are not credible. Students will need to be focussed and selective when choosing
references.
(iv). There are many ways to compile research and draft an essay. One way is to read all of the references
selected and highlight relevant sections (that relate to the questions above) in different coloured
highlighters. Other researchers have different word documents for each theme and add notes to each
document as they are reading. A tutorial workshop will be offered to clear up any confusion regarding the
structure of an essay or report. Research skills and processes can also be clarified during the workshop.
(v). It is expected that students will review their draft essays against the assessment rubric, identify areas
that need further work and editing, and address these in the next draft.
(vi). Essays are to follow standard academic structures and writing styles (eg. written in the third person),
with an introduction and conclusion. Section titles improve the readability and organisation of an essay by
making it visible to the reader how the essay’s main thesis is being progressed throughout the essay.
Submission:
Essays are to adhere to the word count of 1800 words, and be formatted as a double spaced, size 12 font
word document. All essays must include the student’s name, course number and submission date on the
first page of the essay. The final essay can be submitted via the assignment 1 portal found on the
StudyDesk. All essays must be submitted via Turnitin. Files are to be named Student Name _ Assignment
Number_ Course Number_DDMMYY.docx
CLI8001 Climate Risk
5
Assignment One – Assessment Rubric

Criterion	Available marks	Insufficient	Developing	Satisfactory	Effective	Comprehensive
Demonstration of understanding	25	Minimal or irrelevant information is presented in response to the research questions.	Most information is irrelevant or vague. The content does not demonstrate an understanding of the topic or the research questions.	Information is relevant to the research questions but provides only obvious information with minimal insights provided.	Information is relevant to the research questions and the insights provided demonstrate a solid, developing understanding of the topic.	The presentation of research demonstrates a comprehensive understanding of the topic by responding to the research questions with relevant, current and insightful information. Evidence of cross-referencing of source information is apparent that underpins a well-considered synthesis of this information.
Construction of the essay’s main arguments	25	Arguments are poorly made and examined. The research questions remain unanswered.	The essay does not adequately cover the main research questions. Content is either confused or vague and uninformative.	The essay does respond adequately to the research questions. The author makes obvious statements that are reflected in one reference. There is little evidence of critical analysis or cross referencing to add further dimensions to the argument.	The construction of the essay’s main arguments is mostly well developed. The author’s position is easily discernible, but at times, is not well supported with research, or becomes repetitive.	The main arguments presented in the essay are well structured, well scoped, and logically progressed with good supportive evidence.
Research Sources and Reference List	25	No in-text referencing or reference list provided. Little research attempted with the author relying exclusively on the provided course reading materials.	Aspects of the correct referencing system evident, but not employed properly. Evidence of cross referencing, or depth of research is lacking.	Correct system used, but missing reference information and/or referencing style inconsistent. The essay predominantly draws from 1 or 2 key references. Others cited were not useful or not appropriate for an academic study.	Correct system used, with most in-text references, and reference information presented correctly and accurately. Most references (4+) were referenced in the article, adding credible sources of relevant and reliable information.	Correct system used, with all reference information presented in reference list at the end of the essay. In-text references were incorporated correctly. The choice of references (6+) were credible, relevant and advanced the author’s argument.
Essay structure, language, editing and writing style	25	The author’s language skills and writing style are problematic and requires urgent attention.	The author’s writing style requires attention. At times it is difficult to interpret what the author intended to say.	It is clear what is intended by the author, but there is work to do to improve on grammar, sentence structure and spelling.	Some minor improvements could be incorporated to enhance the writing style. There are few spelling and grammatical errors, that hinder the flow and undermine the structure of the essay.	Writing is clear, concise and grammatically correct. There are few editing and grammatical errors that distract the reader. The author applies the correct terminology and vocabulary relevant to the topic. Titles were appropriately used to aid in the readability of the essay.

CLI8001 Climate Risk
6
Assignment 2 – Research Report (45%) 6000 words
An evaluation of climate risk assessment applications of the agricultural
industry.
Assignment 2 requires students to identify three comprehensive publications, either journal articles
or industry reports that present a climate risk assessment of agriculture or an agricultural sector (i.e.
horticulture, or dairy etc.) from anywhere in the world. Each of these studies are to be treated as a
case study.
After reviewing each of the case studies, students are asked to conduct a critical evaluation of the
methods and approaches utilised by each study. Based on this evaluation, students are required to
explain which methodology provides the most useful, and credible outcomes and which
components of the studies worked well to improve the relevance, quality or utility of the
assessment.
Evaluation framework:
– What is the scope of the assessment? Spatial / temporal / industry – sector
– Who has commissioned, or funded the study?
– Which method/s have been used?
– Which stakeholder groups have contributed to the study? How?
– Are there other stakeholders who have not contributed to the study, who would have an
obvious interest in the case study?
– Which climate variables have been considered?
– Which climate variables have not been considered that you believe are highly relevant?
Explain these in the context of climate drivers, scenarios and projections relevant to the
scope of the study.
– Are the risks identified relevant? Are other obvious risks or impacts missing?
– Do you think that the ratings assigned to each potential risk are realistic? Would some risks
be of more importance to some groups of the stakeholders?
– Do the final rankings align with the ratings previously assigned?
– Has the risk standard or method been accurately applied in this study?
– What is the outcome of the assessment? What strategies or actions have been put in place
as a result?
CLI8001 Climate Risk
7
Submission:
A research report is required to be submitted as a word document via Turnitin on the course’s
StudyDesk submission portal. The evaluation framework can be grouped into sections within the
report, so that the reader is able to follow the development and determinations leading to the final
report synthesis. Students are encouraged to consider the use of tables, charts and diagrams in the
report. Large tables are appropriately placed in the report as appendices, and do not count towards
the reports’ word count. Please ensure that a standard academic report structure is adhered to, and
that the tone of the report is suitable for an academic audience. Please seek guidance from USQ’s
library advisors if there is any uncertainty about these expectations.
CLI3301 Climate & Env. Risk Assessment
8
Assignment Two: Research Report – Assessment Rubric

Criterion	Available marks	Insufficient	Developing	Satisfactory	Effective	Comprehensive
Selection of case studies (agricultural risk assessments)	15	Minimal or irrelevant information is presented in response to the research questions.	Case studies are developing, however there are much repetition between the risk assessments. Some are lacking necessary information.	The case studies are mostly useful. However, the detail regarding climate data or the scenario and time period, sector, location etc are lacking in detail which restricts the comparative analysis / evaluations. There may be some confusion in interpreting the risk assessments.	The case studies are mostly developed and well considered. They provide a good range of diverse applications of climate risk assessment in the agriculture industry.	The selection of each case studies’ locations, regional climate variables and potential stakeholders is comprehensive, and well considered. The case studies provide an opportunity for the evaluation to be a meaningful insight into the diversity of application, and purpose of a risk assessment.
Interpretation of the risk assessment methodologies and frameworks	15	There is much confusion about the risk assessment methodology, with a little or no reference to the case studies’ methods in the essay.	Some elements of some of the risk assessment methods are presented, but there is some confusion about what this constitutes, and how they differ.	The report presents the broad features of each risk assessment. Explanations are simplistic and obvious, lacking in critical thinking. Yet they meet the requirements of the assignment.	An understanding of the application of the various risk assessment methods is clearly expressed. Synthesis and evaluations are mostly well done, although the comparison can be repetitive in parts, without insight or critical reasoning.	The risk assessment methodologies of each case study are explained clearly and comprehensively. An excellent understanding of how these were applied, and critical evaluation of the effectiveness of the assessment is apparent in the report.
Comparative Analysis and Synthesis	30	Analysis and synthesis has not been attempted.	Critical evaluations and synthesis have been attempted in part, but are incomplete, incorrect or poorly considered. There is little evidence provided to support claims.	The evaluations and synthesis are mostly quite shallow, yet they meet the minimum requirements of the assignment. Claims are sometimes unsubstantiated, with little evidence presented to support them.	The evaluations, analysis and synthesis mostly demonstrate clarity, sound logic and reasoning. It is clear that the purpose of the assignment is understood, but there is little insight or evidence of critical thinking underpinning outcomes and conclusions.	The evaluations, comparative analysis and synthesis of case studies is well considered, well researched and reflects sound logic and reasoning. Key findings from the reason are well supported by research and analysis, and provide some interesting insights.

CLI3301 Climate & Env. Risk Assessment
9

Research Report	20	The report submitted does not reflect academic standards.	The report structure is confusing or vague. Introduction and conclusion sections are ineffective or lacking in detail. Presentation of the report may also be inadequate.	Presentation, structure and readability of the report is adequate.	Some minor improvements could be incorporated to improve the report’s structure, presentation and readability.	The report is professionally presented and logically structured. An introduction section is effective in introducing the topic, case studies and purpose of the report. The conclusion is similarly effective in summarising the key findings of the evaluations and synthesis. The report structure is logical, and well defined, with titled sections, tables and diagrams effectively employed to maximise readability.
Language skills and word count	10	Major issues with language skills, poor grammar, lacking vocabulary	Poor language skills, grammar, and lacking vocabulary	Language skills are adequate in communicating the main content of the report. Some editing required to correct spelling and grammatical errors.	Some minor editing required. Language skills, including vocabulary are generally reasonable.	The report is an appropriate length (6000 words +/- 10%), and well edited. The author writes clearly, and concisely, supporting statements with evidence and reasoning. The report is free from spelling, and grammatical errors.
Research Sources and Reference List	10	No reference list provided.	Correct system evident, but not employed properly.	Correct system used, but missing reference information aspects and/or the application of the referencing style is inconsistent.	Correct system used, with most reference information presented.	Correct referencing system used, with all in-text citations correctly presented in reference list at the end of the report.

CLI8001 Climate Risk
Assignment Three – Reflective Tutorial Activities (25%)
There are nine weeks spread across the semester where a journal article is set aside as a reading
activity and students are tasked with answering a/several questions that encourage them to reflect
upon the reading. Reflections require a critical analysis of the article, and the contextualising /
positioning of findings with the student’s prior knowledge and understanding. In addressing the
questions, no further research is needed, as the answers are based only on the reading, and the
student’s reflections. Students should respond to the questions as they would comment on an
academic blog, using casual academic language and formatting.
At the end of the semester, students are asked to choose their responses to questions based on five
of the nine readings they completed as tutorial activities. These responses are to be submitted as a
word document via Turnitin on the Study desk portal and are to be 400 words in length per reading.
Students are to ensure that the readings that the answers relate to, are correctly referenced so
teaching staff are able to quickly determine which reading the answers relate to.
Up to five marks will be awarded for each reading, with a total of 25 possible marks awarded for the
assignment. Student’s will be assessed on their understanding and considered reflection.
Assignment Three: Reading Reflections – Assessment Rubric

Criterion	Available marks	Insufficient	Developing	Satisfactory
Understanding and Reflection	3.5 (for each reading)	The reflection does not relate to the research article or difficult to understand.	The reflection is vague and obvious without insight or consideration beyond the content presented in the article.	The reflection demonstrates an understanding of the article content, and the significance of the research. The submission meaningfully reflects on the content and introduces a new idea / context for interpreting the content.
Language skills and word count	1.5 (for each reading)	Major issues with language skills, poor grammar, lacking vocabulary.	Poor language skills, grammar, and lacking vocabulary.	Language skills are adequate or good. Word count has been adhered to (400 words +/- 10%).