EIE701 Personalising Learning - Film or Book Review

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EIE701 Assessment Task 1 Rubrics – Matrix Version

Task Description: Film or Book Review

Word limit: 2000 words

Weighting: 40%

Students will select a film or book (e.g. novel or picture book) that can be utilised in their curriculum to teach their students on the importance of inclusivity and welcoming each other's strengths and supporting weaknesses. The review will summarise the selected resource in line with legislative contexts of inclusive education; discuss its role in the curriculum (i.e. curriculum design using the resource); develop strategies for using the resource to teach to diverse learners using a specific learning tool; and will reflect on the consequences of its involvement (from multiple viewpoints).

Sections and marks per section:

  1. Selection of resource and background = 6 marks (criteria 1, 2, 3)
  2. Profile & curriculum = 6 marks (Criteria 4, 5)
  3. Role of the resource in the curriculum = 9 marks (Criteria 6, 7, 8)
  4. Reflection on anticipated consequences from using the resource = 12 marks (Criteria 9, 10, 11)
  5. Referencing and academic expression = 7 marks (Criteria 12, 13, 14)

Rubrics:

1.      Selection of resource and background (6 marks)

Criterion 1: Selection of an inclusive education resource.

1 - An inclusive education resource is selected to meet the needs of a particular learning and teaching context.

0 - A resource has not been selected, or the resource is not relevant to inclusive education.

Criterion 2: Summary of the resource

2 - The summary highlights and examines the elements of inclusion that can be drawn from the resource and its relevant to the learning and teaching context. 1 - The summary describes the resource and links it with inclusive concepts.

0 - The resource is not summarised.

Criterion 3: Aligning the resource with inclusive education legislation and policy.

3 - The relationship between relevant inclusive legislation/policy, the context and the resource are examined.

2 - The relationship between relevant inclusive legislation/policy and the resource is discussed.

1 - The resource is linked with inclusive legislation and/or policy.

0 - The resource has not been aligned with inclusive education legislation and policy.

2.      Profile & curriculum (6 marks)

Criterion 4: Description of a group of students and their specific learning and teaching needs.

3 - The group or class of students is examined, articulating group dynamics, learning and teaching needs of individuals, and relevance of the inclusive focus.

2 - A profile of the group of students is provided, discussing the dynamics, learning and teaching needs of individuals, and relevance of the inclusive focus.

1 - The group of students is described.

0 - The group of students and their specific needs are not discussed.

Criterion 5: Curriculum focus.

3 - The positioning of the resource within the curriculum and its role in teaching and learning is critically examined.

2 - The resource is positioned within a particular curriculum focus (e.g. within a unit of work; aligning with official curriculum domains and strands, etc).

1 - The curriculum and the resource are linked.

0 - The resource has not been positioned in terms of the curriculum.

3.      Role of the resource in the curriculum (9 marks)

Criterion 6: Discussion about the role of the resource within the curriculum.

3 - The role of the resource and its relationship with the curriculum is critically evaluated and justified

2 - The role of the resource within the curriculum is discussed. 1 - The role of the resource within the curriculum is described. 0 - The role of the resource within the curriculum is unclear.

Criterion 7: Description and justification of a specific learning tool that enables students to learn the intended inclusive concepts.

3 - The learning tool is justified according to the learning and teaching needs of the students.

2 - The use of the learning tool is defended according to learning and teaching needs of the students.

1 - The learning tool is discussed in relation to the learning and teaching needs of the students.

0 - A learning tool is not discussed, or the learning tool is not appropriate to aide learning and teaching of the intended inclusive concepts.

Criterion 8: Teaching strategies that cater to the learning needs of a group of diverse learners.

3 - Teaching strategies are justified in relation to theory, the resource and the learning and teaching needs of the students.

2 - Teaching strategies are defended in in relation to theory, the resource and the learning and teaching needs of the students.

1 - Teaching strategies are aligned with the curriculum and the learning and teaching needs of the students.

0 - Teaching strategies are not discussed or teaching strategies do not cater for the needs of the learners.

4.    Reflection on anticipated consequences from using the resource (12 marks)

Criterion 9: Critical reflection of the anticipated consequences of using the resource from multiple perspectives (e.g. students, parents, teachers etc.)

4 - The reflection anticipates and critically evaluates a range of perspectives and outcomes of the use of the resource, based on your knowledge of the students, parents and others within school community.

3 - The reflection examines the anticipated outcomes and responses to the use of the resource based on your knowledge of the students, parents and others from within the school community.

2 - The reflection anticipates outcomes of the use of the resource from a range of perspectives (such as students, parents, teachers, other members of the school community, etc).

1 - The reflection summarises possible outcomes of the use of the resource.

0 - The reflection is written from a personal perspective or the reflection is not apparent.

Criterion 10: Critical reflection on the strengths and limitations of the resource.

4 - Strengths and limitations of the resource and its uses are critically evaluated in light of theory.

3 - Strengths and limitations of the resource and its uses are analysed and supported by theory.

2 - Strengths and limitations of the resource and its uses are discussed and linked with theory.

1 - Strengths and/or limitations of the resource and its uses are described.

0 - There is no clear reflection on the strengths and limitations of the resource.

Criterion 11: Critical evaluation of the content and tools used in the teaching and learning process.

4 - The content and the tool(s) used in the teaching and learning process are critically evaluated in light of theory.

3 - The content and the tool(s) used in the teaching and learning process are analysed and supported by theory.

2 - The content and the tool(s) used in the teaching and learning process are discussed and linked with theory.

1 - The content and/or the tool(s) used in the teaching and learning process are addressed.

0 - There is no evidence of reflection on the content and the tool(s) used in the teaching and learning process.

5.      Referencing and academic expression (7 marks)

Criterion 12: In-text referencing

2 - The in-text referencing is formatted consistently according to Deakin referencing guidelines (APA 6 or Harvard are preferable).

1 - Ideas throughout the assessment task have been linked to theory and referenced. 0 - In-text referencing is incomplete or absent.

Criterion 13: Reference list

2 - The reference list is formatted consistently according to Deakin referencing guidelines (APA 6 or Harvard are preferable).

1 - A reference list is included.

0 - Reference list is either incomplete or absent.

Criterion 14: Academic Communication

3 - The assignment is written for an academic audience (clear communication and following academic protocols are key here).

2 - Academic writing style is developing.

1 - The writing style is appropriate for a peer audience.

0 - Issues or errors with grammar, academic voice, and/or flow of the assignment obscure the meaning and readability of the assignment.

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