EEP306 Assessment 2 - rubric

Student Name/Id: Brenton Hawken 11538282

Assessment HIGH
DISTINCTION CREDIT PASS FAIL
Criteria DISTINCTION
The mind map The mind map The unit The mind map
The mind map
clearly displays an includes relevant incorporates at does not
includes a variety
extended range of strategies and least four incorporate at least
of relevant
Ability to design relevant strategies, activities that are activities that are three activities that
strategies and
a unit of learning activities and clearly described, appropriate for are appropriate for
activities to
that includes: resources that are and appropriate for the age of the the age of the
engage learners
rationale; varied, engaging the age level and the learners and learners and
and achieve the
syllabus and and appropriate for unit outcomes. A outcomes of the outcomes of the
unit outcomes.
curriculum the unit outcomes, sound understanding unit, and unit. A basic
There is clear
outcomes; which explicitly of key concepts with demonstrate a knowledge of
evidence that key
specific learning address key reference to basic knowledge inclusion and
concepts with
activities; concepts with inclusion and of inclusion and diverse
reference to
perspectives; reference to diverse diverse perspectives and
inclusion and
differentiation; inclusion and perspectives, perspectives, differentiation is
diverse
appropriate diverse differentiation is differentiation is not demonstrated
perspectives,
pedagogy in perspectives, apparent in planning linked to the and this is neither
differentiation are
culturally diverse differentiation and choices. Most of KLA/s. explicitly taught
understood and
classrooms are linked to the these are explicitly nor linked to the
explicitly
UNIT. KLA/s. addressed and KLA/s.
addressed and
/15 linked to the KLA/s.
linked to the KLA

Multiple teaching Multiple teaching Teaching strategies Teaching There is limited or

strategies and strategies and and linking learning strategies no
learning activities learning activities activities reflect the demonstrate significant
Justifies and
that reflect that reflect relationship to familiarity with evidence that
describes the unit
culturally culturally culturally and culturally and/or the needs of
incorporating:
responsive responsive linguistically linguistically CALD and
policies; teaching
pedagogies pedagogies responsive responsive Indigenous
strategies;
including including pedagogies pedagogies. learners have
contemporary
community and community and including Some attempt to been considered in
social issues;
paraprofessional paraprofessional community and explain the
EAL/D
engagement are engagement are paraprofessional differentiated rationale.
discussions and
described. An described. An engagement. A learning and Strategies and
differentiation;
informed informed description of addressing activities are
community
description of how description of differentiation and racism has been inappropriate or
engagement; key
to differentiate differentiated how to address made in the irrelevant.
concepts and
learning and learning and how racism is evident in rationale.
ideas that
address racism has to address racism the rationale.
support
been included in has been made in
multicultural
the rationale with the rationale with
perspectives.
reference to the reference to the
RATIONALE.
learning activities. learning activities.
/25
 Assessment HIGH
DISTINCTION CREDIT PASS FAIL
Criteria DISTINCTION
Engages with the Engages with the Engagement with
Engages with the Engages with the
subject in subject in the subject is
subject in subject in
class/online and class/online and limited and does
Engagement in class/online and class/online and
reflects on the reflects on social not reflect on
class /online with skilfully reflects reflects on the social
social contexts/ contexts/ issues. social issues. The
the on and evaluates contexts/ issues.
issues and the The needs of needs of diverse
subject. Sensitivit information Considers the needs
needs of diverse diverse learners learners are not
y, empathy and gathered with a of diverse learners
learners and is are considered considered and
commitment to high degree of and shows some
partially critical and some empathy is not
the needs of insight and empathy.
but empathy is shown.
diverse learners sensitivity. Social Reflections are
empathic. Reflecti shown. Reflections reveal
including how to contexts/ issues stated clearly and
ons are stated Reflections some ambiguities
develop and the needs of include some
clearly and reveal or aspects
culturally diverse learners awareness of the
comprehensively, some ambiguities unexplored. A
responsive are considered complexity of
including or aspects limited outline of
pedagogy. Expre critically and issues.
description of unexplored. A complex issues; no
ssion of critical empathically.
complex issues; basic outline of clarity or
reflections and Reflections are
clarity and complex issues; complexion of
supporting stated
complexion of limited clarity thought or
statements. clearly including
thought. and complexion description.
REFLECTION. analysis of
of thought or
/15 complex issues;
description.
clarity and
complexion of
thought.

Writing is Writing may

Writing is Writing is structured
structured and contain some Writing contains
structured and and meaning is
meaning is clear to grammatical many grammatical
meaning is clear to apparent to the
the reader. No and/or and/or
the reader. Minor reader. Minor
Academic grammatical or typographical typographical
grammatical or grammatical and/or
writing, typographical errors but these errors that impact
typographical typographical
discussion and errors. do not impact on significantly on
errors. errors. Referencing
use of APA Referencing meaning. meaning.
Referencing demonstrates
referencing style. demonstrates Referencing Referencing does
demonstrates academic integrity,
academic integrity demonstrates not demonstrate
academic integrity, and generally uses
/5 and conforms academic academic
and mostly of APA 6th style
exactly to APA integrity, and integrity, and does
conforms to APA conventions
6th style generally uses of not use APA 6th
6th style appropriately.
conventions. APA 6th style style conventions
conventions.
conventions appropriately.
appropriately.
 Assessment HIGH
DISTINCTION CREDIT PASS FAIL
Criteria DISTINCTION
Brenton,
Part (a) Mind map: Your integrated unit of learning provides the fertile ground for high
quality student learning, that is inclusive and accepting of diversity. The use of local
community resources was excellent as was the timeline activity (a subtle way to address
60,000 years!)
Part (b) Rationale: Your discussion of racism was comprehensive (given the word limit) and
the use of a variety of differentiation strategies was well argued.
Part (c) Reflections: You related your personal experiences (albeit rather disconcerting; your
experience in high school will obviously influence the way you teach!), you expressed your
Comments:
opinions clearly and articulately, making the connection between theory and practice. You
have learnt about yourself as a teacher – a critical component in teaching. I hope you continue
to learn!
Your work is of a standard of which you should be most proud. You have covered all the areas
listed in the rubric/matrix exceptionally well; your writing is planned, smooth, direct and
uncluttered. The referencing is to an appropriate standard. Well done Brenton!
Janine

Mark: 53/60