Assignment Guidance | My Assignment Tutor

Assignment Guidance ASSIGNMENT 2 A portfolio evidence to illustrate the assessment of science learning (2000-2500 words) This assignment is designed to demonstrate your understanding of monitoring practices in schools (how pupils’ progress is tracked, targets set and checked) and how the assessments can be used to impact upon planning. This will constitute a portfolio of evidence to illustrate your understanding of assessment practices in science. Science education uses summative, formative and practical skills assessments. These forms of assessments are combined to brand a pupil with an attainment grade. Select a pupil that you teach from year 7, 8, 9 or 10. What is expected? An analysis of the types of assessment practices there are (700-800 words). You may like to consider and/or focus on some of the following questions: • How can assessment be defined? • To what extent do these assessment techniques represent the actual (absolute) understanding, knowledge and skills of a pupil? • To what extent is assessment driving what is taught? • How are the assessment challenges for science unique to science? • To what extent are these assessment challenges universal across all subjects? • What drives assessment, and what processes and people are involved in assessment? • What physical evidence of assessment can be provided? • What evidence of assessment can be inferred? • What is deemed ‘good assessment practice’ and why? In your write up, refer to relevant literature in assessments and include aspects of your classroom experience of carrying out assessments. Remember to link theory to practice. 2. A description of the pupil and a summary overview of his/her assessment and monitoring records, from both summative and formative assessments. You can include any records from any sources that you consider relevant, but the emphasis should be on attainment in science. Include relevant literature in your discussion linking theory to practice (300-400 words). 3. An analysis of recent work in science. Choose a range of recent assessment evidence and analyse it in detail, providing a written account of what this evidence shows about the pupil’s current attainment and how you have arrived at your judgement. You must clearly show the evidence for any judgements you make (also include copies of the pupil’s work in the appendix and refer to this in your discussion) (600 – 700 words). Remember to refer to relevant literature in your discussion and be critical. 4. Suggestions for a way forward. Consider the evidence of current performance from your analysis and suggest strategies that could be adopted to ensure progress in meeting any needs that you have identified and any advice that should be given to adults who help the pupil. Make these points specific, referring to the evidence cited elsewhere and support with relevant literature that relates to your findings (400 – 600 words). Help with writing a critique: Please be aware that all assignments will require you to link theory and practice that is, drawing upon your own classroom experience as well as linking to relevant literature. You must also develop a critical approach all through your essay, see guide below: • Make comparisons between different approaches drawing upon literature you presented and make relevant conclusions based on what you think e.g. from your practice. You may also include evidence from your lesson. • Weigh up alternatives if possible and make your own views known and link this to relevant literature to strengthen your argument. • Apply your own judgements • Make links between areas of knowledge- how does it relate to literature? • Analyse why something did not work • Evaluate/argue/contests- link this to relevant literature. Draw evidence from your practice and compare views from different authors. • Be ready to critique whatever you read. Do not always assume they are right even when you have tried it, there may be different approach to it. Teaching Standards What are the standards addressed in this assignment? Presentation of written assignments Each module has its own assessment items and you will be given more detail about the assignments in the related workshops. Clarity of expression and accurate use of English feature for all assignments, so the way that you present the work, together with spelling, punctuation and grammar are very important. Always use a PC with spelling and grammar checking to produce the prose. Referencing: Most assignments require a reference list. You must adopt a standard and consistent referencing convention. Harvard referencing format should normally be used and you will be given information during the workshop. Details of the University of Greenwich conventions on referencing books and other sources are given on the Library website. Be careful to avoid plagiarism and ensure sources are referenced properly- refer to the university’s guide on plagiarism on the portal. Overall structure Essays should be word-processed on one side of A4 paper, using 12 point, Times New Roman with one and a half line spacing. Preface the assignment with a title page showing course name, title of your assignment and your ID number. Each essay should have a logical structure of which the following example is one possible model. Students are not asked to follow this pattern blindly; it is offered for guidance. If you are not given specific guidance the following headings make possible sections, or paragraphs of essays: 1. Introduction 2. Assembly of material from authoritative sources 3. Analysis of subject area (including comparison of different sources and discussion) 4. Argument 5. Conclusion We will cover this in our session. The next page shows assignment grade descriptors. Level 7 grade descriptors Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 7 Science PGCECriteria for assessmentExceptionalExcellentVery GoodGoodSatisfactoryFailAssessment Domain 1: Content, Knowledge and UnderstandingSophisticated and comprehensive knowledge of the subject area. Systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Ability in the appropriate use of the relevant literature, theory, methodologies, practices, or tools to analyse and synthesise at Masters level.An excellent comprehensive knowledge of the subject area. Systematic understanding of key aspects of the focused area, including acquisition of coherent and detailed knowledge. An excellent strong and consistent evidence of critical evaluation of materials covered, and excellent understanding of the relationship between theory and practice. Demonstrates excellent critical understanding at Masters level.Very good evidence of critical evaluation of materials covered, and very good understanding of the relationship between theory and practice.Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with few omissions.Demonstrates a very good critical understanding at Masters levelGood evidence of critical evaluation of materials covered, and a good understanding of the relationship between theory and practice.Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with several omissions.Demonstrates a fairly good critical understanding at Masters level.Demonstrates a satisfactory level of understanding of key concepts. There is some evidence of evaluation of materials covered, although this is more descriptive.Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors.Satisfactory evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate argumentsLacks any evidence of understanding of the topic. There is no evidence of critical analysis needed at level 7. Shows little evidence of evaluation. The work is descriptive rather than analytical and does not demonstrate understanding of the relationship between theory and practice.Lacks evidence of teaching, observations and research undertaken in the classroom or applied to practice nor used to substantiate argumentsAssessment Domain 2: Range and Relevance of Research Informed EvidenceConceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline, as well as to evaluate methodologies and develop critiques of them.Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.Exceptional level of criticalityA comprehensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary and strong scholarship. An excellent ability to deploy established techniques of analysis and enquiry when researching the focused area.Original analysis of key approaches and theories shows creativity in the application of knowledge and learning.Excellent level of criticalityA very good range of current and appropriate literature is presented to support strong arguments and different perspectives, and very good commentary on aspects of current research and scholarship in the focused areaA very good ability to deploy established techniques of analysis and enquiry. Rigorous analysis of key approaches and theories shows creativity in the application of knowledge and learning. Very good level of criticalityGood range of current and relevant literature is evident and demonstrates good understanding of the issues. There is also some evidence of good commentary on aspects of current research and scholarship in the focused area.There is evidence of some use of established techniques of analysis and enquiry. Sound analysis of key approaches and theories shows creativity in the application of learning and knowledge. Good level of criticalitySatisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking, and satisfactory evidence of use of some techniques of analysis when researching into the focused area, with omissions.Understanding of the key approaches and theories, shows creativity in the application of knowledge and learning, with omissions.There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no real understanding of the techniques needed for analysis or enquiry into the research area.Need to read much more widely and improve understanding.Need to spend time researching and engaging with module materials to develop an understanding of the focused area and the research that supports it.Assessment Domain 3: Cognitive/ Intellectual SkillsDeal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; where appropriate.Draw upon critical evaluation of current knowledge in the field to propose new hypotheses- originality and contribution to the fieldDemonstrates critical analysis and synthesis of complex ideas and communicate their conclusions clearly to specialist and non-specialist audiences; where appropriate.Excellent hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field and contribute to knowledge.Dealing creatively with ideas/issues is very good. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.Dealing creatively with ideas/issues is good. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.Dealing creatively with ideas/issues is satisfactory. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects of the research, although it is too descriptive.Shows little or no understanding of creativity in the application of knowledge and learning. Inadequate awareness of how to deal with ideas/issues creatively. Presents no real hypothesis and explored very little literature around this. There is very little, or no critical commentary presented and research is descriptive rather than evaluated.Assessment Domain 4: Communication, Organisation and PresentationThis assessment is exceptionally well structured and organised. Assured and highly articulate writing, observes all academic conventions in style and content. The assessment flows exceptionally well which makes judgement and frames appropriate questions and identifies a range of solutions to a problemScholarly style work which could provide the basis for future publication.Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style and content.Excellent flow of assessment and frames appropriate questions to achieve a solution.A very good structure with clear presentation and organisation of ideas. The work observes all academic conventions in style, content and is presented well, mostly using Standard English throughout. Most of the work uses a style which flows well. Frames appropriate question with solution.A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in Standard English, with some errors and omissions. Some sentence structure also needs revision, and this can affect the flow in places.The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to poor proof reading). The work does not flow well in several places and this affects clarity.Little or no structure and the work is hampered by errors in Standard English. It lacks academic style and does not flow well. Further proofreading clearly needed and additional support for academic writing.Incoherent writing style.The student should refer themselves to study skills services for additional support in their writing.Assessment Domain 5: Referencing, sourcing, acknowledging and coverageComprehensive range of evidence used, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. Outstanding in its breadth and depth and all sources are primary sources.Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. All sources are primary sourcesSources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. All sources are primary sourcesLiterature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sourcesThe assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are several omissions. Reading list is short and limited and several secondary sourcesThe reference list has many errors in its layout. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed You need further support with this. Teaching Standards Here are just a few aspects of the standards you address by planning, teaching, assessing, and evaluating the topic: TS1 set goals that stretch and challenge pupils of all backgrounds, abilities, and dispositions TS2 promote good progress and outcomes by pupils… TS3 demonstrate good subject and curriculum knowledge… TS4 set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; reflect systematically on the effectiveness of lessons and approaches to teaching TS5 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these TS6 make accurate and productive use of assessment, (for example); make use of formative and summative assessment to secure pupils’ progress; use relevant data to monitor progress, set targets, and plan subsequent lessons

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

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