EDC2400 – Diversity & PedagogyComputer Security (300569)Introduction: Accounting & GovernanceESG Factors in International MarketsEDC2400 – Diversity & PedagogyHI5020 Corporate AccountingAssessment Task No 3 (Research Report)

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Assessment 2 – Essay EDC2400 – Diversity & Pedagogy – Semester 1, 2017
Student Name:
Performance
Criteria
HD
100 – 85%
A
84%-75%
B
74%- 65%
C
64%- 50%
F
49%- 0%
PARTA:Essaycontent
TotalMarkforPartA /30
Markallocation
2marks
1mark
0marks
Diversityarea&
educational
context / 2
• Diversityareaandeducationalcontextincludingspecific
subjectarea(ifsecondarycontext) hasbeenclearly
communicated.
• Diversityarea&oreducationalcontextincluding specific
subjectarea(ifsecondarycontext) have been clearly
communicated.
• Diversityareaandeducationalcontexthasnotbeen clearly
identified.
Markallocation
10 – 9.5Marks
9– 8Marks
7.5– 6.5Marks
6– 5Marks
4.5 – 0Marks
Learner
characteristics
/10
• Comprehensiveidentification&
descriptionofrelevantlearner
characteristicsofidentified
diversityarea.
• Comprehensiveexplanationasto
howidentifiedcharacteristics
impactclassroomlearningfor the
learner.
• Comprehensiveexplanationasto
howidentifiedcharacteristics
impactclassroomteaching,both
planning&delivery, withinthe
nominatededucationalcontext.
• Competent identification&
descriptionofrelevantlearner
characteristicsofidentified
diversityarea.
• Competent explanationastohow
identifiedcharacteristicsimpact
classroomlearningforthelearner.
• Competent explanationastohow
identifiedcharacteristicsimpact
classroomteaching,bothplanning
&delivery, withinthenominated
educationalcontext.
• Satisfactory identification&or
descriptionoflearner
characteristicsofadiversityarea.
• Satisfactory explanationastohow
identifiedcharacteristic/simpact
classroom learningfor thelearner.
• Satisfactory explanationastohow
identifiedcharacteristic/simpact
classroomteaching,planning&or
delivery, withinthenominated
educationalcontext.
• Adequate identificationor
descriptionoflearner
characteristics;mayor maynot
haveclearlyidentifieddiversity
area.
• Adequate explanationastohow
identifiedcharacteristic/simpact
classroomlearningforthelearner.
• Adequate explanationastohow
identifiedcharacteristic/simpact
classroomteaching,planning&or
delivery, withinthenominated
educationalcontext.
• Insufficient orno identification&or
descriptionoflearner
characteristics;mayormaynot
haveclearlyidentifieddiversity
area.
• Insufficientornoexplanationasto
howidentifiedcharacteristic/s
impact classroomlearningforthe
learner.
• Insufficientornoexplanationasto
howidentifiedcharacteristic/s
impactclassroomteaching.
• Noconsiderationofnominated
educationalcontext.
Markallocation
10– 9.5Marks
9– 8Marks
7.5– 6.5Marks
6– 5Marks
4.5 – 0Marks
Teachingstrategies
/ 10
• Comprehensiveidentificationof
twodistinctteachingstrategies
appropriateforidentifieddiversity
area andnominatededucational
context.
• Comprehensiveexplanationasto
why&howidentifiedstrategiesare
practical, realistic &effective to
implement in aninclusive
classroomenvironment withinthe
nominatededucationalcontext.
• Comprehensivediscussion asto
how teacherscanengagewith
parents/carerstobetter
understandstudentneed&
supportstudentlearning.
• Competent identificationof two
distinct teachingstrategies
appropriateforidentifieddiversity
area andnominatededucational
context.
• Competent explanationastowhy
&howidentifiedstrategiesare
practical&realistictoimplementin
aninclusiveclassroomenvironment
withinthenominatededucational
context.
• Competent discussionasto how
teacherscanengagewith
parents/carerstobetter
understandstudentneed&
supportstudentlearning.
• Satisfactory identificationofoneor
twoteachingstrategiesappropriate
foridentifieddiversityarea;
strategiesmayormaynotbe
distinctlydifferent butare
appropriatefornominated
educationalcontext.
• Satisfactory explanationastowhy
&orhowidentifiedstrategyor
strategies arepractical&or
realistictoimplementinan
inclusiveclassroomenvironment
withinthenominatededucational
context.
• Satisfactory discussionastohow
teacherscanengagewith
parents/carerstobetter
understandstudentneed&
• Adequate identificationofoneor
twoteachingstrategiesappropriate
foridentifieddiversityarea;
strategiesmayormaynotbe
distinctlydifferent butare
appropriatefornominated
educationalcontext.
• Adequate explanationastowhy&
orhowidentifiedstrategyor
strategiesarepractical&or
realistictoimplement withinthe
nominatededucationalcontext.
• Adequate discussionastohow
teacherscanengagewith
parents/carerstobetter
understandstudentneed&
supportstudentlearning.
• Insufficientorno identificationof
teachingstrategyorstrategies.
• Insufficientorno explanationasto
why&orhowidentifiedstrategyor
strategiesarepractical&or
realistictoimplement.
• Insufficientornodiscussionasto
howteacherscanengage with
parents/carerstobetter
understandstudentneed&
supportstudentlearning.
• Strategiesarenotappropriateor
relevanttonominatededucational
context.
supportstudentlearning.
Markallocation
5Marks
4– 4.5Marks
3– 3.5Marks
2.5Marks
2– 0Marks
Obligations&
expectations
/5
• Chosen statedocument is relevant
toidentifieddiversityareaandhas
clearlyidentifiable influence on
teachersworkingwithstudents
fromthisdiversityareaininclusive
classrooms.
• Comprehensivesummaryofthe
teacherobligations& or
expectationsoutlinedinbothstate
&national documents&howthese
influenceteachersworkingwith
studentsfromtheidentified
diversityareawithininclusive
classroomenvironments.
• Chosen statedocument is relevant
toidentifieddiversityareaandhas
identifiable influence on teachers
workingwithstudentsfromthis
diversityareaininclusive
classrooms.
• Competentsummaryoftheteacher
obligations&orexpectations
outlinedinbothstate&national
documents&howtheseinfluence
teachersworkingwithstudents
fromtheidentifieddiversityarea
withininclusiveclassroom
environments.
• Chosen statedocument is
somewhatrelevanttoidentified
diversityareaandhasweak
influence on teachersworkingwith
studentsfromthisdiversityareain
inclusiveclassrooms.
• Satisfactory summaryofthe
teacherobligations&or
expectationsoutlinedinstate&or
national documents&howthese
influenceteachersworkingwith
studentsfromtheidentified
diversityareawithininclusive
classroomenvironments.
• Chosen statedocument haslimited
relevance toidentifieddiversity
area&orlimitedinfluence on
teachersworkingwithstudents
fromthisdiversityareaininclusive
classrooms.
• Adequate summaryoftheteacher
obligations&orexpectations
outlinedinstateornational
document &orhowthese
influenceteachersworkingwith
studentsfromtheidentified
diversityareawithininclusive
classroomenvironments.
• Inappropriateornostate&or
nationaldocumentsidentified.
• Insufficientornosummaryofthe
teacherobligations&or
expectationsoutlinedinstateor
national document
• Insufficientornosummaryasto
howtheseobligations&or
expectations influenceteachers
workingwithstudentsfromthe
identifieddiversityareawithin
inclusiveclassroomenvironments.
Markallocation
3Marks
2Marks
1– 0Marks
References
/ 3
• Utilisessixormorecurrentsourcesofacademicliterature.
• Allsourcesarerelevant& appropriatetoessaycontent.
• Allsourcesare credible& authoritative.
• Utilisesfourtofivecurrentsourcesofacademicliterature.
• Some(atleasttwothirds)sourcesarerelevant&
appropriateforessaycontent.
• Some(atleasttwothirds)sourcesare credible&
authoritative.
• Utilisesfewerthanfourcurrentsourcesofacademic
literature.
• Fewornosourcesarerelevant&orappropriateforessay
content.
• Fewornosourcesare credible& authoritative.
PARTB:Communication
TotalMarkforPartB /10
Markallocation
10– 9.5 Marks
9– 8 Marks
7.5– 6.5 Marks
6– 5Marks
4.5– 0Marks
Communication
/10
• Excellent essay structure
includingconcisewriting
throughout,succinct
introduction&conclusion,
detailed& well-structuredmain
points throughout.
• Excellentapplicationofspelling,
grammar& punctuation
conventions.Allideasare
coherentlylinkedwithsmooth
transitionsbetweenparagraphs.
• Allin-textcitations& references
arecomplete& formatted
correctly accordingtoAPA 6th Ed
standards.
• Documentformattingincluding
adherencetowordlimitis fully
asperassignmentinstructions.
• Verygoodessay structure
includingclearwriting,
introduction&conclusion,clear
mainpoints throughout.
• Verygoodapplicationof
spelling,grammar&
punctuation, minimum&minor
errorsmaybepresent. Ideasare
coherentlylinked.
• Mostin-textcitations&
referencesarecomplete&
formattedaccordingtoAPA6th
Edstandards.
• Documentformatting including
adherencetowordlimit is
mostlyasperassignment
instructions.
• Goodessay structure withbrief
introduction&or conclusion,
mainpointsare generally
identifiable.
• Goodapplicationofspelling,
grammar& punctuation
conventions,someerrors may
bepresent.Someideasarenot
linked.
• Some in-textcitations&
referencesarecomplete&
formattedmostlytoAPA6th Ed
standards;minorerrorspresent.
• Someattempttoformat
documentasperassignment
instructions.
• Wordlimitis(<10%)underor
over thatoutlinedinassignment
instructions.
• Essay structurelacksclarityat
times,introduction,mainpoints
and/orconclusion arenot
clearlyidentifiable.
• Adequateapplication ofspelling,
grammar& punctuation
conventions,multipleerrors
present.
• ErrorsinAPA6th Edstandards
forin-textcitations& or
referencelistitems.
• Manydocumentformaterrors
arepresent.
• Wordlimitissignificantly(<15%)
underoroverthatoutlinedin
assignmentinstructions.
• Poorassignmentstructure,lacks
clarityor doesnotinclude an
introduction,mainpoints &/ora
conclusion.
• Numerouserrorsin application
ofspelling,grammar& or
punctuationconventions.
• No/limitedin-textcitationor
referencing.
• No/limitedreferencelist.
• Referencesnotformattedto
APA 6th Ed standards.
• Documentnotformattedasper
assignmentinstructions.
• No/limitedattempttomeet
word limitexpectations(over or
under<20%).
ASSIGNMENTTOTAL: /40Marks
Comments:
Defining descriptors:
Adequate
Provides basic and or limited details of concept/content indicating minimal engagement with course content/assessment focus, demonstrates a basic understanding of
concept/content covered but limited in both depth and breadth.
Clearly
Writes with clarity. Meaning is unambiguous, without doubt or question.
Competent
Provides most of the expected/necessary information; acceptable but not outstanding. Demonstrates a reasonable engagement with, and understanding of course
content/assessment focus through articulation of depth and breadth in writing. Demonstrates some analysis and synthesis when articulating understanding.
Comprehensive
Including or dealing with all or nearly all elements or aspects of the relevant content and assessment focus; clear and succinct writing demonstrates regular and ongoing
engagement as well as analysis and synthesis of course material/assessment focus; demonstrates an accurate and in-depth understanding through both depth and
breadth.
Concisely
Provides a lot of information clearly and in a few words (i.e. succinct); brief but comprehensive.
Critique
To evaluate the focus concepts/content/ideas in a detailed and analytic manner.
Demonstrates
Shows understanding through clear writing and reasoning. Able to explain/illustrate understanding through clear, succinct and detailed explanation and justification of
relevant concepts/content.
Description
Provide details of the focus concepts/content/ideas.
Discussion
Provides a range of details of all key aspects of the focus concepts/content/ideas to support full understanding of the topic.
Evaluates
An articulated judgement based upon consideration of a range of relevant information (both sought and provided) to determine the value and or importance of the
concepts/content/ideas.
Explains
Makes (something) clear or easy to understand; make (an idea, situation, or problem) clear to someone by describing it in more detail or revealing relevant facts or ideas.
Satisfactory
Provides some details of relevant concept/content using some detail to develop ideas that are mainly general in nature. A general depth and breadth of understanding is
demonstrated indicating some engagement with course material/assessment focus. Considering or including the main features or elements of something, not specific or
definite.
Summary
A concise and succinct review of the focus concepts/content/ideas presented; a brief restatement or overview of the focus concepts/content/ideas presented.
Regarding use of academic literature/referencing Includes credible, relevant, and high quality references. All sources must be authoritative (e.g. Government and or peer-reviewed
sources, NOT practitioner based) to be considered ‘high quality’.
Appropriate
Comes from an educational or closely related publication; clearly related to Australian education. If website/web-document, is from an authoritative, credible and reliable
(unbiased) site/source.
Authoritative
Recognised / known authority within the relevant field; information provided is accurate, trustworthy and verifiable.
Current
Published within the last 10 years – published in 2007 or more recent. Seminal works are excepted.
Credible
Trustworthy, peer-reviewed, evidence-based.
Relevant
Clearly and closely related to essay topic; used to appropriately support the writer’s ideas/assertions/arguments.

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