Faculty of Educational Studies (FES)

EDUCATIONAL ASSESSMENT AND

EVALUATION

EDUC9104
Student Assessment Guide
September 2021

Prior to beginning your assessment, it is vital to read this document in detail.

Failure to do so will significantly disadvantage you and may well affect levels
of attainment.

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SOME GENERAL GUIDELINES

Please check you understand the requirements of the assessments; this module has a very strong
emphasis on the use of academic literature. If you remain unclear on what is expected, you must
clarify that from the lecturer.
 Failure to engage in significant research and wider reading of suitable academic sources
will have a significant impact on your marks. If you are unclear on the suitability of a re-
source you have found, please ask; do not assume.
 It is vital you put effort into each ELEMENT of the module.

OVERVIEW OF THE ASSIGNMENT

Component A (Individual PowerPoint Presentation)
Presentation, in which students reflect critically on a topic covered in this module
(25% of module mark).
The presentation will be real time through Google Meet.

In order to demonstrate Masters’ Level in reflecting on practice, students will need to make
sure the presentation includes:


justification of the topic you have chosen.

reference to underpinning theory, educational policy or perspectives on edu-
cation.
 Critical reflection covering the elements of ‘experience’, ‘reflection’ and ‘ac-
tion’ while giving reference to the significant contextual factors (e.g. personal,
locational, historical, political etc.)
 a reference list
The presentation should be between 7 – 10 minutes followed by 3 - 5 minutes of question
and answer. Any material presented after 10 minutes will not be considered.
There should not be more than 6 slides excluding title slide and the reference slides.

Component B (Individual Written Assignment)

A written assignment of approximately 2500 words which is a critical reflection on the
topic selected for Component A (75% of module mark)

In order to demonstrate Masters’ Level in reflecting on practice, students will need to make
sure that the written assignment includes:
• reference to academic literature, both recent and seminal texts, to show links from
theory to practice.
• Critical reflection on how the literature used are relevant
• Critical reflection on practice in relation to theoretical and other contexts / frame-
works / references.
Assessment Weightage
Due Date
Assessment Component Percentage

Presentation 25% 10th Nov 2021

Essay 75% 2nd Jan 2022

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 The front page of the written assignments should include details given below:

FACULTY OF EDUCATIONAL STUDIES

EDUC9104

EDUCATIONAL ASSESSMENT AND EVALUATION

Semester: September 2021

Full Name:
Student ID Number:
Phone Number:
Email Address:
Campus:

Lecturer’s Name:

Due Date:

Submitted Date:

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 Discussion Forum activities on MOODLE
Attendance
 The students will be given discussion forum questions every two weeks on Moodle.
Students are expected to actively engage in discussion and answering the provided
questions. Students’ participation on the discussion forum activities will contribute to
students’ overall attendance of the module.

REFERENCING

It is essential that you fully reference all ideas, theories, quotes and statistics you have cited in your
submitted assignment. Failure to do so will result in a deduction of marks, possible failure and/or
accusations of plagiarism (the act of presenting the ideas or discoveries of another as one's own).
The method students MUST use is the APA referencing system. Please ensure that you refer to this
for guidance on referencing in the main text and references at the end of your essay.
What is referencing?
Basically, a reference is a description of the document from which you have obtained your inform-
ation. When writing essays, you are expected to read around your subject and referencing is a
way of demonstrating that you have completed that reading. Each time you use someone else’s
ideas or words it is essential that you acknowledge this in your work. You should provide refer -
ences to substantiate your arguments and to enable your reader to follow up your source mater-
ial.
You should reference whenever you use any source of information for particular facts, theories,
findings or ideas in an author's work; a direct quotation; paraphrasing an author's words.
Remember, references should be correct, complete and consistent, with the individual elements
clearly differentiated.
Why do I have to reference?
There are several reasons for referencing. In the course of your studies you will be expected to ac-
knowledge books, journal articles, etc, used in preparation for assignments, projects, essays, and
dissertations, by producing a list of references with each one.

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CODE OF PRACTICE IN PLAGIARISM

Poor scholarship (incomplete / inaccurate citations) will be recorded in written feedback, and work
must be rectified.

For offences with regard to plagiarism: formal written warnings would be issued, and recorded
until graduation. All work must be rectified.

For multiple, and serious offences with regard to plagiarism: submitted material would be redac-
ted, and student may be required to withdraw.

Please refer to the policy ‘Procedure on Academic Integrity’ for further details.

LATE PENALTIES:

 50%of the marks scored will be deducted within 24 hours of the assignment deadline.
 The assignment will be given zero after 24 hours.

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 EDUC9104 Educational Assessment and Evaluation

Assessment Component A - Feedback Sheet

Name: Student ID: Marks:

Details Marks allocated Marks received

1 Selection of topic and reasoning 15

2 Underpinning literature and theoretical un- 30

derstanding in relation to the identified
topic

3 Critical reflection covering the elements of 35

‘experience’, ‘reflection’ and ‘action’.

4 List of references 10

5 Delivery style and handling questions 10

TOTAL 100

Feedback

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………

Areas to consider for Component B

Lecturer/Assessor:

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 EDUC9104 Education Assessment and Evaluation
Assessment Component B Rubric
Name of Student:
Criteria Weightage Very Good (18-20)
Connections to Read- 2 An extensive range of relevant litera-
ings/Research ture, including appropriate primary
sources, has been synthesised in the
critical analysis and discussion of
ideas including evidence of critical
engagement with the literature, in-
cluding with relevant theory.
Readings and research and indicates
efforts to critically examine a wide
range of research to learn more about
aspects of the experience upon which
reflection occurs. Describes specific
insights or extensions of reflection
gained from that reading and re-
search.
Depth of Reflection, 2 Response demonstrates an in-depth
Evidence and Prac- critical reflection (covering the ele-
ments of ‘experience’, ‘reflection’
tice
and ‘action’.), and personalization of,
the theories, concepts, and/or strate-
gies presented in the course materials
to date. Viewpoints and interpreta-
tions are insightful and well sup-
ported. Clear, detailed examples are
provided, as applicable.
The implications of these insights for
the respondent's overall teaching
practice are critically examined, as
applicable.
Good (14- 17)
A wide range of relevant
and appropriate literature
has been utilised in in-
depth analysis and discus-
sion of ideas. A number of
examples of good engage-
ment with that literature
are apparent.
Readings and research in-
dicates efforts to re-read or
conduct additional re-
search to learn more about
aspects of the experience
upon which reflection oc-
curs. Describes specific in-
sights or extensions of re-
flection gained from that
reading and research.
Response demonstrates in-
depth reflection (covering
the elements of ‘experi-
ence’, ‘reflection’ and ‘ac-
tion’.), and some personal-
ization of, the theories,
concepts, and/or strategies
presented in the course
materials to date. View-
points and interpretations
are supported. Appropri-
ate examples are provided,
as applicable.
The implications of these
Sufficient (10 – 13)
A number of relevant
sources have been used to
give some analysis and dis-
cussion of ideas. Some ex-
amples engagement are ap-
parent.
Readings or research is
presented in a descriptive
or citation fashion with lit-
tle indication of motivation
to use reading or research
to inform reflection.
Response demonstrates a
general reflection (covering
the elements of ‘experi-
ence’, ‘reflection’ and ‘ac-
tion’.), and personalization
of, the theories, concepts,
and/or strategies presented
in the course materials to
date. Viewpoints and inter-
pretations are poorly sup-
ported. Examples, when
applicable, are not pro-
vided or are irrelevant to
the assignment.
Poor (0 – 9) Max Marks
Marks Al- Awarded
located
Use of a narrow range of 40
sources or reference to ir-
relevant literature. Inap-
propriate sources used,
for example non-aca-
demic or out of date. Lit-
tle or no engagement
with theory from litera-
ture
Very minimal/no refer-
ence to outside reading or
research to inform reflec-
tion.
Response demonstrates 40
minimal or lack of reflec-
tion (covering the ele-
ments of ‘experience’,
‘reflection’ and
‘action’.), or personaliza-
tion of, the theories, con-
cepts, and/or strategies
presented in the course
materials to date. View-
points and interpretations
are poorly supported, in-
appropriate, and/or un-
supported. Examples,
when applicable, are not
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Response shows strong evidence of
synthesis of ideas presented and in-
sights gained throughout the entire
module.
Structure, Grammar 1 Writing is clear, concise, and well or-
and Reference ganized with excellent sentence/para-
graph construction. Thoughts are ex-
pressed in a coherent and logical
manner. There are very few spelling,
grammar, or syntax errors per page of
writing.
All information is cited properly and
in APA style.
TOTAL
insights for the respon-
dent's overall teaching
practice are detailed, as
applicable.
Response shows reason-
ably good evidence of syn-
thesis of ideas presented
and insights gained
throughout the entire mod-
ule.
Writing is mostly clear,
concise, and well orga-
nized with good
sentence/paragraph con-
struction. Thoughts are ex-
pressed in a coherent and
logical manner. There are
few spelling, grammar, or
syntax errors per page of
writing.
Most citations are included
/ follows APA style refer-
encing.
Except for minor errors in-
formation is cited properly
and in APA style.
Few implications of these
insights for the respon-
dent's overall teaching
practice are presented, as
applicable.
Response shows some evi-
dence of synthesis of ideas
presented and insights
gained throughout the en-
tire module.
Writing is reasonably clear
and organized. Generally
thoughts are expressed in a
logical manner. There are
some spelling, grammar, or
syntax errors per page of
writing.
Most citations are in-
cluded / a consistent refer-
encing style used (if not
APA style) and has some
errors.
provided.
No implications for the
respondent's overall
teaching practice are pre-
sented, as applicable.
Response shows little or
no evidence of synthesis
of ideas presented and in-
sights gained throughout
the entire module.
Writing is unclear and 20
disorganized. Thoughts
ramble and make little
sense. There are numer-
ous spelling, grammar, or
syntax errors throughout
the response.
Many statements are not
cited / does not follow a
consistent referencing
style. Multiple errors in
citation.
100
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