Critical review of teachers’ work in engagement and partnerships

Topic: Title: Critical review of teachers’ work in engagement and partnerships

Order Description
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Assessment task 1

Title: Critical review of teachers’ work in engagement and

THE MOODLE DROP BOX WILL CLOSE SHORTLY AFTER THIS TIME

Details of task: In the link that reads “FOLDER” you will find several videos of educators discussing their work in engagement and partnership. Your task for this
assignment is to choose three of these videos to watch (one from the EC section, one from Primary section and one from Secondary section). Watch your chosen videos,
and then draw on the readings and other unit materials, to write a critical review of educators work in engagement and partnership. This review should involve
identifying and examining common themes or ideas that are found across the work of the educators in your chosen three videos. It should also include a critical
analysis of these themes alongside other unit materials such as readings and lectures. Engagement with the weekly tutorial tasks will provide a solid basis in which to
begin your critical analysis. All videos on the Moodle site will be analysed in tutorials so this group analysis should further add to your understandings and assist
in your preparation of this assignment. In this assignment it is important that you think about the term ‘educator’ widely rather than as someone who is embedded in a
specific context (EC, Primary, and Secondary)
Word count: 1800 words
Word limit: 10% (over or under)
Weighting/Value: 50%
Presentation requirements: This assignment should be submitted as a word document and uploaded onto Moodle. This file should be named the following way: last
name_first name

Criteria for marking: Your assignment submission should have 4 distinct components:
1. A brief presentation of common themes that you have identified across the work of the educators in your chosen three videos.
2. A critical analysis of the themes identified that draws on readings and other unit materials.
3. Evidence of engagement with and reflection of/about the weekly tutorial tasks.
4. A statement that clearly articulates your position of and about the themes identified and that is supported by evidence.

You will be assessed on each of these four components as well as APA referencing style and writing structure. Please see assessment rubric for more information about
marking criteria.

Criteria High Distinction Distinction Credit Pass N
A brief presentation of common themes that you have identified across the work of the educators in your chosen three videos.
5%
(Approximately 100 words) Three themes have been clearly identified. Excellent justification of choice provided. Justification supported strongly with theoretical
ideas. Three themes have been clearly identified. Good justification of choice provided. Justification supported with theoretical ideas. Three themes have been
identified. Some justification of choice provided. Justification mostly supported with theoretical ideas. Three themes have been identified. Minimal justification of
choice provided. Justification minimally supported by theoretical ideas. Three themes have not been identified. No justification of choice provided. Justification not
supported by theoretical ideas.
A critical analysis of the themes identified that draws on readings and other unit materials
20%

(Approximately 1000 words) Uses specific inductive or deductive reasoning to make inferences regarding the implications of the themes identified for educators work
with families and communities. This reasoning and inference is supported and sythesised with evidence. Uses logical reasoning to make inferences regarding the
implications of the themes identified for educators work with families and communities. This reasoning and inference is supported with evidence. Uses superficial
reasoning to make inferences regarding the implications of the themes identified for educators work with families and communities. Some reasoning is supported with
evidence. Makes unexplained, unsupported, or unreasonable inferences regarding the implications of the themes identified for educators work with families and
communities. Evidence provided but does not support reasoning. Does not analyse the implications of the themes identified for educators work with families and
communities. No evidence.
Evidence of engagement with and reflection of/about the weekly tutorial tasks.
10%
(Approximately 400 words) Excellent evidence of engagement with and reflection of/about the weekly tutorial tasks. Reflection is directly linked to analysis. Very good
evidence of engagement with and reflection of/about the weekly tutorial tasks. Many links are made to analysis. Good evidence of engagement with and reflection
of/about the weekly tutorial tasks. Some links are made to analysis. Minimal evidence of engagement with and reflection of/about the weekly tutorial tasks. Minimal
links are made to analysis. No evidence of engagement with and reflection of/about the weekly tutorial tasks.
A statement that clearly articulates your position of and about the themes identified through your analysis and that is supported by evidence.
10%
(Approximately 100 words) Statement has been directly drawn from the critical analysis. All claims made are supported by evidence Statement is strongly connected to
the critical analysis. Most claims made are supported by evidence Statement is mostly connected to the critical analysis. Some claims made are supported by evidence
Statement is somewhat connected to the critical analysis. Claims made are minimally supported by evidence. Statement is not connected to the critical analysis. Claims
made are not supported by evidence.
Structure of academic essay and APA referencing style
5%

(References are not included in word count) Shows an excellent understanding of grammar and spelling. Ideas are expressed very clearly and succinctly. Accurate
referencing in accordance with APA 6th referencing style.
No errors. Shows a very good understanding of grammar and spelling. Ideas are expressed clearly and succinctly. Accurate referencing in accordance with APA 6th
referencing style.
More than 2 errors. Shows an adequate understanding of grammar and spelling. Ideas are expressed somewhat clearly. Mostly accurate referencing in accordance with APA
6th referencing style.
More than 4 errors. Shows some understanding of grammar and spelling. Ideas are expressed but with little clarity. Referencing is minimally in accordance with APA 6th
referencing style.
More than 6 errors.
Shows an inadequate understanding of grammar and spelling. Ideas are not clearly or succinctly expressed. Inaccurate APA 6th referencing style.
More than 8 errors.
Planning Template
Criteria
A brief presentation of common themes that you have identified across the work of the educators in your chosen three videos. 5%

• Name the themes
• Justify why these are themes by using examples from the educators in the video and relevant literature
•
(Approximately 100 words)
A critical analysis of the themes identified that draws on readings and other unit materials 20%

• Identify readings and unit materials that link with your themes (some might come from your first section)
• Explain how and why these readings link with your themes including the key characteristics/ideas
• Highlight the implications of these themes in relation to an educators work with families and communities
• Explain what these implications might mean e.g. Will they foster the work ? Be a barrier?

(Approximately 1000 words)
Evidence of engagement with and reflection of/about the weekly tutorial tasks. 10%

• Think about your analysis and what you have learned from it – how does it ‘sit’ with what you have learned through your engagement with tutorial tasks?
• Discuss this in relation to your analysis

(Approximately 400 words)
A statement that clearly articulates your position of and about the themes identified through your analysis and that is supported by evidence. 10%
• What are your thoughts about the themes that you have identified? Is there better way to approach this work? If so, how? If not, why not?
• Justify your claims with examples from your analysis/reflection and also examples from course materials

(Approximately 300 words)
Structure of academic essay and APA referencing style 5%
• Proof read carefully! Read your essay out loud to ensure that it makes sense!
• Check the APA style guide and make sure that you have referenced correctly (Check in-text and your reference list)
• This is an EASY 5% if you take some care

(References are not included in word count)

the videos can be found on below links

https://onedrive.live.com/?id=F85E7EC44A77D131%21108&cid=F85E7EC44A77D131&group=0
Then create a few graphs, & do these as you feel is best,

you might produce a bar graph of all data of the mean within a range, eg <10, 10-50, 51-100 etc. & similar for the CV % data.

Could you please add this explanation? The CV value or Coefficient of Variation is a good indicator of the repeatability (or similarity) of the replicates. Ideally the
two or three replicates should have a low CV if all three final values are similar, for example, a CV% of 0 would be if all replicates had exactly the same value. A
large CV usually indicates an issue with the sample handling, or that the replicates have reacted under different conditions (whether it be more/less volume of
reagent, contamination, temperature difference etc). We use it as a general indicator of the “quality” of the data you’ve produced, with low CV being best

Mathematically the CV% is calculated by dividing the standard deviation by the mean value. By using this calculation however, for samples with a low mean value (ie
<59pg/ml negative samples), a small difference can give quite a large CV%.
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