Assessment criteria

Assessment criteria for ED4068

%
Mar
k
Knowledge
LO1 ,2, 3
Thinking
LO 4, 5
Subject based and
practical skills for life
and work (general
skills)
LO 6, 7
80-
100
%
In-depth knowledge of
contemporary debates
on inclusion in
education
.
Thorough use of
relevant legislation and
policy to evidence
thinking and
approaches. Relevant
academic literature has
been used effectively
and critically to
generate and support
ideas.
Evidence of a high level of
independent and critical
thinking in relation to SEND
and intersectionality and
inequality discourse and
demonstrate originality in the
application of theory and
legislation when examining
approaches to the range of
practices and provision for
Children and Young People
with SEND.
Reference list reflects a
high level of independent
academic reading
relevant to the module.
There is evidence of
sustained critical
evaluation and
interpretation. Engages
with relevant ethical,
cultural and social issues
in relation to inclusion.
Citations to references
are comprehensive and
accurate
throughout. Reference list
accurately formatted.
Style of writing lends
itself to academia.
70-
79%
Wide ranging
knowledge of
contemporary debates
on inclusion in
education. Relevant
academic literature has
been used to generate
and support ideas
which demonstrate the
range of perspectives
across society.
Evidence of critical thinking in
relation to inclusive practices
with regard to SEND and
intersectionality and inequality.
Evidence of consideration
where inequality has influenced
change. Accounts for ethical,
cultural and social issues.
Use a wide range of
academic sources from
the module and evidence
of independent reading.
There is sustained
evaluation and/or
interpretation of sources
and evidence of critical
thinking.
The citations to
references and reference
list are comprehensive
and accurate
throughout.
Style of writing lends
itself to academia.

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69-
69%
Knowledge of
contemporary debates
on inclusion in
education. A range of
relevant academic
literature has been used
to support ideas.
Emerging evidence of critical
thinking in relation to with
regard to SEND and
intersectionality and inequality
within inclusive contexts.
Accounts for relevant ethical,
cultural and social issues.
Reference list reflects
evidence of engagement
with a range of academic
reading from module and
beyond. There is
evidence of evaluation
and/or interpretation of
sources throughout.
Engages with relevant
ethical, cultural and
social issues.
The citations to
references and reference
list are accurately
formatted but there may
be a few errors. 
50-
59%
Demonstrates
understanding of
contemporary debates
on inclusion in
education. Literature
has been used to
support ideas.
Demonstrates understanding of
SEND and intersectionality and
inequality in relation to
inclusion. Accounts for ethical,
cultural and/or social issues
(mainly from one perspective).
Reference list and
citations in text evidences
engagement with
academic reading from
module throughout the
assignment. There is
some attempt to
evaluate/interpret the
sources of information.
Engages with ethical,
cultural and/or social
issues (mainly from one
perspective).
Citations to references
are formatted accurately
but they may have minor
errors.  List of references
is mainly accurate in
format but may have
errors.

 

40-
49%
Learning outcomes
are met.
Demonstrates some
understanding of
contemporary debates
on inclusion in
education but mainly
summarises facts.
Learning outcomes are met.
Demonstrates some
understanding of SEND and
intersectionality and inequality
in relation to inclusion.
Mentions either ethical, cultural
and/or social issues.
Learning outcomes are
met.
Reference list and
citations in text evidence
some evidence of
academic reading
relevant to the module.
The writing is
descriptive. Mentions
either ethical, cultural
and/or social issues.
Citations to references
and the reference list
include some errors.
30-
39%
LEARNING
OUTCOME NOT
FULLY MET
Limited evidence of
knowledge of
contemporary debates
on inclusion in
education. There may
be misconceptions.
LEARNING OUTCOME
NOT FULLY MET
Limited evidence of knowledge
SEND and intersectionality and
inequality in relation to
inclusion. There is no reference
to ethical, cultural and/or social
issues.
LEARNING
OUTCOME NOT
FULLY MET
Reference list and
citations in text reflect
limited evidence of
academic reading from
the module. There is no
reference to ethical,
cultural and/or social
issues.
Citations to references
and the list of references
are often inaccurately
formatted.
20-
29%
LEARNING
OUTCOME NOT
MET
Very limited evidence
of knowledge or
understanding of
contemporary debates
on i
nclusion in
education. There are
misconceptions and
inconsistencies.
LEARNING OUTCOME
NOT MET
Very limited evidence of
knowledge or understanding of
SEND and intersectionality and
inequality in relation to
inclusion. No ethical, cultural
and/or social issues have been
mentioned. There are
misconceptions and
inconsistencies.
LEARNING
OUTCOME NOT
MET
Reference list reflects
very limited evidence of
engaging with
recommended academic
reading. No ethical,
cultural and/or social
issues have been
mentioned.
Citations to references
and the list of references
are inaccurately
formatted. 

 

Belo
w
20%
LEARNING
OUTCOME NOT
MET
There is no evidence of
knowledge or
understanding of
contemporary debates
on i
nclusion in
education.
LEARNING OUTCOME
NOT MET
There is no evidence of
knowledge or understanding of
SEND and intersectionality and
inequality in relation to
inclusion. No ethical, cultural
and/or social issues have been
mentioned.
LEARNING
OUTCOME NOT
MET
There is no evidence of
any recommended
academic reading in the
reference list.  No ethical,
cultural and/or social
issues have been
mentioned.
The reference list is
incorrectly formatted. 

 

Reference no: EM132069492

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