EED6110: Critiquing Pedagogies Assessment

Assignment Overview

Purpose

The purpose of this assessment task is to:

• Rehearse the idea that in order to examine educational and pedagogical questions, problems, or issues, we first need to view them through a sociocultural lens and situate them in a socio-historical context.

• Prepare for the Investigative Report (Assessment 2) by developing an initial conceptual framework for your major investigation.

Learning Outcomes Assessed

This assessment aligns with the following learning outcomes:

• LO 1: Articulate a broad knowledge of education issues in the contemporary context.

• LO 3: Analyse and position ourselves in relation to global and local professional and scholarly educational debates.

• LO 4: Critically relate the current formulations of issues with arenas for educational action, including your own personal sphere of education.

Assessment Context

• This conceptual mapping exercise serves as the preparatory stage for the Investigative Report (Assessment 2).

• The aim is to demonstrate ways your selected pedagogical issue can be viewed and analysed from both sociocultural and sociohistorical perspectives.

Instructions

1. Identify Educational Issues

   • Select a range of educational and pedagogical issues, questions, or problems that you believe require urgent attention today.

2. Choose a Visual Mapping Tool

   • Use any of the following platforms to create your visual map:

     • Padlet: Sign up and create a visual map using the Canvas option.

     • Popplet: Sign up and design your visual map (requires Flash Player).

     • MindMup: Available via VU login.

3. Develop Your Visual Map

4. Your visual map should include:

   • Identification of Issues: Show how they need to be viewed through a sociocultural and sociohistorical lens.

   • Analysis: Demonstrate close engagement with the assigned readings.

   • Educational Theories: Indicate which theories provide a lens for examining the issues.

   • Point-form and Written Text: Use bullet points in the map, but include 750+ words of written explanation.

   • Clarity and Readability: Ensure the map is visually effective, easy to follow, and well-organized.

5. Writing and Referencing

   • Maintain careful attention to word choice, grammar, and Harvard referencing.

   • Ensure that your written explanation demonstrates engagement with assigned readings.

This format organizes the assessment requirements, purpose, outcomes, context, and instructions in a professional and easy-to-read layout, suitable for student handouts or online learning platforms.

Summary of Assessment Requirements

This assessment is a conceptual mapping task designed to prepare students for the Investigative Report (Assessment 2). It focuses on exploring educational and pedagogical issues through a sociocultural and socio-historical lens. Students are required to identify pressing educational problems, engage with relevant literature, and develop a visual conceptual map that represents their initial investigation.

Key points to be covered in the assessment:

1. Identification of Issues: Select relevant educational or pedagogical questions or problems requiring urgent attention.

2. Engagement with Literature: Demonstrate critical understanding by referencing assigned readings.

3. Application of Educational Theories: Show how selected theories provide a lens to analyze the issues.

4. Visual Mapping: Create a structured and visually clear conceptual map using platforms such as Padlet, Popplet, or MindMup.

5. Written Explanation: Include 750+ words explaining and analyzing the issues in relation to readings and theory.

6. Clarity and Referencing: Maintain professional language, clarity, grammar, and Harvard referencing.

The assessment emphasizes critical thinking, sociocultural analysis, and the ability to visually and textually represent complex educational ideas.

Step-by-Step Approach Guided by the Academic Mentor

The Academic mentor guided the student through the assessment using a structured, stepwise approach:

1. Understanding the Assessment Purpose

   • Mentor explained the importance of viewing educational issues through sociocultural and socio-historical perspectives.

   • Discussed how the conceptual map serves as a preparatory step for the Investigative Report.

2. Identifying Key Educational Issues

   • Mentor helped the student brainstorm and shortlist pressing pedagogical issues.

   • Encouraged consideration of both local and global educational debates.

3. Choosing a Visual Mapping Tool

   • Mentor advised on selecting the most suitable tool based on ease of use and visual clarity:

     • Padlet for collaborative and flexible layouts.

     • Popplet for structured, creative maps.

     • MindMup for integrated digital access via institutional login.

4. Developing the Conceptual Map

   • Mentor guided the student to:

     • Identify issues clearly in the map.

     • Connect issues to sociocultural and sociohistorical contexts.

     • Incorporate educational theories to provide analytical depth.

     • Use point-form for clarity while integrating written text to meet the 750+ word requirement.

5. Writing and Analysis

   • Mentor provided guidance on structuring the written explanation:

     • Introduce the issues.

     • Analyze each issue with references to readings.

     • Apply educational theories as interpretative frameworks.

   • Emphasized professional writing, grammar, and Harvard referencing.

6. Review and Feedback

   • Mentor reviewed the draft conceptual map and written explanation.

   • Provided feedback to ensure clarity, coherence, and alignment with assessment criteria.

   • Student revised the map and text, ensuring a visually effective and academically sound submission.

Outcome and Learning Objectives Achieved

Outcome:

The student successfully produced a visually clear and analytically strong conceptual map with a detailed written explanation. The map demonstrated critical engagement with educational issues, application of theory, and clear representation of sociocultural and sociohistorical perspectives.

Learning Objectives Covered:

1. LO 1: Articulate knowledge of contemporary education issues.

2. LO 3: Analyse and position oneself in relation to local and global educational debates.

3. LO 4: Critically relate identified issues to potential arenas of educational action, including personal educational practice.

Conclusion:

Through guided mentorship, the student was able to translate theoretical knowledge into a practical, visually organized, and academically rigorous conceptual map, providing a strong foundation for the subsequent Investigative Report. This process enhanced the student’s critical thinking, analytical skills, and professional academic competencies.

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