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EIE701: Underlying Theoretical Framework - Legislation and Policy Relating - Literature Review Assessment Answer
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Literature Review Assessment Answer
TASK:Students will complete a literature review that synthesises research on how to effectively personalise learning within a positive and inclusive learning environment. Students will consider the policy context of inclusive education, and will examine literature that explores theoretical developments, student profiling, curriculum programming, and strength-based teaching strategies.
- Introduction of the context, issue and it is component parts
Criterion 1: Description of professional context (for example: curriculum area [if applicable], environment, learning and teaching needs, etc).
3 - The examination of your professional context details the elements that are pertinent to the issue of focus and research questions.
2 - The relevant elements of the professional context are discussed in relation to the issue of focus and the research questions.
1 - A professional context is described.
0 - The professional context is not clear.
Criterion 2: Group and learner profiles.
2 - The needs and dynamics of a group of learners and individuals within the group are analysed.
1 - A group of learners and individuals within the group are described in relation to their learning and teaching needs and group dynamics.
0 - There is no description of a target group of learners and/or discussion of individual learners and their learning and teaching needs.
Criterion 3: Articulation of the issue that impacts on creating a positive and inclusive learning environment.
3 - An issue that impacts on creating a positive and inclusive learning environment is investigated in view of the context and group of students.
2 - An issue that impacts on creating a positive and inclusive learning environment is discussed and linked with the context and group of students.
1 - An issue that impacts on creating a positive and inclusive learning environment is defined.
0 - An issue that impacts on creating a positive and inclusive learning environment is either not articulated or it is unclear.
Criterion 4: Overarching research question.
4 - The overarching research question is written from an inclusive perspective and succinctly conceptualises the specific issue being researched.
3 - The overarching research question represents the issue that is being researched from an inclusive perspective and provides direction for the investigation.
2 - The overarching research question indicates the issue that is being researched and is written from an inclusive perspective.
1 - The overarching research question is relevant to the issue being researched and written from a deficit perspective.
0 - There is no overarching research question, OR the research question is not related to the issue that has been discussed.
Criterion 5: Component parts of the research question (supporting questions).
4 - Supporting questions clearly and succinctly communicate the scope and parameters of the investigation into the issue.
3 - Supporting questions provide scope for the investigation into the issue.
2 - Sub-questions expand on the ideas in the overarching question.
1 - Sub-questions relating to the overarching question are provided.
0 - There are no supporting questions, OR the sub-questions do not support the overarching question or issues being researched.
- Examination of underlying theoretical framework(s)
Criterion 6: Articulation of the chosen theoretical framework underpinning inclusive education.
3 - A theoretical framework, that underpins inclusive education is examined.
2 - A theoretical framework that underpins inclusive education is discussed.
1 - A theoretical framework that underpins inclusive education is presented.
0 - No theoretical framework that underpins inclusive education has been discussed.
Criterion 7: Justification for using the theoretical framework.
4 - The theoretical framework that underpins inclusive education is justified in relation to the issue and the educational context.
3 - The theoretical framework is defended in relation to the issue and educational context.
2 - Discussion of the theoretical framework is linked to your issue, and the educational context.
1 - A theoretical framework is described.
0 - No theoretical framework has been discussed, or the discussion does not communicate understanding of the framework.
Criterion 8: Implications of using the framework to address the issue underpinning the research question and for learning and teaching within the educational context.
4 - Implications of using the framework to analyse the issue and educational context are critically evaluated.
3 - Implications of using the framework to analyse the issue and educational context are examined.
2 - Implications of using the framework to analyse the issue and educational context are discussed.
1 - Implications of using the framework are identified.
0 - Implications of using the framework are not discussed.
- Examination of legislation and policy relating to the issue
Criterion 9: Policy and legislation that are pertinent to the issue.
3 - Policies/legislation that relate to the issue are critically examined.
2 - Policies/legislation that relate to the issue are discussed.
1 - Policies/legislation that relate to the issue are identified.
0 - Policies/legislation have not been identified OR the policies/legislation are not relevant to the issue.
Criterion 10: Linking legislation and policy with the literature and the theoretical framework
3 - The links between legislation/policy, research and literature, and the theoretical framework are critiqued.
2 - The links between legislation/policy, research and literature, and the theoretical framework are examined.
1 - The links between legislation/policy, research and literature, and the theoretical framework are stated.
0 - The links between legislation/policy, research and literature, and the theoretical framework are unclear.
- Examination of the literature
Criterion 11: Critical review of the research through the theoretical framework.
4 - Research and literature that underpin the issue in inclusive education and their relevance to the professional context are critically evaluated throughout the literature review.
3 - Research and literature that underpin the issue in inclusive education are analysed and linked to the professional context.
2 - Research and literature that underpin the issue in inclusive education are used to support the discussion throughout the literature review.
1 - Research and literature that are relevant to the inclusive education issue have been referenced throughout the literature review.
0 - Research and literature have not been used to provide a clear foundation within the literature review.
Criterion 12: Critical review of empirical research, including methodology, conceptual development, and recommendations.
4 - A range of elements from empirical research have been critically appraised.
3 - A range of elements from empirical research have been examined.
2 - A range of elements from empirical research have been discussed.
1 - A range of elements from empirical research have been described.
0 - The methodology, results and conclusions in empirical research have not been discussed.
Criterion 13: Critical review of research in light of its relevance to your professional context.
4 - The critical appraisal of the research weighs the theory against practice within the professional context.
3 - Examination of the research demonstrates the relationship between theory and practice within the professional context.
2 - The discussion of the research is connected with the professional context.
1 - The discussion of the research links theory and practice.
0 - There are no clear links between the professional context and theory.
- Conclusion and Recommendations
Criterion 14: Conclusion: How have the research questions been answered?
4 - The research questions are addressed, and conclusions are justified by synthesising and evaluating theory and its relationship to practice in the educational context.
3 - The conclusion addresses the research questions defending connections between theory and practice in the educational context.
2 - The conclusion addresses the research questions by summarising the literature and linking theory and practice.
1 - The conclusion revisits the research questions.
0 - The conclusion does not address the research questions.
Criterion 15: Recommendations for your professional context based on critique of the literature. (recommendations arise from the exploration of the research questions)
4 - The recommendations are built on a critical synthesis of theory and practice and designed to promote inclusion within the educational context.
3 - The recommendations are built on inclusive theory and promote an inclusive mindset within the educational context.
2 - The recommendations aim to promote inclusion within the educational context.
1 - The recommendations aid student learning and inclusion within the educational context.
0 - The conclusion does not make recommendations for practice OR the recommendations promote deficit mindsets.
- Academic communication
Criterion 16: In-text referencing.
2 - The in-text referencing is formatted consistently according to Deakin referencing guidelines (APA 6 or Harvard are preferable).
1 - Ideas throughout the assessment task have been linked to theory and referenced.
0 - In-text referencing is incomplete or absent.
Criterion 17: Reference list.
2 - The reference list is formatted consistently according to Deakin referencing guidelines (APA 6 or Harvard are preferable).
1 - A reference list is included.
0 - Reference list is either incomplete or absent.
Criterion 18: Communication with intended audience and mode.
3 - The assignment is written for an academic audience (clear communication and following academic protocols are key here).
2 - Academic writing style is developing.
1 - The writing style is appropriate for a peer audience.
0 - Issues or errors with grammar, academic voice, and/or flow of the assignment obscure the meaning and readability of the assignment.
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