Thomas Jones
EDUC2420: ESSAY - Assessment rubric
The purpose of this assignment is for you to demonstrate that you have achieved the intended
Learning Outcomes (LO) of this topic, particularly (LO3, LO4 & LO6, see SAM).
HD
THEORETICAL APPLICATION
(LO3)
(40%)
Advanced ability to identify and plan
the use of key teaching strategies of
their chosen theoretical framework
(Critical Pedagogy, Teaching for Resistance,
Critical Race Theory and Critical Whiteness
Studies, OR Reconciliation Pedagogy)
CRITICAL ANALYSIS (LO4)
(30%)
Advanced ability to critically analyse*
chosen theoretical framework for
classroom/curriculum use
*Critical analysis focused on
explaining the significance of chosen
theoretical approach - how it can be
applied to achieve AITSL standards
1.4 and 2.4
ACADEMIC ARGUMENT (LO6)
(30%)
Advanced ability to develop and
articulate an appropriately
referenced academic argument
Uses relevant topic readings and
topic content
In-text citations and reference list
according to APA or Harvard styles.
Well-structured discussion which
clearly addresses assignment task;
Ideas clearly expressed, precise use
of language, sentences, paragraphs
Free of spelling and grammatical
errors
Free of intentional and unintentional
plagiarism
DN CR P F
Work does not demonstrate adequate
ability to identity and plan the use of key
X teaching strategies of their chosen
theoretical framework
Work does not demonstrate adequate
X ability to critically analyse chosen
theoretical framework for
classroom/curriculum use
Work does not show grasp of how
X chosen theoretical approach can be
applied to achieve the AITSL standards
1.4 and/or 2.4
Ability to construct academic argument
X still developing
X Use of topic readings and theories
absent or underdeveloped
X Many unsupported claims; incorrect or
absent referencing
X Essay lacks clear focus and/or
inappropriate structure; disjointed
X Unclear expression inaccurate use of
language, sentences and/or paragraphs
X Numerous grammatical and/or spelling
errors
X Evidence of intentional or unintentional
plagiarism
Minus any marks for lateness (5% per day after due date):
Overall grade for task: High Distinction 85/100
F (0-49) P (50-64) CR (65-74) DN (75-84) HD (85+)

Marking Code:

Spelling, incorrect expression or word missing

Issues with sentence structure
Punctuation incorrect
Incorrect reference format /missing
Expression unclear
Unattributed quote
Terminology inappropriate
Error with explanation of theory
Incorrectly referenced

Dear Tom

This is an excellent assignment, and it was a pleasure to read.

Within your academic discussion, you have demonstrated a high level of proficiency
in, and an advanced understanding of the theory you have presented. You have
presented a sophisticated knowledge in how this relates to your pedagogical
practice. You have discussed the importance of critically analysing what a teacher
includes within the approach to avoid reproduction of disadvantage like victimisation.

You have applied original and creative thinking to the subject matter.

You have referenced from topic readings, lectures and workshops, however these
are limited.

You have explained why you have chosen this theory with sophistication and
connected it to the AITSL standards in a strong way.

Your plan shows a strong link to the theory presented. You have considered age
level, and presented learning aims and outcomes that clearly reflect the theory. Your
resources are carefully chosen and connect to the theory by beginning from the point
of view of the most disadvantaged. You could be more explicit about how to allow for
diversity of learners within the lesson (e.g. language support, hearing or sight
support etc.) and with the evaluations support some student agency - one
suggestion is that students are offered the opportunity to tell you their findings rather
than write them if this promotes success.

You have included Indigenous voices in a way that honours an alternative

perspective of knowing and being.

You have identified clearly that this is the beginning of a unit of work and will be built
on.
It would be good to include more detail about how you plan to introduce the topic –
language has a significant impact on how critical pedagogy is enacted.
I would love to see how this builds as a unit of work.

Great job.
Lou

Please note that all High Distinctions are double marked and your paper was marked
by Dr Josh Spier. He agreed with my mark and has provided the following
suggestions:

just to add some thoughts sparked by reading this well-expressed essay:

- I wonder if applying Brougham/Freirean approach might spring better from identifying
contemporary social issue, say, gap in life expectancy, and raising critical consciousness of
how key historical events/moments may continue to influence this situation?

just a thought - not for lesson plan - but for student's Thomas' further thinking / interest:
Homi Bhabha's theory of cultural hybridity is helpful, cautioning us from denying agency and
further dismembering the 'oppressed' in ongoing unequal power relations with the
'oppressors' (in Freire's terms), by recognising how Indigenous peoples continue to
appropriate the dominant culture in their own creative ways- Indigenous 'culture' is not
some static thing back there in the past that the oppressors / dominant culture simply
supersedes and threatens to 'endanger' - such a common assumption, according to Bhabha,
serves to further dis-empower Indigenous peoples, whom containt [sic] to re-produce their
own liquid cultures....