ESE4101 – Introduction to Special Education Needs

(Assessments)

Topic / Focus / Activity Marks Date Given Comments

Description of Assessment
Date Due
Focus on a SEND Journal Week 1, Week 4, Emphasis on how
1 Individual Critical Article by a Guyanese 20 September 04 September 25 learning can help
Reflection Academic (Dr Lashley, Mr create an inclusive
Paper Fraser, Mr Cheong), classroom
Critically reflecting on
what position the article
takes on SEND and its
implication for your
inclusive classroom
practices.
Oral Presentation on Given Week 1, Weekly Presentations begin
2 Group Presentation Topics 10 September 04 commencing in Week 3.
Week 3,
Sept
18
3 Topic presented on Week 1, Week 3, Simultaneous with
Group Written 20 September 04 Sept 18 oral presentation
Assignment
Weeks 1- 6 of course Week 7, Oct 16 Same Day 1 hour
4 Individual Test content 20 (opened 6am –
10am)
Entire course, with focus Week 14, Same Day 1 ½ hours
5 Individual Final Exam on Weeks 6 to 13 30 December 11 (opened 6am –
12pm)

Rubric for Students’ Critical Reflection on

Academic Article
 Exceeds Expectation Meets Expectation Below Expectation
16-20 10-15 1-9
The reflection The reflection averagely The reflection
excellently explains the explains the purpose of the does not
purpose of the paper. It paper. It identifies and adequately
clearly identifies and discusses the key explains the
discusses the key knowledge contributed but purpose of the
knowledge contributed. not in depth. The student paper. It seldom
The student critically reflects on the theory identifies and
reflects on the theory behind the paper but does discusses the key
behind the paper. not connect. Student knowledge
Student demonstrate in- demonstrate partial contributed. The
depth thinking and thinking and analysis student does not
analysis about the new about the new learning, critically reflect
learning, makes makes some connection on the theory
connection with this with this learning behind the paper.
learning experience to experience to other Student does not
other learning, highlights learning, barely highlights demonstrate in-
an appreciation for the an appreciation for the depth thinking
new learning, and/or new learning, and does not and analysis
discusses implications discusses in depth the about the new
for how to apply this implications for how to learning, makes
learning to their own apply this learning to their no meaningful
experiences and own experiences and connection with
classroom practices. classroom practices. this learning
experience to
other learning,
does not
adequately
highlights an
appreciation for
the new learning,
and/or discusses
implications for
how to apply this
learning to their
own experiences
and classroom
practices.
 FACULTY OF EDUCATION & HUMANITIES
DEPARTMENT OF FOUNDATION & EDUCATION
MANAGEMENT

COURSE OUTLINE

COURSE NUMBER: ESE 4101

COURSE NAME: Introduction to Special Education Needs
NO. OF CREDITS: Three (3)
EXEMPTIONS: Nil

Grading Rubric for Group Assignment

Group: ___________________________________________________________

Instructions to reviewer: Use these rubric below to grade students written group
assignment on a continuous scale, based on the range for each criteria.
Presentation and Organization Maximum Score
Score Obtained
 Detailed introduction and explanation of the scope of the 2
assignment.
 Assignment is well organized, easy to read and follow. 2
 Content page and other preliminary pages well 1
presented.
Content
 Content is clear and easy to understand. 2
 The content reflects recent research in the topic. 2
 Discussion accurately reflects students understanding of 3
the topic as presented by experts in the field.
 There is enough detail, examples and citations about the 2
identified area to support the discussion.
 Students link knowledge research for the assignment to 2
their professional and pedagogical practices

Academic Requirements/Standards
 Appropriate references with format consistency. 3
 Appropriate and relevant appendices. 1

Total 20
Comments:

________________________________________________________________________
________________________________________________________________________
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Grading Rubric for Oral Presentations

Group: ___________________________________________________________

Instructions to reviewer: Use these rubric below to rate the oral presentation on a
continuous scale, based on the range for each criteria.
Appearance Maximum Score
Score Obtained
 Display attracts viewer’s attention. 1
 Presentation is well organized with graphics and other 1
visuals to enhance presentation.
 Transition among presenters is smooth 1

Content
 Content is clear and easy to understand. 1
 The content reflects recent research in the area Special 1
Education Needs and/or Disabilities (SEN/D).
 The group’s interest in the topic and its implication for 1
children with Special Education Needs and/or Disabilities
(SEN/D) are evident.
 There is enough detail about the identified area. 1

Presentation
 The presenters’ response to questions demonstrated 1
knowledge of subject matter and project.
 Presenters thoroughly and coherently articulated each 1
aspect of the given topic.
 The presenters’ overview gave a clear picture of the
scope and importance of the topic while considering 1
children with Special Education Needs and/or Disabilities
(SEN/D).
Total 10
Comments:

________________________________________________________________________
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