EDUC3606 Building Inclusive Secondary Classrooms Assessment Task 3: Case Study: Response to Scenario
7 6 5 4 3 2 1
Legislation and
Policy analysis
20%
Exceptional scholarship with
insightful analysis of relevant
legislation and policy.
Background research and
analysis completed at an
advanced level.
Key legislation and policies
identified and interpreted at a
proficient standard.
Functional understanding of
legislative requirements.
Marginal
understanding of
legislation or
policies.
Minimal evidence
of awareness of
legislation.
No evidence of
awareness of
legislation.
Use of
assessment data
20%
Evidence of exceptional selection
and analysis of available
assessment data with
identification of gaps or
inadequacies in available data.
Evidence of advanced
selection and synthesis of
assessment information.
Well-chosen assessment data
indicating proficient use.
Assessment data have been
identified with functional
approaches to analysis
described.
Marginal ability to
use available
assessment data.
Minimal analysis of
available
assessment data.
No analysis of
available
assessment data.
Use of
professional
support networks
15%
Exceptional selection and use of
professional support networks for
extending personal knowledge
and practice.
Advanced selection and use of
professional support
networks for extending
personal knowledge and
practice.
Proficient selection and use of
professional support networks
for extending personal
knowledge and practice.
Functional selection and use
of professional support
networks for extending
personal knowledge and
practice.
Marginal use of
professional
support networks.
Minimal use of
available
professional
support networks.
Has not achieved a
higher standard.
Use of PLP to
plan adjustments
– learning,
assessment,
behaviour 20%
Exceptional implications and
recommendations have been
made.
Adjustments have been made
to an advanced standard
based on the PLP and building
on sound research.
Implications and
recommendations based on the
PLP have been made at a
proficient standard.
Functional ability to plan
adjustments for the
learning need, based on the
PLP.
Adjustments do not
connect with the
PLP or would be
ineffective.
Inappropriate
adjustments have
been proposed.
No adjustments
have been
proposed.
Strategies for
working with
parents/carers
20%
Exceptional understanding of
approaches to working with
parents demonstrating empathy,
approaches for relationship
building and awareness of
personal limitations.
Advanced understanding of
strategies that indicate
empathy, and establishment
of effective partnerships.
The proficient approach to
building a partnership with
parents/carers.
A positive relationship
would be fostered from the
approach taken.
Ineffective
strategies have
been proposed.
Insensitivity
evident.
Absence of
strategies proposed.
Communication
5%
Response demonstrates
exceptional use of academic
writing. Use of language
conventions, including inclusive
language are without error.
Advanced use of academic
writing. Advanced use of
language conventions.
Inclusive language used
without error.
Proficient use of academic
writing and use of language
conventions. Inclusive language
used without error.
Functional evidence of use
of language to engage the
reader. Minor, if any errors
in use of language
conventions.
Errors in
communication
make meaning
unclear.
Writing style not
appropriate for the
task. Response may
not adhere to the
UQ policy on
inclusive language
use.
Has not achieved a
higher standard.