Literature Review

Assessment Criteria on Rubric

Suggested points to include

A demonstrated understanding of contemporary contexts for Australian and at least one other world education system

· Write about contemporary education in Australia and one other nation, including references to the purposes of education and the way education is structured (eg. Early years, primary, secondary…)

· The easiest way to do this is to identify a broad issue for your topic such as ‘the purpose of education’ rather than try and write about the whole education system in each country.

· Provide an indication of the population of the country, and data like literacy and numeracy tests, or PISA results, or the numbers of children who complete secondary schooling.

· While it is impossible to directly compare education outcomes in two different countries, the reason for this criteria is to be able to provide a context for discussing education in the two countries.

· This will be your introduction – one or two paragraphs (about 300 words).

A critical examination of different theoretical positions, models and metaphors related to thinking, learning and teaching

· What are the key theories of education that are relevant to the issue/topic you have chosen? Explain the theories briefly.

· What is the role of the child as learner, the teachers and the parents for both countries?

· This section will take about one or two paragraphs (about 500 words)

An examination of educational policy and/or pedagogical approaches/models that impact teaching and learning in early childhood, primary or secondary settings

· This section is where you will focus on your topic.

· How do policies support what you are saying? For example, In Australia, the Declarations of Goals for Young Australians document set out the government aims.

· Does the pedagogical approach, as shown in the way teachers work in the classroom support your view? For example, Australian schools use a socially constructivist theory and place an emphasis on student well-being, inclusive education, thinking curriculum. How does this align with the national goals?

· Is this the same or different in the country you are comparing? How do you know this?

· Remember to say how approaches might change between early years, primary and secondary levels of schools.

· This section will take about 800 words

An understanding of the situated nature of learning and the demands of changing social and cultural contexts, educational policies, technology, and notions of identity

· How is the issue you have chosen represented, or not in the curriculum?

· Discuss the way the curriculum and schools reflect the culture for each country. For example, is there a national curriculum, does it change over time, does it reflect social changes? How does it contribute to something like the purpose of schooling?

· Try to discuss one or two key points about the curriculum which are connected to your issue. For example, what has been the impact of ICT in schools, (maybe mention COVID) or social changes like the role of schools in educating students about gender diversity?

· This will take about 800 words

Conclusion

· A brief summing up of the key points you have made in your discussion of the issue as it is evident in the two countries. ( about 300 words)

Evidence of an extensive and appropriate review of the relevant literature, including accurate referencing in APA 7th style.

· This will be clear from the in-text references and the reference list at the end of your paper.

· It is hard to say what the word ‘extensive’ means but perhaps more than twenty references. These will include education curriculum and policy documents as well as academic papers.

Literature Review (50% of overall course mark)

Criteria

F (0<49%)

P (50%-59%)

C (60%-69%)

D (70%-79%)

HD (80%-100%)

A demonstrated understanding of contemporary contexts for Australian and at least one other world education system 30 marks

Limited or no understanding of contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data.

Response discusses some contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data.

Response discusses contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data.

A well-written analysis of the contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data.

A perceptive analysis of the contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data.

A critical examination of different theoretical positions, models and metaphors related to thinking, learning and teaching

30 marks

Limited or no evidence of understanding of the different theoretical positions, models and metaphors related to think, learning and teaching.

Shows some understanding of the different theoretical positions, models and metaphors related to think, learning and teaching.

Shows sound understanding of the different theoretical positions, models and metaphors related to think, learning and teaching.

Able to compare and contrast the different theoretical positions, models and metaphors related to think, learning and teaching.

A critical approach taken to comparing the different theoretical positions, models and metaphors related to think, learning and teaching.

An examination of educational policy and/or pedagogical approaches/models that impact teaching and learning in early childhood, primary or secondary settings

30 marks

Limited or no discussion of the policies, pedagogical approaches, instructional models that impact on learning and teaching.

Minimal discussion of the policies, pedagogical approaches, instructional models that impact on learning and teaching.

A comparative discussion of the policies, pedagogical approaches, instructional models that impact on learning and teaching.

The comparative examination of the policies, pedagogical approaches, instructional models that impact on learning and teaching shows a sound understanding of interconnectedness.

A high-level comparative examination of the policies, pedagogical approaches, instructional models that impact on learning and teaching.

Written expression, structure and style

10 marks

Lack of clarity that impedes understanding of ideas.

Numerous spelling, punctuation or grammatical errors per page. Text structure lacks clear organisation.

Inadequate citation and referencing

Ambiguous and vague in places. Text structure lack appropriate organisation. Noticeable spelling, punctuation or grammatical error. Inconsistent approach to citation and APA 7 referencing.

Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical error. Mostly consistent approach to citation and APA 7 referencing.

Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised.

Consistent approach to citationand APA 7 referencing with few errors.

High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and APA 7 referencing.