EDMAS6027 Inquiry into Practice 1Assessment OverviewAssessment Task 1 – Written ArgumentWord Count: 1500 wordsWeighting: 30%Due Date: Friday 7th October 2021 – 4:00pmPurpose:The purpose of this task is to introduce the key concepts that relate to an inquiry stance and how this relates tothe evaluation of teaching programs and the improvement of student learning.Task Detail:In this task students will construct an argument in writing that could be presented to faculty members in a schoolwho are debating about ways to deepen their professional learning and students’ learning in classrooms. Theargument should aim to convince colleagues to embed practitioner inquiry into their work. Students shoulddemonstrate that they understand the nature of practitioner inquiry and its value. They should show clear andwell-developed understandings of what it means to take an ‘inquiry stance’ in relation to teachers’ professionallearning and the work teachers do to enhance students’ learning. Students should be able to make links betweenthe idea of taking an ‘inquiry stance’ and the Dispositions for Teaching Framework. The argument should identifythree key points related to the value of conducting practitioner inquiry and use research literature to support eachkey point. Students should also demonstrate that they are aware of the challenges associated with working inthese ways in school contexts. They should explain what stands in the way of schools creating a culture wherepractitioner inquiry is embedded. Where possible, suggested solutions can be provided for dealing with challenges.Overall, students should demonstrate their capacity to use language and research to thoughtfully and clearlyconstruct an argument leading to positive change in schools.Assessment Criteria:Your work will be assessed according to the extent to which your writing demonstrates that you:1. Understand the concept of developing an ‘inquiry stance’ in teaching and what it means to conductpractitioner inquiry.2. Convincingly use key arguments to support the inclusion of practitioner inquiry in a school’s culture.3. Understand some of the key challenges related to embedding practitioner inquiry into schools andprovides suggestions for dealing with challenges.4. Use personal voice and persuasive language to effectively argue a point of view related to education.Your lecturer or assigned marker will assess your work and provide feedback through the Moodle site. Each ofthe above criterion is weighted equally for assessment.Assessment Task 2 – Practitioner Inquiry ProposalWord Count: 2500 wordsWeighting: 70%Due Date: Friday 29th October 2021 – 4:00pmPurpose:The purpose of this task is to create a viable proposal for a practitioner inquiry to be conducted while onfinal placement (Primary and Secondary Students) or while on your Infant and Toddler placement (EarlyChildhood Students)Task Detail:In this task PSTs will develop a proposal for a practitioner inquiry that is grounded in a soundtheoretical basis and is feasible to complete within the limitations of the placement. The components that it mustaddress are:• How the proposed inquiry will improve student learning and classroom practice.• The personal and professional motivations for conducting the inquiry,• A brief review of the literature as it relates to the inquiry topic,• Ethical approaches to classroom inquiry,• The methodological approaches that will be used,• How the proposed inquiry links to graduate standards,• How the proposal has been shaped by peer feedback,The task will be written in the format of a formal proposal using the above components as keyheadings.Assessment Criteria:Your work will be assessed according to the extent to which your inquiry proposal demonstrates:1. Identification of personal and professional motivations (10 Marks)2. Use of literature to contextualise inquiry proposal (15 Marks)3. Understanding and application of the key principles described in codes of ethics and conduct for theteaching profession (10 Marks)4. Understanding of the role of the Australian Professional Standards for Teachers (10 Marks)5. A broad knowledge of strategies that can be used to evaluate teaching programs to improve studentlearning (15 Marks)6. Construction of a cohesive, fluent, well expressed written response that uses correct referencingaccording to APA, and demonstrates a constructive response to feedback (10 Marks)Your lecturer or assigned marker will assess your work and provide feedback through the Moodle site. Each ofthe above criterion is weighted as listed.
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