The Readings Available On Moodle Are Sufficient, Though They May Be Supplemented By Other Philosophical Work: Education Assignment, UCC, Ireland
| University | University College Cork (UCC) |
| Subject | Education |
The readings available on Moodle are sufficient, though they may be supplemented by other philosophical works. You are expected to demonstrate a personal philosophical engagement with the task.
(A) Organisation (10%) –
(B) Quality of Presentation (10%) –
(C) Critical Engagement with Philosophy Theory (30%) –
(D) Theory/Practice (20%) –
(E) Teacher Identity (30%)
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| Fail | Pass | 2.2 | 2.1 | 1.1 | |
| (A)Organisation | No evident structure or organization. No transitions between major points. | Unclear, unfocused, disorganized, lacking in unity, transitions abrupt or confusing, context unclear. | Generally unclear, unfocused, often wanders or jumps around. Few or weak transitions. Does not provide sufficient information, explanation, and context for readers. | Generally clear and appropriate, though may wander occasionally. May have some unclear transitions or lack of coherence. Does not fully appreciate the reader’s need for information, explanation, and context. | Evident, understandable, appropriate for a thesis. An essay is focused and unified. Words are chosen effectively. Excellent transitions between points. Anticipates the reader’s need for information, explanation, and context. |
| (B) Quality of Presentation: Expression, Referencing and Writing Style | No attempt to reference/cite sources | Unclear, inconsistent, disorganized approach to referencing. Failure to distinguish author’s voice from theorist. | Page references were sometimes given when needed, but not consistently so. | Page references were consistently given when needed, but the format was incomplete or inaccurate. | Page references were given consistently, accurately, and completely. |
| (C) Critical Engagement with Text ( Descriptive and Reflective) |
The account makes brief references to concepts and/or provides a basic summary of the text. The author fails to take a critical perspective or attempt to introduce an alternative perspective. |
The account provides a good overview of the text and identifies key concepts but lacks sufficient depth. The author attempts to introduce a critical perspective albeit unconvincingly and/or featuring assumptions. |
The account situates the arguments and concepts of the text in broader contexts (ethical, political, social, etc) The author outlines a critical perspective by drawing on their own reflections and perspectives of others to evaluate the text. |
The account provides a coherent and logical synthesis of key concepts and arguments and situates the work in context. The author develops a critical perspective, outlines objections to key arguments and acknowledges the limitations of their own perspective. |
The account invites the reader to take a different perspective on the text and articulates a logical and coherent understanding of the text. |
| (D) Linking Educational Theory and Practice (Core Text and Teacher identity + Teacher Identity and Practice Issue) | The author fails to establish any sufficient links between theory and teacher identity issues. | The author provisionally links theory to identity but lacks sufficient depth or is ambiguous in articulating the relation. | The author integrates aspects of theory and experience/identity. However, the author introduces and draws on generalizations and/or assumptions about practice. | The author achieves a synthesis between issues in teacher identity and core educational theories examined on the course. The author adopts a critical perspective on their own understanding and actions. |
Meaningfully integrates connections from experience outside of the university classroom to theories and approaches examined on the course. The author situates their actions in the educational context and its accompanying varying ideals. The author situates their own understanding on the connection between theory/identity and the limitations of their own reflections. |
| (E) Teacher Identity – Articulating Educational Philosophy/Critically discussing Teacher Identity | The author fails in articulating their views on the significance of practice issues for teacher identity negotiation. | The author is ambiguous/unconvincing in expressing the author’s views about teacher identity and/or personal experience of negotiating novice teacher hood. | The author articulates views about the implications of practice issues for teacher identity. At times however there is inconsistency or lack of clarity | The author draws on developsa critical understanding of teacher identity in the context of practice issues and frames teacher identity with reference to key philosophical theorists. | The author articulates a critical view on teacher identity and situates it in relation to practice and philosophical debates. The author develops their personal ethical/political understanding of teacher identity. |
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