Final Assessment Point - Guidelines for the Case Study

Module title: Inclusive Pedagogy and Evidencing Impact on Learners

Assessment task: Case Study
Word count limit: 4,500 words
Submission deadline: Please consult the VLE.
Submission procedure: Please submit via the submission link on the VLE.

Extenuating circumstances
If you are experiencing unforeseen personal circumstances that are affecting your ability to
submit within the stipulated deadlines, you are required to communicate these issues to the
Unicaf Extenuating Circumstances team in the first instance, via
[email protected], for further information on how to make a personal
circumstances application for consideration.
Personal circumstances requests may usually only be made within 5 working days of the
original deadline unless valid justification, along with appropriate evidence, exists to show
that you could not have reasonably communicated the issues any earlier.
Please submit your module summative assessment(s) by 11:59 pm (23:59 hours) VLE
(UTC) time on the due date at the latest. Any summative assessment submitted up to
5 days late will be accepted, but the mark will be capped at 50%. Any work
submitted more than 5 days late after the submission deadline will be recorded as
0%.
The module shall be failed as a result of no submission of the summative
assessment.

………
Academic misconduct including plagiarism
……….
……….

By submitting your work you acknowledge that you have read and agree
with the above statements.

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General Guidance
Your assignment should be word processed (handwritten assignments are not accepted),
using time new roman size 12 font, double spaced, with numbered pages and your student
number printed as a footer on every page.

The word limits stated for this assignment excludes the reference list at the end of the
assignment but includes all text in the main body of the assignment (including direct
quotations, in-text citations, footnotes, tables, diagrams and graphs).

Please be aware that exceeding the word count limit will affect the academic judgement of
the piece of work and may result in the award of a lower mark.

Appendices are not considered a supplement, and thus, will not be assessed as part of the
content of the assignment. As such, they will not contribute to the grade awarded, however
it may be appropriate to use an Appendices section for any material which is a useful reference
for the reader. Please note that appendices are not included in the word count.

The majority of references should come from primary sources (e.g., journal articles,
conference papers, reports, etc.) although you can also utilise area specific textbooks. You
must ensure that you use the Harvard style of referencing.
Please indicate the word count length at the end of your assignment.
Please note that you are required to submit an extended literature review project where you
will critically evaluate scholarly articles and books in order to answer specific research
questions.
NO STUDENT WILL BE ALLOWED TO COLLECT ANY PRIMARY DATA

Marking and assessment

Your final summative assessment weighs 100% of your final grade.

Learning outcomes assessed in this assessment

1. Distinguish between, and evaluate, different perspectives and proposed responses to
educational and social problems/issues that can affect learning and progression

2. Critically evaluate notions of transformative learning and how these may relate to
principles of social justice

3. Interpret and critically appraise own resourcefulness and application of professional

curiosity and inquiry to enable inclusive pedagogy for teacher development and practice

4. Develop, implement and evaluate strategies to support positive educational experiences

and outcomes for all learners

Learning Outcomes (Los) are your ‘Touchstones’ in terms of reflecting on your existing
knowledge and continuous learning. Need to demonstrate how you meet these LOs in the Module
Assessment.

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Assessment Guidelines
Develop a personal Case Study of an inclusive intervention, contextualised in a critique of
theories and concepts related to transformative learning and social justice.

Structure of the Case Study

Your work should include and cover the following sections/aspects and content (as shown
and stated in the table below). The specific percentage marks allocated to each section/aspect
of your work is stated below. Please also note that the Level 7 marking criteria (located
towards the end of this assessment brief) will also be used to reflect this overall grade. Please
remember that achievement and demonstration of both learning outcomes (1 - 4) is being
assessed in this assessment.

Available
Summative assessment criteria for the CASE STUDY
marks
Criteria 100/100
Explanation of Criteria
Introduction and rationale Introduce what the assignment’s focus will
be
Give some background here on your first
thoughts. 10
Provide the context and the rationale of your
literature review and possible debates around this
research area.
Aims and objectives Explain the aims and objectives of the
study. 10
Methodology Explain your search strategy (How did you go
about this? Books? Journals? Databases etc.?) –
ensure the validity and reliability of the research
studies you included in your text.
Examples contextualized and evaluated in 15
contemporary theories and research in the field.
Findings of the Literature What does the literature tell you in relation to
Review/Learning Outcomes your personal inclusive intervention?
30
Do the findings of transformative learning and
social justice reflect your intervention?
Conclusions and Implications Try to summarize your work and discuss your
implications and recommendations. 20
This section should not include any new
material.
Presentation criteria Cover Page, Table of Contents, Page numbering,
Margins, Line spacing, Appendices (if it is
necessary), 10
Font consistency, Separation of paragraphs.
Harvard referencing Citations and reference list according to the
5
Harvard referencing guide.

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Marking Criteria

Mark Performance
range characteristic Grading criteria
 Exemplary attainment of all learning outcomes
90-100 Exceptional  Demonstrates an outstanding synthesis of varied theoretical positions in the analysis of
Pass key issues in the subject area
 Wide-ranging emphasis on knowledge and ideas that are at the forefront of the
discipline
 Offers an exhaustive exploration of the literature and evidence-base
 The material covered is accurate and relevant
 The argument is highly sophisticated
 The standard of writing is refined
 No errors in the use of the specified referencing system
 Well-presented and organised in an appropriate academic style.
 Excellent attainment of all learning outcomes, with some met to an exemplary standard
80-89 Outstanding  Demonstrates a comprehensive synthesis of varied theoretical positions in the analysis of
Pass key issues in the subject area. Wide-ranging emphasis on knowledge and ideas that are
at the forefront of the discipline
 Extends far beyond expected levels of engagement with the literature and evidence-
base
 The material covered is accurate and relevant
 The argument is generally very astute
 The standard of writing is refined
 No errors in the use of the specified referencing system
 Well-presented and organised in an appropriate academic style.
 Excellent attainment of all learning outcomes
70-79 Excellent  Demonstrates a thorough synthesis of varied theoretical positions in the analysis of key
pass issues in the subject area
 Strong emphasis on knowledge and ideas that are at the forefront of the discipline
 Thorough use the literature and evidence-base
 The material covered is accurate and relevant
 The argument is persuasive and there are very perceptive elements
 The standard of writing is refined
 No errors in the use of the specified referencing system
 Well-presented and organised in an appropriate academic style.
 Good attainment of all learning outcomes
60-69 Good Pass  Demonstrates detailed synthesis of varied theoretical positions in the analysis of key
issues in the subject area
 Good emphasis on knowledge and ideas that are at the forefront of the discipline
 Good consideration of the literature and evidence-base that develops from
recommended readings
 The material covered is accurate and relevant
 The argument is persuasive
 The standard of writing is refined
 No errors in the use of the specified referencing system
 Well-presented and organised in an appropriate academic style.
 Adequate attainment of all learning outcomes
50-59 Pass  Demonstrates a limited, but sufficient, synthesis of varied theoretical positions in the
analysis of key issues in the subject area
 Some emphasis on knowledge and ideas that are at the forefront of the discipline
 Sufficient consideration of the literature and evidence-base, but little consideration
beyond recommended readings
 The material covered is mostly accurate and relevant
 The argument is straightforward and relatively clear
 The standard of writing is well clear and readable, with some sophisticated phrasing
 No errors in the use of the specified referencing system
 Well-presented and organised in an appropriate academic style.

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  Meets most, but not all learning outcomes
40-49 Needs some  Demonstrates limited synthesis of varied theoretical positions in the analysis of key issues
improvement in the subject area
 Less than expected emphasis on knowledge and ideas that are at the forefront of the
discipline
 Basic consideration of the literature and evidence-base, but restricted to
recommended readings
 Some inaccuracies or irrelevant materials that suggest confusion and misunderstanding
 The argument is relatively clear, although some elements are difficult to understand
 The standard of writing is well clear and readable, but overly simplistic
 Minor errors in the use of the specified referencing system, but meets key principles
 Well-presented and organised in an appropriate academic style.
 Approximately half the learning outcomes are met
30-39 Needs major  Demonstrates very little synthesis of varied theoretical positions in the analysis of key
improvement issues in the subject area
 Little emphasis on knowledge and ideas that are at the forefront of the discipline
 Minor consideration of the literature and evidence-base, with inadequate use of
recommended reading and no exploration outside that