Assessment 1 Detailed Marking Rubric

Assessment 1: Evidence-Based Practice Guide Detailed Marking Rubric Criterion HD (17, 18, 19, 20) D (15, 16) C (13, 14) P (10, 11, 12) Fail Understanding of the question or issue and the key concepts involved: • Understanding of the task and its relationship to relevant areas of theory, research, and practice. • Clarity and accuracy in use of key terms and concepts in the researched area. Weighting: 25% This assignment has illustrated a deep, insightful understanding of the task which has been creatively demonstrated through a strong relationship to relevant areas of theory. Outlined why this skill is important to be targeted Outlined how EBP could be used for all students The choices of evidence-based practice are well-justified, demonstrating a broad knowledge of the subject area. The use of terminology demonstrates accurate, self- reflective, and respectful usage. Reflective insights into relevant theory, practice and research are creatively and seamlessly woven into the balance of the practice guide. Evidence-based practices are well-matched with the selected skill area according to the latest research trends. The chosen challenge and solutions are creatively explored and critiqued. The evidence-based practices you selected effectively address the population and context for this assignment. This assignment has illustrated a deep understanding of the task which has been demonstrated through a strong relationship to relevant areas of theory. Defining other important terms The choices of evidence- based practice are appropriately justified. The use of terminology demonstrates accurate, self-reflective, and respectful usage. Evidence-based practices are well-matched with the selected skill area according to the latest research trends. The populations and contexts the evidence- based practices are demonstrably effective for are acknowledged. This assignment has illustrated an adequate understanding of the task. Definition of EBP Defining area of skill The choices of evidence-based practice are appropriately justified. The use of terminology demonstrates accurate and respectful usage. Evidence-based practice and skill area links are relevant/accurate according to current research. The populations the evidence-based practices are demonstrably effective for are acknowledged. This assignment has demonstrated a basic understanding of the task. It is recommended that further reading and engagement in course material would help you to make deeper connections to theory around implementing evidence-based practices in school settings. The use of terminology included some minor errors, but generally demonstrated accurate and respectful usage. The choices of evidence-based practices are generally relevant/ accurate according to research but may benefit from additional development. Some matches between the evidence-based practices and skills require better justification or require more up-to-date research. It is recommended that further reading and engagement in course material would help you to make deeper connections to theory around implementing evidence-based practices in school settings. The populations the evidence- based practices are demonstrably effective for are acknowledged. This assignment demonstrates significant gaps in understanding of the relevant concepts. There are problematic inaccuracies regarding the key concepts involved. It is recommended that further reading and engagement in course material would help you to make the necessary connections to theory of implementing evidence-based practices. Not including definition of EBP Not defining skill area This assessment contained problematic/incorrect use of key terminology. - offensive terminology "Mentally retarded" EBP as "treatments" Assessment included abbreviations People with disabilities and their supporters do not like to be referred to by acronyms or abbreviations. Therefore, please do not use an abbreviation to describe intellectual disabilities such as "ID", autism as "ASD", etc. Instead, use person-first language such as children, teenagers, adults, or people with intellectual disabilities, or identity-first language. The use of language was too obscure to be clearly and accurately deciphered. It included surface level reference to a few domains of theory, research, and practice, but these were misrepresented and/or misunderstood. This assignment inaccurately paired evidence-based practices and skill development areas The skill area or evidence-based practices used in this assignment are not widely relevant to inclusive education and/or high school teachers. The evidence-based practices were not clearly or accurately described. One or more of the practices selected are not evidence-based. Less than 4 evidence based practices (promising practices)

Criterion HD (17, 18, 19, 20) D (15, 16) C (13, 14) P (10, 11, 12) Fail Depth of analysis and/or critique in response to the task: • This assessment contains key information and sources on this topic and will generate a comprehensive Evidence-based Guide. • Discusses relevant evidence-based practices in depth; the evidence-based practices are relevant to selected area of skills and are well- aligned with each other. • Well-written, avoids vague statements. Weighting: 25% This guide critically analyses key concepts, principles, and issues. You have incorporated breadth and depth into your synthesis of ideas and perspectives. This guide has successfully explored and integrated the complexities relating to various identity factors and their influence of people's experiences, perspectives, and possible solutions into the foundations of the essay's arguments. Clear and logical implications were drawn from insights on inclusive education, rights, and quality of life for people with intellectual disabilities. Implementation instructions included detailed and useful examples that are linked throughout the implementation section The position taken around the issue and suggested solutions is well-developed and insightful, critically evaluating the depth and complexity that exists within the area of research. Conclusions are extensively linked with an impressive breadth of ideas from research. Ideas from academic literature are synthesised to inform robust and insightful conclusions. Assessment has included a deep range of examples. Making connections to how improving one skill links to the improvement of other skills and academic outcomes This guide addresses key concepts, principles, and issues. You have demonstrated an insightful interpretation and synthesis of ideas and perspectives. This guide has successfully explored the complexities relating to various identity factors and their influence of people's experienc es, perspectives, and possible solutions throughout the essay's argument. This complexity plays a critical role in the presentation of ideas and conclusions. Implementation instructions included varied and useful examples The position taken around the issue and suggested solutions is developed and somewhat insightful, acknowledging depth and complexity that exists within the area of research. Conclusions are linked with some of the ideas from research. Ideas from academic literature are synthesised and inform insightful conclusions. Assessment has included a range of examples. Including further information of study: context, number of participants, type of study This guide addresses key concepts, principles, and issues. You have included some interpretation and synthesis of ideas and perspectives. This guide has acknowledged the complexities relating to various identity factors and their influence of people's experiences, perspectives, and possible solutions. This complexity helps to inform ideas and logical conclusions. Implementation instructions included examples- basic The position taken around the issue and suggested solutions is somewhat developed, acknowledging depth and complexity that exists within the area of research. Conclusions are linked with some of the ideas from research. Ideas from academic literature are outlined with some interpretation. Assessment has included some examples. This guide has described key concepts, principles, and issues rather than engaging in any depth of critique or linking the ideas together cohesively to draw logical conclusions. This guide has superficially acknowledged the complexities relating to various identity factors and their influence of people's experiences, perspectives, and possible solutions. The position taken around the issue and suggested solutions is basic, rather than acknowledging the depth and complexity that exists within the area of research. Conclusions are inconsistently tied to some of the information discussed. Ideas from academic literature are superficially and unquestioningly outlined. This guide attempts to address key concepts, principles, and issues, but there are many gaps in the analysis and argument/ flawed conclusions/ or misrepresented ideas. Diagnosis focused instead of focusing on a skill area This guide has inadequately acknowledged the complexities relating to various identity factors and their influence of people's experiences, perspectives, and possible solutions. In general, ideas may be addressed superficially, rather than critically engaging by synthesising ideas from multiple sources, contexts, or perspectives to draw creative conclusions. Implementation was not clear and could not be done by beginning teacher Limited or unclear/not relevant examples for implementation The position taken around the issue and suggested solutions is simplistic, with major gaps, misunderstandings, or flaws. Conclusions are inconsistently tied to some of the information discussed, but significant gaps hinder the progression and logic of the argument. Ideas from academic literature are outlined superficially.

Criterion HD (17, 18, 19, 20) D (15, 16) C (13, 14) P (10, 11, 12) Fail Familiarity with and relevance of professional and/or research literature used to support response: • All sources demonstrate careful consideration of credibility, variety, and perspectives. • All components of annotation comprehensively addressed for all citations. Weighting: 20% The guide demonstrates insightful and creative use of credible, relevant sources to support ideas that are situated within the academic discourse in inclusive education. Literature used is highly relevant and elegantly curated to support the flow of ideas. Close reading of relevant literature is evident, and care has been taken to interpret and evaluate articles within their research context. Providing example of resources for teachers to use for more information Wide range of literature including 10 peer-reviewed articles from 2014-2023 The guide demonstrates insightful use of credible, relevant sources to support ideas that are situated within the academic discourse in inclusive education. Literature used is relevant and curated to support the flow of ideas. Close reading of relevant literature is evident, and care has been taken to interpret and evaluate articles within their research context. Wide range of literature including 10 peer-reviewed articles from 2014-2023 The guide demonstrates some careful selection of research for the essay and applies insights from these articles and course readings with a degree of skill. All literature used was suitable to the task. The guide draws with varying detail and depth from across selected academic research, including course materials. Includes 10 peer- reviewed articles from 2014-2023 Some selected literature may be of relevance or suitability, but in general the main body of consulted literature did not meet the outcomes for this assignment. Utilising course materials and further readings will assist in improving assignment success. An adequate number of articles have been consulted according to the minimum standard of the task, however some may be less effective choices to support the guide's position. The recommendations may rely on a surface reading of some articles or be overly dependent on a small number of articles without adequately integrated links beyond. Included 10 peer-reviewed articles from 2014- 2023 High similarity rating which implies a lack of synthesis. This guide has not made an adequate argument grounding in current academic literature. Utilising course materials and further readings is essential for successfully engaging in assignments. This guide does not cite the required range of academic literature. Some articles may not meet criteria. Included less than 10 peer- reviewed articles from 2014-2023 Most literature included was outdated or not peer-reviewed High similarity rating which implies a lack of synthesis. Alternatively, or additionally, the recommendations in the guide may rely primarily on one or two of articles or some weak evidence, which need to be analysed in further depth and supported by further research literature.