An analysis of Vygotsky’s theory, detailing the basic principles underpinning an educational theory of Vygotsky. Identify a practical example of how Vygotsky’s theory might be used to inform the design of classroom curriculum (what is taught) and pedagogy (how it is taught). Briefly describe how you might go about collecting data (e.g., for formative or summative assessment purposes) from a teaching unit or series of lessons underpinned by the educational theory and using the curriculum design and pedagogy
Assessment Criteria and guidance – Vygotsky’s theory
Criteria1. Examines the importance of the chosen topic and outlines links with Vygotsky’s theory.
detail the basic principles underpinning an educational theory of Vygotsky
Criteria2. Collects and analyses data on evidence-based practice.
Identify a practical example of how Vygotsky’s theory might be used to inform the design of classroom curriculum (what is taught) and pedagogy (how it is taught). (example how Vygotsky’s theory of scaffolding and ZPD and Basic Speech Development in EFL Context)
Criteria3. Applies theory to examine best practice
Briefly describe how you might go about collecting data (e.g., for formative or summative assessment purposes) from a teaching unit or series of lessons underpinned by the educational theory and using the curriculum design and pedagogy you have detailed in bullet 2 above. You can either outline briefly a hypothetical (made up) series of lessons or unit, or detail this at a more general level.
Assessment Task 1: Written Critical Summary Due: Friday 11.59pm in Week 8
Theory and practice are two integral elements of teaching and learning. They operate in a
symbiotic relationship, i.e. rigorous and well-researched theory should inform our practice, and
our ongoing practice should inform how theory continues to be adapted and implemented. The
strongest elements of education are underpinned by educational theory and continually improved
through the collection and analysis of evidence of practice.
Throughout the semester, we will explore a range of educational theories and evidence-based
practice collection methods. This assessment will provide the opportunity to apply this knowledge.
In this assessment, students will be tasked with exploring and unpacking the relationship between
educational theory, evidence, and practice. To achieve this, students will choose an educational
topic that they are passionate about and want to explore, possible example include:
• Curriculum writing
• Pedagogical approaches
• Behaviour management
Once this topic has been selected it should be approved by your lecturer. Students will have to
select an educational theory that closely aligns to their topic. Next, students must utilize their
developing knowledge of evidence-based practice to identify a source of evidence that they can
collect to examine practice in relation to their educational topic. Finally, students must analyze
and evaluate this data to comment on best practice in relation to this topic, with strong links to
their theoretical framework, and outline how they will incorporate these findings into their own
future practice. In summary, this task will require completing the follow requirements:
• Select an educational topic and examine the importance
• Select an educational theory and explore the links to the chosen topic
• Collect data on evidence-based practice in relation to the topic
• Analyse this data to examine best practice, with strong links to the theoretical
• Syntheize this knowledge to explore future practice.
• Engage with 6-8 academic sources
Please explore the Moodle page for a more detailed breakdown of the assessment
2000 words (plus/minus 10%) excluding references.
Task Weighting This assessment counts for 40% of the total grade for this unit.
K1. Interrogate the relationship between theory, evidence and practice K2. Identify and explore the sources of evidence K3. Distinguish between evidence and other influences on education.
S1. Identify and find sources of evidence for education S2. Evaluate the evidence base for a particular piece S3. Develop and produce graduate level academic reading and writing. A3. Evaluate pedagogy and curriculum.
Assessment 1 Marking Criteria
Fail Working towards competency
Competent Above competency Well above competency
C1. Examines the importance of their chosen topic and outlines links with theory.
Does not address the area at all
Limited description of the chosen topic.
Basic description of their topic but missing links to theory.
Effective examination of the topic with some links to theory outlined. Makes connections with literature.
Superior examination of the importance of their topic with clear links to chosen theory. Demonstrates a strong understanding and application of academic literature.
Expert examination of the importance of their topic with strong links to chosen theory. Underpinned by an expert understanding and application of academic literature.
C2. Collects and analyses data on evidence-based practice.
Does not address the area at all.
Limited collection of evidence with limited comments about significance.
Basic collection of evidence with basic comments about significance.
Effective collection of data with detailed analysis of significance of findings.
Comprehensive collection and analysis of data, with effective examination of findings.
Expert collection and analysis of data, with superior examination of findings.
C3. Applies theory to examine best practice
Does not address the area at all.
Limited application of theory
Provides a basic connection to theory
Effective application of theory with detailed exploration of best practice.
Superior application of theory with a comprehensive synthesis of knowledge to explore best practice.
Expert application of theory with an expert synthesis of knowledge to explore best practice.
C4. Synthesises knowledge to outline future practice
Does not address the area at all.
Limited comments on future practice
Provides a basic outline of future practice
Effective synthesis of knowledge to explore future practice.
Superior synthesis of knowledge utilised to explore future practice
Expert synthesis of knowledge utilised to explore future practice.
C5. The presentation of assignment meets academic standards (Spelling, grammar, APA referencing, appendices etc.)
Does not address area
Assignment contains significant spelling and grammar details and/or little to no APA referencing.
Assignment contains numerous spelling and grammar errors. Contains efforts at APA referencing but includes numerous errors.
Assignment contains several spelling and grammar errors. Some APA referencing evidenced and with minor errors.
Assignment is mostly free from spelling and grammar errors. Significant APA referencing evidenced and mostly error free.
Assignment is free from spelling and grammar errors. Significant and widely chosen APA referencing evidenced and error free.
- Assessment Task 1: Written Critical Summary
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