Assessment feedback
Course: EDUC 5186
Assessment Grade:
NGP
Resubmission
Preservice Teacher:
Assessment three - Professional engagement (3000 words equivalent)
Tutor Name:
Key components
Performance on Component
Satisfactory
Describe: Use your observations, analysis and
other evidence from your learning journal to
describe what you noticed about relationships at
the site and your engagement in relationships with
children, families and colleagues. Embed your
pedagogical documentation and/or planning as
evidence. Refer to course literature, theory and
research to support your analysis.
Unsatisfactory
Demonstrates a satisfactory understanding of the
role of relationships in early childhood settings and
the impact on children’s learning and
development.
Description does not demonstrate a clear
understanding of the role of relationships in early
childhood settings and the impact on children’s
learning and development.
Makes appropriate links with course literature,
theory and research in a way that supports the
analysis.
Does not make appropriate references to course
literature, theory and research.
Demonstrates an understanding of the
importance of relationships.
Does not refer to or unclear reference to
documentation as evidence.
Refers to documentation as evidence.
Reflect: How did/didn’t you engage respectfully
with children, families and colleagues? What did
you find challenging/supportive? Include
evidence of your engagement where relevant.
Describe: Use your observations, analysis and
other evidence from your learning journal to
describe what you noticed about planning at the
site and your own planned learning experiences
during the lead-in days. Embed your pedagogical
Demonstrates satisfactory reflection with some
thoughtful and/or critical reflection provided of
engagement with children, families and
colleagues.
Reflection is shallow and does not demonstrate
thoughtfulness or critical self-reflection. Little/no
reflection on aspects of relationships with children,
families and/or colleagues.
Refers to documentation as evidence.
Does not refer to or unclear reference to
documentation as evidence.
Demonstrates a satisfactory understanding of
planning processes and the impact on children’s
engagement in learning experiences.
Description does not demonstrate a clear
understanding of the role of planning processes
and the impact on children’s engagement in
learning experiences.
documentation and/or planning as evidence.
Refer to course literature, theory and research to
support your analysis.
Makes appropriate links to course literature, theory
and research demonstrating satisfactory
engagement with the readings.
Refers to documentation as evidence.
Reflect: How did you engage with children’s
interests, theories and wonderings to co-construct
the curriculum? How did you engage with the
teaching team and families to inform your
planning? What do you still wonder about
children’s interests, theories and wonderings?
Provide evidence from your learning journal.
Demonstrates a satisfactory reflection with some
thoughtful and/or critical reflection of
engagement with children’s interests, theories and
wonderings and engagement with families and
colleagues to co-construct the curriculum.
Includes some reflection on what is not known or
understood in terms of children’s interests, theories
and wonderings.
Does not make appropriate links with to course
literature, theory and research.
Does not refer to or unclear reference to
documentation as evidence.
Reflection is shallow and does not demonstrate
thoughtfulness or critical self-reflection.
Does not reflect upon engagement with children’s
interests, theories and wonderings and/or
engagement with families and colleagues to coconstruct the curriculum.
Does not refer to or unclear reference to
documentation as evidence.
Refers to documentation as evidence.
Describe: Use your observations, analysis and
other evidence from your learning journal to
describe what you noticed about resources and
the environment at the site and your engagement
with these to support children’s engagement as
active protagonists. Embed your pedagogical
documentation and/or planning as evidence. Use
the course literature, theory and research to
support your analysis.
Demonstrates a satisfactory understanding of
democratic planning processes and the impact
on children’s engagement in learning
experiences. Makes many/ some appropriate links
with the course literature, theory and research
demonstrating satisfactory engagement with the
readings.
Reflect: How did you engage with materials,
resources and the environment to support
children’s interests, theories and wonderings to coconstruct the curriculum? How did you involve
children in the thinking and doing of setting up the
environment and choosing the materials and
resources? What worked well/didn’t work well and
why? Provide evidence from your learning journal.
Demonstrates a satisfactory reflection with some
thoughtful and/or critical reflection of
engagement with materials, resources and the
environment to support children’s interests,
theories and wonderings
Refers to documentation as evidence.
Includes some reflection on what worked well/
didn’t work well and why, considering multiple
perspectives.
Refers to documentation as evidence.
Description does not demonstrate a clear
understanding of the role of democratic planning
processes and the impact on children’s
engagement in learning experiences.
Does not make appropriate links to course
literature, theory and research.
Does not refer to or unclear reference to
documentation as evidence.
Reflection is shallow and does not demonstrate
thoughtfulness or critical self-reflection.
Does not reflect on engagement with materials,
resources and the environment to support
children’s interests, theories and wonderings
Little to no reflection on what worked well/ didn’t
work well and/or why and/or doesn’t consider
multiple perspectives.
Does not refer to or unclear reference to
documentation as evidence.
Describe: Use your observations, analysis and
other evidence from your learning journal to
describe what you noticed about pedagogical
documentation at the site and your own
pedagogical documentation. Embed your
pedagogical documentation and/or planning as
evidence. Use the course literature, theory and
research to support your analysis.
Demonstrates a satisfactory understanding of the
role of pedagogical documentation.
Refers to pedagogical documentation as
evidence demonstrating a satisfactory level of
professional engagement with intended audience
and satisfactory analysis of children’s learning.
Does not refer to or unclear reference to
pedagogical documentation as evidence.
Reflect: What was the purpose and audience of
your pedagogical documentation? How did you
engage children, families and colleagues in your
pedagogical documentation? Embed your
pedagogical documentation and/or planning as
evidence.
Demonstrates a satisfactory reflection on the
purpose and audience of the evidenced
pedagogical documentation.
Reflection is shallow and does not demonstrate
thoughtfulness or critical self-reflection.
Makes appropriate links to course literature, theory
and research demonstrating good/ satisfactory
engagement with the readings.
Demonstrates an emerging understanding of
pedagogical documentation as part of the
planning cycle.
Includes some reflection on engagement with
children, families and colleagues in pedagogical
documentation.
Refers to documentation as evidence.
Description does not demonstrate a clear
understanding of the role of pedagogical
documentation.
Does not make appropriate links with the course
literature, theory and research.
Does not reflect on the purpose and audience of
the evidenced pedagogical documentation and
/ or demonstrates misunderstandings about
pedagogical documentation.
Little to no reflection on engagement with
children, families and colleagues.
Does not refer to or unclear reference to
documentation as evidence.
Ethical use of photo’s
•
Protecting the identity of children, staff,
families and site.
Yes
No
Picture of child’s face in part or whole can be
seen
Sticker/icon is over child’s face and can be
removed
Child, staff, family member or site name is visible or
used
Writing and referencing:
Correct grammar, spelling and punctuation and
inclusive and respectful language have been
used throughout the report. Writing is clear.
The APA system of referencing has been used to
correctly cite references within the body of the
assignment (in-text referencing) and at the end of
the assignment (reference list).
General comment:
Satisfactory
Unsatisfactory