1. QUESTION

   Humanities and social sciences   

   Assignments instructions –

   You need to provide summary of the one resource taken from the assignment that is already submitted. This summery is nothing but the resource itself in detailed explanation.

   You need to design a rubric for the evaluation of such resources. Provide the whole document in the form of a report. (That is, it includes introduction part, about rubric, how to apply rubric and rubric itself etc).

    

   Note – An example of rubric is also provided for the reference.

   Word count – 1000 words

   Rubric measuring effectiveness of resources for student engagement and learning of HASS

    

   Instructions:    Tick mark in the boxes which best depicts the efficiency of the resources against each marking criteria. Alternatively, additional notes or comments can be added to specify the marks for the given criteria. Any general comments or feedback can also be provided in last columns.
   Marking Criteria	Evaluation
   	High distinction (8.5 – 10) Characteristics of the resource are clearly evident and highly effective	Distinction (7.5-8.5) Evident and mostly effective	Credit (6.5-7.5) Mostly evident and moderately effective	Pass (5-6.5) Evident in some place and minimally effective	Fail (0-5) Not evident and appropriate at all	Additional comments/Feedback
   Appropriateness and suitability of the resource for HASS learning: Teaching resource is explicitly aligned with target Humanities and Social Sciences (HASS) Australian Curriculum links appropriate to Early primary years of education. The resource is highly relevant and suitable to teach the target topic, to meet and achieve the desired learning objectives for specific Year level.	R1: Resource is correctly linked to content descriptions of History sub-strand of Knowledge and Understanding skills of HASS for the appropriate Year level.   R3: Resource is accurately connected to content descriptions of geography sub-strand of Knowledge and Understanding skills and Inquiry Skills of HASS learning area.		R2: No clear target learning objectives and connections to specific content descriptions/Elaborations of Geography sub-strand of Knowledge and Understanding skills of HASS for Foundation Year level. No specific information to determine appropriateness of the resource for all students.
   Develops cross curriculum learning and general capabilities: Teaching resource provides wide range of opportunities to develop literacy, numeracy and ICT skills. It identifies and develops varying general capabilities encompassing Personal and Social skills, Intercultural understanding, Critical and Creative thinking skills.	R1: Reflects clear connections to develop literacy, ICT skill and some general capabilities. However, it can be used for numeracy learning.	R3: Reflects effective ability to develop critical and creative thinking skills, ethical understandings and sustainability.	R2: Reflects ability to integrate other curriculum areas such as Science and to establish general abilities involving literacy skills, critical and cognitive thinking.	R3: Resource reflects the developing ability to create cross connections with literacy language and Historical skills.
   Relevancy in context with contemporary pedagogical approaches and theories for effective HASS teaching-learning: Teaching resource reflects the effective use of pedagogical content knowledge (PCK), contemporary pedagogical approaches and established theories involving Inquiry based learning, scaffolding and constructivist approach. It demonstrates the authentic and visible teaching and learning of Humanities and social sciences in Early primary years.	R1: Demonstrates efficient ability to integrate PCK involving contemporary pedagogical approaches to reflect authentic inquiry-based learning.   R2: Demonstrates efficient ability to integrate contemporary pedagogical approaches reflecting play-based, Inquiry-based and constructivist learning. Sound ability of visible and authentic learning.	R1: Additional information about what stage the resource can be used would have been useful.   R2: Additional information about what stage the resource can be used would have been useful.		R3: Reflects limited scope of implementing contemporary pedagogical approaches such as play-based and constructivism approach. No clear information as where and how to use each resource from the set and will it be used independently or part of any unit plan or lesson plan
   Supports students’ higher order thinking: Teaching resource provides wide range of learning opportunities to develop 4c’s of 21st century education i.e. Communication, Collaboration, Creative and Critical thinking to support students’ higher order thinking levels.	R1: Demonstrates high efficiency to support students’ higher order thinking and the development of 4c’s of learning through class discussions, group and individual activities.   R2: Reflects efficient ability to develop 4c’s of learning to support students’ higher order thinking through group activities, learning via investigation, by answering questions.	R3: Resource demonstrates effective ability to support students’ higher order thinking.
   Supports students’ diversity and abilities: Teaching resource identifies and appreciates inclusive educational practices. It offers sufficient learning opportunities to support wide range of socio-cultural and linguistic diversities and meet needs of diverse learners including EAL/D and Aboriginal and Torres Strait Islander students. Resource is user friendly i.e. easy to use; easily accessible to all the learners and can be modified to cater the diversities more widely.		R3: Reflects effective ability to support socio-cultural diversity of learners including Aboriginal and Torres Islander students.	R1: Reflects strong ability to accommodate linguistic and physical diversities. Not much information about socio-cultural diversity such as how to support Aboriginal students. Lack of ability to integrate scaffolding approach or modification of the resource to make it more user friendly.   R3: Resource can be modified to integrate scaffolding approach to cater linguistic and physical diversity more widely.	R2: Reflects minimal ability to design or modify the resource to foster inclusivity. But scaffolding approach can be used during associated learning activities to support diverse students’ learning.   R3: It is set of varying resources which does not clearly specify the factors to demonstrate the suitability for all age group learners.
   Develops appealing and engaging learning experiences: Teaching resource actively engages, motivates and attracts the students. It demonstrates the potential to create fun, play-based, hands-on learning and engaging learning experiences. It reflects the ability to create purposeful and innovative learning activities.	R1: Reflects sound capability to provide creative and engaging learning experiences.   R2: Reflects high ability to create engaging, fun and creative learning through place-based learning experiences.			R3: Resource is more teacher-centred and lacks fun/ play-based learning experiences which may not engage all the students.
   Key: Yellow colour signifies Resource 1 (R1); Green colour signifies Resource 2 (R2); Blue colour signifies Resource 3 (R3)

    

    

    

   Note – you don’t need to highlight the rubric according to the resource. Provide a general rubric that can be applied to any resource.

    

Related Samples