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Week 8 - Final Assessment (Summative Assignment 4) 1

This document provides guidelines for Assignment 4, the final assessment for course UU-EDUD-803. Students must [1] draft an evidence-based policy proposal to improve teacher skills for a selected OECD country, using data from several education databases and integrating open education principles. The proposal should be 4000-4500 words. Students should [2] submit just the introduction and conclusion without the original essay, in .doc or .pdf format with their student number and name. External sources must be cited properly. The learning outcome is for students to report the results of their data analysis. Scoring criteria for the course are also provided.

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Akram Sharif
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122 views

Week 8 - Final Assessment (Summative Assignment 4) 1

This document provides guidelines for Assignment 4, the final assessment for course UU-EDUD-803. Students must [1] draft an evidence-based policy proposal to improve teacher skills for a selected OECD country, using data from several education databases and integrating open education principles. The proposal should be 4000-4500 words. Students should [2] submit just the introduction and conclusion without the original essay, in .doc or .pdf format with their student number and name. External sources must be cited properly. The learning outcome is for students to report the results of their data analysis. Scoring criteria for the course are also provided.

Uploaded by

Akram Sharif
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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UU-EDUD-803

ASSESSMENT POINT 4

Assignment 4 - Final Assessment

Brief and Guidelines

The aim of this assignment is to practice the skills required to write evidence-based policy analysis.

For this assignment, you are required to:

1. Select a country from the OECD Policy Outlook portal list of countries and draft an evidence-based-
policy proposal focused on improving teachers’ capacities and skills by using data from the:

OECD Education Data Portal https://data.oecd.org/education.htm


UNESCO DATA http://data.uis.unesco.org
World Data Education https://data.worldbank.org/topic/education?view=chart

2. Integrate in it a component of Open Education following the OER Paris Declaration:


http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.p
df and the Ljubljana Action: https://en.unesco.org/sites/default/files/ljubljana_oer_action_plan_ 2017.pdf

Length: maximum 4000-4500 words.

Submission Details

Work will be marked out of 40%. Please submit the Introduction and Conclusion in the same document
WITHOUT the original essay. The assignment should be submitted in electronic format (.doc or .pdf
document)). Make sure that the document’s name is your student number and name. You may use
external sources to support your response. If you do, please include appropriate in-text
citations/footnotes and a Reference List, according to the Reference Style prescribed by your department.
By submitting your work, you are agreeing to abide by the University’s regulations on plagiarism. Plagiarism
is defined as presenting the work of someone else as your own. This includes statistical data, graphs, charts
and any other graphically represented material. It also includes copying of another student’s work for
submission as your own. For more information on this, read the University's Student Regulations.

Learning Outcome:
Students are required to report the outcomes of the data analysis.

1
Level 8 Excellent (90-100) Very Good (80-89) Improvement Marginal fail (70-72) Fail (0-69)
UUs needed (73-79)
taught
modules

Knowledge ● Exemplary theoretical ● Very good ● A good ● A number of ● Significant


and and conceptual theoretical and knowledge and deficiencies or deficiencies or
understanding understanding and conceptual understanding of omissions in omissions in
20% knowledge understanding and key concepts but theories/conceptu theories/conceptu
● Highly sophisticated knowledge there may be al models al models
grasp of the subject ● Very strong grasp gaps ● Poor grasp of the ● Very poor grasp of
of the subject ● A reasonable subject matter the subject
matter
matter grasp of the matter
subject matter

Attainment of ● Exemplary ● Very good ● Sufficient ● A few of the ● Nearly none of


learning attainment of all attainment of attainment of learning the learning
outcomes 20% learning outcomes learning outcomes learning outcomes are met outcomes are met
● An excellent work, ● A well-developed outcomes ● The task has been ● The main purpose
that is relevant, work, that exhibits ● Work may lack addressed of the task is
thorough, adequate thoroughness simplistically and misunderstood
comprehensive and comprehension and detail and its purpose has and the work
relevant and relevance of may contain not been fully lacks relevance;
ideas some irrelevancy understood answer is
incomplete
and/or irrelevant
Critical ● Exceptional analytical ● Well-developed ● The argument ● Inconsistent and ● Argument, critical
analysis and skills and ability to analytical skills sometimes lacks weak analytical thinking and
evaluation develop logical and and formation of coherence; some skills and research are
50% skilful argument logical argument attempt at formation of largely limited or
● Strong ability to ● Good ability to critical thinking argument absent
evaluate data and evaluate data and but work ● Limited evidence
creatively bring support argument remains too of logical
together evidence in through evidence descriptive argument; seldom
support of the ● Good level of brings together
argument independent evidence in its
reading in support
supporting
argument, but
needs
improvement

Overall ● Very sophisticated ● Very good grasp of ● Satisfactory ● The work lacks ● A poor grasp of
presentation grasp of subject appropriate grasp of subject fluency and appropriate
10% specific terminology. subject specific specific precision and terminology;
Very few, if any, terminology terminology written frequent errors in
language errors ● Referencing is ● Referencing may communication is grammar, syntax
● Accurate referencing generally correct contain error only partly and terminology
● Consistent formatting ● Consistent ● Formatting successful seriously impede
that facilitates the formatting with errors are ● Referencing may understanding
reader’s engagement occasional errors; evident but do contain significant ● Referencing style
only when not impede inconsistencies used very poorly
complex ideas are understanding of ● Low quality or is absent
discussed main points formatting ● Poor and
inadequate
presentation

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