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 Music in Educational and Community Context 2. Assignment 1 Teaching Resource Proposal (Text) |
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Music in Educational and Community Context 2. Assignment 1 Teaching Resource Proposal - Marking rubric
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The framework used to create the Brightspace marking rubric draws on a variety of theoretical modules such as Bigg’s constructivist alignment framework which is echoed in case study one. ‘Learning outcomes are clearly articulated, ensuring alignment across classroom discourse, online activities, and assessment tasks (Bates, 2015).’ This articulation if further aligned in the marking criteria and feedback offered at each graded specification. ‘Constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance’ (Biggs, 1996). Chuango et. Al (2022) reviewed various studies and concluded that technology can play an important role when coupled with constructivist pedagogy. Finally while creating the rubrics I also closely followed the UHI Academic Standards and Quality Regulations Policy – Assessment and Progression Regulations and SCQF Framework.
Staff could repurpose this by using their own module descriptors and the language used to articulate the learning outcomes to create marking criteria for the rubric and informed feedback.
Bates, T. (2015). Teaching in a digital age. 1st ed. Vancouver: BC campus, pp.58-52.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, pp.347-364
Chuango, M.L., Nunhlimi, V.L., Mishra, L. (2022) Integrating Technology with Constructivist Pedagogy. International Journal of Engineering Technology
| Added By: | Kara MACKAY |
|---|---|
| Date Added: | 21 Nov 2025 13:19 |
| Creator: | Kara MACKAY |
| Audience: | University (Staff only) |
| Course Codes: | UW301 |
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