Assessment Details and expectations:
There is one 4,000-word summative assignment which carries 100% weighting for the module. The assignment assesses all 4 ILOs and is due
30th January 2023 via Black Board Turnitin (before 3pm). You have the option of 3 possible assignment topics/titles:
- How can traditional conceptualizations of leadership contribute to understandings of the dynamic nature of leadership in today’s educational contexts and settings?
- Critically explore a contemporary leadership approach, perspective, theme or concept and discuss how it might be applied in context.
- A negotiated title with the module leader based upon the students’ setting, interests and/or role.
Assignment Requirement
- Discuss the evolution of thought and the major perspectives of leadership in relation to identified influences.
- Critically examine theories, frameworks and conceptual models of leadership and relate these to aspects of professional practice.
- Develop an appropriate understanding of the key concepts, issues, challenges and responsibilities of educational leadership.
- Reflect upon the leadership skills, attributes and characteristics necessary for good leadership.
Level 7 Grade Descriptors
Communication skills At Level 7, students are expected to demonstrate effective communication skills in line with the purpose of the assignment. Proficiency in English language, including spelling, punctuation and grammar should mostly be accurate throughout, and writing should always be clear and literate.
| L7 | A | B | C | D | F | G |
| Relationship to | Exceptional | Very strong | Good thorough | Sufficient response | Weak response to | Very poor response |
| assessment | response to all the | response to the | response to | to assessment | main assessment | to main |
| criteria | assessment criteria | assessment criteria | assessment criteria | criteria for the task | criteria for the task | assessment criteria |
| for the task | for the task | for the task | for the task | |||
| Advanced | Exceptional | Highly developed | Good systematic | Adequate sound | Limited advanced | Very limited |
| knowledge and | systematic mastery | systematic | advanced | advanced | knowledge and | advanced |
| understanding | of advanced | advanced | knowledge and | knowledge and | understanding of | knowledge and |
| knowledge, | knowledge and | understanding of | understanding of | area of study | understanding of | |
| principles and | critical | area of study | the area of study, | area of study | ||
| concepts in area of | understanding of | including | some of which is | |||
| study, together with | area of study, | awareness of | informed by | |||
| very strong | including | current issues and | developments at | |||
| independent critical | independent critical | insights at the | the forefront of the | |||
| and evaluative | awareness of | forefront of the | discipline | |||
| understanding of | current issues and | discipline | ||||
| current issues and | insights at the | |||||
| insight at the | forefront of the | |||||
| forefront of the | discipline | |||||
| discipline | ||||||
| Critical analysis | Goes well beyond | Evidence of | Evidence of | Evidence of | Insufficient | Significantly |
| what is taught in | systematic breadth | systematic breadth | independent | evidence of | inadequate | |
| insightful, advanced | and depth of | and depth of | engagement with | independent | evidence of | |
| study/research, to | critically appraised | independent | advanced research | engagement with | independent | |
| develop original | and insightful | engagement with | and study to inform | advanced research | engagement with | |
| critical analysis and | advanced study/ | advanced study | satisfactory | and study and/or of | advanced research | |
| evaluation that | research to develop | and research to | response to task, | relevant current | and study | |
| shows exceptional | independent | develop relevant | but limited in range | academic | ||
| initiative and an | original critical | critical analysis to | and depth of critical | references | ||
| authoritative | analysis and | inform good | analysis | |||
| independent grasp | evaluation | response to task | ||||
| of issues |
| L7 | A | B | C | D | F | G |
| Understanding of | Exceptional ability | Well developed | Comprehensive | Comprehensive | Evidence of critical | Evidence of critical |
| techniques of | in accomplished | competent critical | critical and practical | critical and practical | and practical | and practical |
| enquiry | and innovative | and practical self- | understanding of | understanding of | understanding of | understanding of |
| application of | directed application | techniques of | techniques of | techniques of | techniques of | |
| comprehensive | of techniques of | enquiry and | enquiry and | enquiry for area of | enquiry for area of | |
| critical and practical | enquiry to provide | independent | application to | study has | study is significantly | |
| understanding of | original solutions to | application to | research/advanced | significant gaps or | lacking | |
| techniques of | complex problems | research/advanced | scholarship in field | flaws resulting in | ||
| enquiry to provide | in the field of study | scholarship in field | of study | limited ability to | ||
| original solutions to | of study | critique advanced | ||||
| complex problems | scholarship in field | |||||
| in the field of study | ||||||
| Argument | Exceptional skills in | Very well | Effective logical | Competent logical | Argument/ | Little evidence of |
| constructing | developed | and coherent | and coherent | explanation is | an independently | |
| academic | communication/ | communication/ | communication/ | weak/poorly | constructed | |
| arguments and | presentation of | presentation of | presentation of | constructed, | argument with | |
| communicating | complex ideas/ | complex ideas/ | complex ideas/ | unsubstantiated or | appropriate | |
| complex ideas/ | viewpoints/ | viewpoints/ | viewpoints/ | significantly lacking | supporting analysis | |
| viewpoints/ | information/ | information/ | information/ | in coherence or | or evidence | |
| information/ | evidence to sustain | evidence to sustain | evidence to sustain | validity | ||
| evidence to | scholarly | informed | argument with | |||
| advance knowledge | arguments that | arguments | some weaknesses, | |||
| and understanding | advance | eg in structure, | ||||
| understanding | coherence or | |||||
| currency, but | ||||||
| generally sound if | ||||||
| standard judgement |
| L7 | A | B | C | D | F | G |
| Research | Research complex | Research complex | Research complex | Research complex | Research findings | Significant |
| issues | issues | issues | issues | not presented | inadequacies in | |
| systematically and | systematically and | systematically and | systematically and | effectively and | research design or | |
| creatively, drawing | creatively, drawing | creatively and | creatively and | research design/ | analysis, indicating | |
| on a mastery of | on thorough skills, | make sound | make generally | application and/or | limited | |
| analytical and | knowledge and | academically | sound judgements | interpretation of | understanding | |
| specialist | understanding to | rigorous | in analysis and | data is flawed, with | and/or ability to | |
| disciplinary skills, | make | judgements in | interpretation of | little reflection or | deal with complex | |
| knowledge and | independently | analysis and | outcomes, albeit | analysis of this | issues or make | |
| understanding to | sound, | interpretation of | with limitations | sound judgements | ||
| make original | academically | outcomes, albeit | ||||
| contributions to | rigorous | with minor | ||||
| scholarship in the | judgements in | limitations | ||||
| field | analysis and | |||||
| interpretation of | ||||||
| outcomes | ||||||
| Skills | Exceptional | Capable and | Consistent and | Effective | Insufficient | Very limited |
| development | demonstration at a | effective application | effective | demonstration at a | evidence of | evidence of |
| professional level of | at a professional | demonstration at a | professional level of | advanced skills | advanced skills | |
| competency in | level of command | professional level of | application of | development, lack | development, | |
| relevant technical/ | of relevant | application of | relevant technical/ | of professional | serious lack of | |
| creative/ | technical/creative/ | relevant technical/ | creative/ | judgement and/or | professional | |
| transferable skills to | transferable skills in | creative/ | transferable skills in | little or no | judgement and | |
| manage and | managing and | transferable skills in | managing and | demonstration of | inability to | |
| develop own | developing own | managing and | developing own | ability to manage | demonstrate self- | |
| learning and make | learning and | developing own | learning | own learning, take | direction | |
| autonomous | making | learning and | personal | |||
| decisions in | autonomous | making | responsibility or | |||
| complex and | decisions in | autonomous | initiative | |||
| unpredictable | complex and | decisions | ||||
| contexts | unpredictable | |||||
| contexts |
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