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Demonstrate a systematic understanding of key aspects of their chosen educational focus and a conceptual understanding that enables them to devise and sustain complex and original arguments

ASSESSMENT REQUIREMENTS

Detailed Assessment Guidance

The assignment will be marked against the module assessment criteria (see guidance below). Additionally, you are required to demonstrate the following learning outcomes:

  1. Demonstrate a systematic understanding of key aspects of their chosen educational focus and a conceptual understanding that enables them to devise and sustain complex and original arguments, and solve problems, using ideas and techniques of educational research.
  2. Demonstrate knowledge of the main methods of enquiry and analysis in educational research, propose critiques for these and apply their understanding in the development of original methodologies to tackle and solve problems, showing autonomy and independent learning.
  3. Demonstrate an ability to evaluate and interpret qualitative and quantitative data and to present to a range of audiences, and to develop lines of argument and make sound judgements in the absence of complete data.

This assignment requires you to identify issues impacting on pupil progress within a subject/phase/school and select a theme or question as a focus for a desk-based, qualitative literature review aimed at evaluating the impact of an intervention to address the identified issue(s).

PLEASE NOTE THAT THIS ASSIGNMENT DOES NOT INVOLVE ANY SPECIALLY UNDERTAKEN DATA COLLECTION WITHIN SCHOOL AS THIS WOULD REQUIRE RESEARCH ETHICS APPROVAL VIA A FACULTY PANEL (see the CCCU Research Ethics Policy). HOWEVER, YOU MAY REFER TO ROUTINELY OCCURRING

SCHOOL DATA TO ESTABLISH THE CONTEXT FOR YOUR LITERATURE REVIEW, FOR EXAMPLE IDENTIFIED ATTAINMENT GAPS.

Example interventions:

  • Strategies to develop a whole class writing/reading community e.g. introduction of a writing journal/free writing period, writing/reading area, whole class guided reading approach, language play activities.
  • Opportunities for children with English as an Additional Language to use/make links with home language.
  • Introduction of new technology to address an identified pupil progress gap.
  • Collaborative learning.
  • Introduction of speaking prompts/dialogic talking strategies/talking box.
  • Social/emotional learning interventions e.g., circle time, emotions chart, mindfulness/resilience strategies.
  • Effective questioning techniques.
  • Memory strategies.
  • Peer tutoring.
  • Organisational skills support.
  • A focus on planning to address subject misconceptions.
  • Strategies to develop subject specific literacy.
  • A focus on developing metacognition.
  • Cross curricular approaches, e.g., integrating science and technology to enhance and deepen the conceptual understanding of students.
  • Introducing a school council to support democratic participation.
  • Developing partnerships with parents.

 

Action

Resources/notes

Completed

 

 

Read the Assignment Brief and the Desk- Based Research Study Guide

Link to the Module Blackboard

Desk – Based Research Study Guide is located in the Learning Resources Area.

 

 

 

Identify issues impacting on pupil progress.

Raise questions and begin to investigate theory and research linked to the issues raised.

Identify a theme or question as a focus for your research:

Focus on what helps children in your classroom learn and/or your own development as a classroom practitioner/school leader.

Your aim is to explore POSITIVE INTERVENTIONS APPLICABLE TO YOUR OWN CLASSROOM

 

 

 

Are there any links with school improvement policies?

Research effective interventions linked to the theme/issue/question

https://educationendowmentfoundation.org.uk/evidence- summaries/teaching-learning-toolkit/

https://www.nasuwt.org.uk/uploads/assets/uploaded/68ddda7f- afca-420c-a18798ea9271695f.pdf

https://thirdspacelearning.com/blog/teaching-strategies/

 

 

 

Read guidance on desk-based research reviews

See learning resources on the module blackboard

  • Desk-based research study guide
  • Methodology and Ethics
  • RIT skeleton

 

 

 

Attend a tutorial to discuss your project

 

 

 

 

Submit your draft assignment

Draft Turnitin Bucket 1 in the assessments area of the module blackboard.

 

 

 

Write up your research report.

Submit your final assignment

Final Turnitin Submission Bucket in the assessments area of the module blackboard.

 

 

Starting Points for Reading (see also readings in the Desk-based study guide):

Key Text: Austin, R. (2016) Researching Primary Education London: Sage [please find this from the CCCU library] This is a recommended introductory text to classroom research suitable for both primary and secondary students. Alternative e-books below are available in the e-library:

  • Baumfield, V., Hall, E. and Wall K. (2008) Action Research in the Classroom. London: Sage
  • Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education. 7th edn. London: Routledge.
  • Crossley, M. and Watson, H. (2003) Comparative and International Research In Education: Globalisation, Context and Difference London: Routledge
  • Gill, R. and Starbuck, J. (eds.) Effective interventions and strategies for pupils with SEND: research- based methods for maximum impact London: Routledge
  • Hargreaves, D.H. (2012) Role of research in the self-improving-system, in A self-improving school system: towards maturity, National College for School Leadership https://www.gov.uk/government/publications/a-self-improving-school-system-towards-maturity
  • Hopkins, D. (2014) A Teacher’s Guide to Classroom Research. 5th edn. Maidenhead: Open University.
  • McAteer, M. (2013) Action Research in Education. London: Sage
  • McNiff, J. (2014) Action Research: Principles and Practice. Oxon: Routledge
  • Richards, G. (2019)
  • Sharp, J. (2012). Success with your Education Research Project. 2nd edn. Exeter: Learning Matters Ltd.
  • Stringer, E. (2014) Action Research in Education. Harlow: Pearson
  • Taber, K. (2013) Classroom-based research and evidence-based practice: an introduction London: SAGE
  • Winch, C et al (2013) The Contribution of Educational Research to Teachers’ Professional Learning - Philosophical Understandings, British Educational Research Association. - https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Paper-3-Philosophical- reflections.pdf?noredirect=1
  • Young, V. (2015) “What`s the point of theory? Isn`t teaching just a craft”. In Sangster, M. (ed)

Challenging Perceptions in Primary Education; Exploring Issues in Practice. Bloomsbury: London.

Journals

  • Educational Action Research
  • Action Learning Research and Practice
  • Qualitative Research
  • Qualitative Social research
  • Qualitative research in Education
  • Qualitative studies

Websites

Additional Assignment Guidance:

This is an outline of a possible report structure that could be used when writing your report. You and your tutor may have already discussed the structure of your report and devised a different model more suited to your own research. If you wish to adapt this model feel free. Further guidance about how to structure your review is available on the RIT skeleton document.

BELOW IS THE FORMAT FOR YOUR PAPER

Abstract

Approximately 150 - 300 words:

 

Introduction, Purpose, Methods, Results, Conclusions

 

The abstract is not included in your word count.

 

 

 

Title

List of contents

This will be your sub- headings and the page numbers.

(Sometimes people doing more detailed work will additionally have a list of tables and a list of figures and the page references following the list of subheadings.

Preparing your assignment for submission:

  • All assignments (essay style) should be word processed, with 1.5 or double-spacing and size 12 font.
  • Ensure that you include page numbers, your student id and the title of the assignment (student’s own choice) as a header or footer. DO NOT INCLUDE YOUR NAME ANYWHERE ON THE DOCUMENT
  • If you have a ‘Special Considerations’ top sheet, ensure it is pasted to the beginning of your assignment ready for submission
  • IT IS YOUR RESPONSIBILITY TO KEEP A COPY OF EACH ASSIGNMENT. ELECTRONIC WORK SHOULD BE BACKED UP – FREQUENTLY.

Cut, paste and complete this box at the top of each assignment for RESSUBMISSIONS:

Considerations from previous assignments.

Include in this box any feedback you have been working on from draft submissions or earlier assignments. The marker will make a brief comment on your progress against these targets.

Special Consideration to be applied Submit form at front of assignment

Yes/No

Ethical Requirements

If an assignment requires you to refer to a specific pupil and your placement school - these must not be named within the assignment and appendices. Any reference to names must be obscured.

Referencing

Within the written work that you submit for assessment the University has agreed standards of citation and referencing. The University has adopted the Harvard style of bibliographical citation and referencing for this programme. The version of Harvard defined by the University is detailed in the online guide Pears, R. and Shields, G. J. (2023) Cite them Right Online which you can search for via the LibrarySearch system.

Click here for a quick guide to Harvard referencing.

Marking Criteria

See below. Please note that the PGCEi award is a pass/fail assignment. There are no final awards for merit or distinction on this programme. However, you will be able to determine the level of pass you have achieved by matching your numeric grade to the bands within the assessment grid.

Prepared by: Wendy Cobb and Meenakshi Banga Date last updated: November 2025

MARKING RUBRIC:

Clarity of

Exemplary

Highly fluent

Fluent

Meaning

Generally

Meaning

Meaning

expression

writing

writing style,

writing style.

clear, but

understandable,

often

unclear. Poor

(incl. accuracy,

control,

appropriate to

Grammar

language not

but language

unclear

spelling,

spelling,

appropriate to

the

and spelling

always

contains some

and/or

grammar and

grammar,

assignment,

assignment.

accurate.

fluent.

errors which

frequent

punctuation.

punctuation)

which

Grammar and

 

Grammar

detract from the

errors in

 

 

enhances the

spelling

 

and/or

argument.

grammar

 

 

argument.

accurate.

 

spelling

 

and/or

 

 

Grammar and

 

 

mainly

 

spelling.

 

 

spelling

 

 

accurate.

 

 

 

 

accurate.

 

 

 

 

 

 

 
 

Module 3 - Research informed teaching: Written report

CRITERIO N

100-80

Distinction

79-70

Distinction

69-60

Merit

59-50

Pass

49-40

Borderline Fail

39-20

Fail

19-0

Fail

PRESENTATION AND STYLE

 

CONTENT AND KNOWLEDGE


CRITERIO N

100-80

Distinction

79-70

Distinction

69-60

Merit

59-50

Pass

49-40

Borderline Fail

39-20

Fail

19-0

Fail

Use of literature / evidence of reading

Demonstrates outstandingly broad and/or in- depth independent reading from appropriate sources, including the most current ones in the field. Choice of sources highly enhances fulfilment of the assignment objectives. Clear, accurate, systematic application of material with highly developed and/or integrated critical appraisal.

Demonstrates very broad and/or in-depth independent reading from appropriate sources, including the most current ones in the field. Choice of sources clearly enhances fulfilment of the assignment objectives. Clear, accurate, systematic application of material with well-developed and/or integrated critical appraisal.

Demonstrate s broad and/or in- depth independent reading from appropriate sources, including the most current ones in the field. Choice of sources clearly enhances fulfilment of the assignment objectives. Clear, accurate, systematic application of material with developed and/or integrated critical appraisal.

Evidence of independent reading from a wide range of appropriate sources, including current ones. Clear, accurate, systematic application of material. Shows an ability to appraise material critically.

Limited evidence of broad and independent reading.

Application of literature is too descriptive overall.

Very limited evidence of independent reading and/or inappropriat e sources used and/or engagement with the literature very superficial.

Little or no evidence of engagement with relevant literature.

METHODOLOGY/IES

Selecting research methodology and techniques (Relationship between methodology chosen and the nature of the enquiry)

Highly convincing, self-determined choice of methodology and research techniques enables the successful collection and recording of self- determined information and/or data.

The process and rationale for selection of methodology and research techniques is thoroughly explored, enabling the effective collection of information and/or data.

Methodology and research techniques selected are very effective and appropriate to the aims and objectives of the task and a good rationale for its selection is provided.

Methodolog y and research techniques chosen are appropriate to the task and attention is given to the selection of a methodolog y from the range of prescribed ones.

Methodology used is appropriate to the task but limited in reach.

Choice of methodology and relationship to information and/or data being collected is confused and unhelpful.

Issue of methodology not addressed and/or inappropriate methodology used and/ or little planning used to complete the task.

CRITERIO N

100-80

Distinction

79-70

Distinction

69-60

Merit

59-50

Pass

49-40

Borderline Fail

39-20

Fail

19-0

Fail

Applying methods / use of techniques for gathering evidence

Conducts research highly effectively to construct original arguments which seek to answer self-identified gaps in own or others’ knowledge.

Conducts research effectively to construct original arguments which seek to answer gaps in own or others’ knowledge.

Information and/or data is organised using self- selected structures and processes provided to construct emergent knowledge to answer given question(s).

Information and/or data is organised using effective structures and processes to answer given question(s).

Information and/or data is collected and analysed in an adequate manner, but leads to limited findings.

 

Clear gaps in the collection of information and/or data limited analysis.

Information and/or data is poorly organised and is not analysed to develop conclusion(s) or generate valid ideas.

Evaluation of process and the quality of information

/ data developed

Shows mastery in the evaluation of information and/or data using appropriate criteria that are self-determined. Critiques established research techniques and methodologies convincingly and proposes new hypotheses where appropriate.

Excellent evaluation of information and/or data using appropriate criteria that are self-determined. Critiques established research techniques and methodologies effectively.

Very effective evaluation of information and/or data and the enquiry process, including critique of the techniques used.

Effectively evaluates information and/or data and the inquiry process using prescribed guidelines.

Shows only a basic evaluation of the enquiry methodology and information and/or data generated.

Evaluation of process and the information and/or data is incomplete.

Limited or no attempt to evaluate either process or outcomes.

THINKING / ANALYSIS / CONCLUSION

Conclusions

Outstandingly well-developed conclusions which show considerable originality. They form an integrated part of the overall argument and/or discussion, reflecting commanding grasp of theory and/or evidence and/or literature and appropriate forms of conceptualisation

.

They contribute to the work being of publishable standard.

Very well- developed conclusions, which show clear originality. They are thoroughly grounded in theory and/or evidence and/or literature and use appropriate forms of conceptualisation

, forming an integrated part of overall argument and/or discussion. They contribute to the work being of potential publishable standard.

Conclusions show very good development and original insight, and relate clearly and logically to evidence and/or theory and/or literature.

Conclusions are drawn which are clearly derived from evidence and/or theory and/or literature, with some limited originality.

Conclusions drawn are derived from limited understandin g of evidence and/or theory and/or literature.

Limited or ineffective attempt to draw together conclusions.

Lack of conclusions, or unsubstantiate d and/or invalid conclusions drawn.

PRACTICAL / INTERPERSONAL SKILLS

CRITERIO N

100-80

Distinction

79-70

Distinction

69-60

Merit

59-50

Pass

49-40

Borderline Fail

39-20

Fail

19-0

Fail

Information gathering / processing

Outstanding use of initiative to seek out original sources of information and new insights. Highly effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice.

Excellent use of initiative to seek out original sources of information and new insights. Very effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice.

Very good use of initiative to seek out varied sources of information and new insights. Very effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice.

Adequate use of initiative to seek out sources of information and new insights. Effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice.

Selects some appropriate information, and processes some of it adequately but with limited impact overall.

Random information gathering. Inappropriat e use of processing tools.

Fails to collect appropriate data in any systematic way.

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