MAEL100 Assignment Brief
| Module code | MAEL 100 |
| Module title | Applied Educational Leadership |
| MQF level | MQF Level 7 |
| ECTS | 5 |
Task 1
| Task Type | PPT |
| Task description | Prepare a recorded Power point presentation of circa 15 minutes about your preferred leader. It is important to include background information about the person, the strengths and Achille’s heel of the chosen leader, and the reasons for your choice. |
| Task weighting | 30% |
| Task length | Circa 15 minutes |
Assessment Criteria Rubric Task 1 Presentation 30 marks
| Performance
Criteria |
Poor | Limited | Satisfactory | Outstanding |
| 0 – 1 mark | 2 – 4 marks | 5 – 7 marks | 8 – 10 marks | |
| Choice of Leader: general background on the person
(10 marks) |
Shows weak reason why the person was chosen. Evidently very little effort was put in. | An adequate reason behind the
choice of leader is given, albeit subjective. |
Rationale behind choice of leader is clearly defined. | Presenting strong arguments why the chosen leader impinges on the student and on the way that leadership in general is perceived. |
| Strengths of the Leader and the Leader’s Achille’s heel
(10 marks) |
Haphazard material. No plan, no depth. An unplanned, unsystematic account of the leader’s weak and strong aspects. | Some interesting aspects are
presented, however detail is quite scant. |
The presentation goes into detail on the strengths (not necessarily positive) possessed by the chosen leader. The presentation also takes a close look at the weak aspects of the leader delving into a certain amount of detail. | A detailed account of the characteristics shown by the chosen leader making the person an outstanding role model.
The negative features and characteristics of the chosen leader are well presented and delved into, potentially discussing how they impinge on one’s performance and impact on others. |
| Overall Presentation (10 marks) | Disorderly, unmethodical and disorganized overall presentation. | Adequate detail was given. | There is depth and evidently effort was put in by the presenter. | Presenter went into detail and came forth with an excellent presentation, looking at all the possible aspects requested by such a presentation. |
Task 2
| Task type | Assignment |
| Task description | Choose, research and discuss a particular style of leadership heeding particular attention to how this style is relevant to the role of the educational leader |
| Task weighting | 70% |
| Task length | 3000 |
Assessment Criteria Rubric Task 2 Essay 70 marks
| Performance Criteria | Poor | Limited | Satisfactory | Outstanding |
| 0-3 marks | 4-7 marks | 8-11 marks | 12-15 marks | |
| Choice of Leadership style coupled with importance given to topic and its development.
(15 marks) |
Evidence choice of leadership style was haphazard. | Some effort was put in, yet evidently not enough; clear
indication that the easiest way out was chosen |
An adequate reason given for the choice of the
specific leadership style. There is substantial argumentation for the particular choice |
Strong rationale is given for the choice of the leadership style under study and how it impinges on the role of the
educational leader in general. There is breadth and depth in the arguments which are presented. |
| 0-3 marks | 4-7 marks | 8-11 marks | 12-15 marks | |
| Methodology adopted clarity, strong arguments and discussion.
(15 marks) |
Haphazard material. No plan, no depth. Choice done without retrospect. | There is some kind of structure, but not adequate enough. | There is clarity in thought, arguments and justification for going in detail about
the particular leadership style. |
A detailed account of the reasons why the student chose the particular
leadership style and how the latter can be useful and relevant for the educational leader. |
| 0-4 marks | 5-9 marks | 10-15 marks | 15-20 marks | |
| Discussion backed by literature coupled with analysis.
(20 marks) |
Scant use of literature, if any, to back information and structure of the assignment. | Literary sources are present, but not adequate to
substantiate the discussion and the analysis. |
There is good use of literature resources. Most of the arguments put
forward are backed by recent and relevant literary references. |
The author makes excellent use of literature to substantiate all that is
presented in the assignment. Literature acts as a backdrop to the entire study. |
| 0-4 marks | 5-9 marks | 10-15 marks | 15-20 marks | |
| Presentation: appropriate structure of assignment, logical order or ideas, fluency in transition between one major point to another; correct grammar and mode of writing.
(20 marks) |
Disorderly, unmethodical and disorganized. No plan, no
proof reading, inadequate punctuation. Gives an overall idea of disregard. |
There is some kind of structure, but not enough attention
has been given to this aspect of the assignment. |
Attention was given to
detail. The work is well presented, proof read, good punctuation, hardly any typos; well-structured. |
Student went into great detail and work is presented in the best way
possible. Nothing has been spared. |
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