CURRICULUM AND ASSESSMENT

EDU2CAA

2018

Credit points: 15

Subject outline


In this unit students will develop introductory knowledge of curriculum theory and critical perpspectives on social and political influences on the development of curriculum frameworks used in schools in Australia. Students will use the Australian and Victorian Curriculum frameworks as the basis for understanding the broad aims for designing curriculum and assessment programs. Students will use formal and informal data to diagnose and inform the effective teaching that underpins planning for teaching and learning. They will examine measurement of learning to recognise and develop teacher impact in professional experience. Theoretical frameworks for curriculum design and selection of assessment to support effective learning and planned teaching sequences will be implemented and supported by personal and professional goal setting to maximise student learning. The first stages of effective reporting on academic performance are explored in relation to research on assessment and reporting.




SchoolSchool of Education

Credit points15

Subject Co-ordinatorJacolyn Weller

Available to Study Abroad StudentsYes

Subject year levelYear Level 2 - UG

Exchange StudentsYes

Subject particulars

Subject rules

PrerequisitesN/A

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsAssessment and Reporting: celebrating student achievementPrescribedBrady & Kennedy, 2012PEARSON
ReadingsEmbedding Formative assessment: Practical Techniques for F-12 ClassroomsPrescribedWiliam & Leahy (2014)Hawker Brownlow
ReadingsVictorian Curriculum F-10 http://victoriancurriculum.vcaa.vic.edu.au/RecommendedVCAA, 2015VCAA
ReadingsAustralian Curriculum and Assessment Authority http://www.acara.edu.au/default.aspPrescribedACARA, 2015ACARA
ReadingsTeaching: Making a DifferenceRecommendedChurchill et al, 2011Wiley, QLD
ReadingsAssessment For Learning website: www.assessmentforlearning.edu.auRecommendedCurriculum Services Australia, 2014Curriculum Services Australia
ReadingsTeaching and Learning exchange: The NSW gateway to Primary, Secondary and TAFE teaching resources website: www.tale.edu.auRecommendedDET, 2014NSW Dept of Education and Training

Graduate capabilities & intended learning outcomes

01. Critically examine how educational, social and political trends influence curriculum development and how these inform equitable assessment practices to support student learning.

Activities:
Students will engage with online modules, discussion, readings and written responses.
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

02. Examine and apply assessment and feedback strategies and be able to demonstrate informal and/or formal, diagnostic, formative and summative approaches to assess student learning.

Activities:
Students will engage with online modules, discussion, readings and written responses.
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

03. Critically analyse the different purposes and outcomes of consistent assessment and the role of the teacher in the planning and implementation of curriculum and assessment cycles to meet the needs of diverse learners

Activities:
Students will engage with online modules, discussion, readings and written responses.
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

04. Apply data to inform planning for teaching to improve student-learning outcomes. Through analysis students will identify and modify teaching and develop set learning goals to meet diverse learner needs

Activities:
Students will engage with online modules, discussion, readings and written responses.
Related graduate capabilities and elements:
Literacies and Communication Skills (Quantitative Literacy)

05. Demonstrate research-based knowledge of the underlying principles and practices of report writing.

Activities:
Students will engage with online modules, discussion, readings and written responses.
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorJacolyn Weller

Class requirements

WorkShop Week: 31 - 38
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 38 and delivered via face-to-face.

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Comparison of Assessment Tasks. = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sectiosn outlined below: Select a particular area of a curriculum framework which informs the development of two different assessment tasks linked to clear learning intentions. Critically analyse the descriptions and design of the two different types of assessment tasks and how they best fit the learning intentions. Discuss ho50 01, 03, 04
Analysis of Data to Inform Instruction = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sections outlined below: Analysis of Data to Inform Instruction Demonstrate the use of data to inform effective teaching practice. Identify and justify strategies for teacher impact. 50 02, 04, 05

Melbourne, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorJacolyn Weller

Class requirements

WorkShop Week: 31 - 38
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 38 and delivered via face-to-face.

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Comparison of Assessment Tasks. = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sectiosn outlined below: Select a particular area of a curriculum framework which informs the development of two different assessment tasks linked to clear learning intentions. Critically analyse the descriptions and design of the two different types of assessment tasks and how they best fit the learning intentions. Discuss ho50 01, 03, 04
Analysis of Data to Inform Instruction = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sections outlined below: Analysis of Data to Inform Instruction Demonstrate the use of data to inform effective teaching practice. Identify and justify strategies for teacher impact. 50 02, 04, 05

Mildura, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorJacolyn Weller

Class requirements

WorkShop Week: 31 - 38
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 38 and delivered via face-to-face.

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Comparison of Assessment Tasks. = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sectiosn outlined below: Select a particular area of a curriculum framework which informs the development of two different assessment tasks linked to clear learning intentions. Critically analyse the descriptions and design of the two different types of assessment tasks and how they best fit the learning intentions. Discuss ho50 01, 03, 04
Analysis of Data to Inform Instruction = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sections outlined below: Analysis of Data to Inform Instruction Demonstrate the use of data to inform effective teaching practice. Identify and justify strategies for teacher impact. 50 02, 04, 05

Shepparton, 2018, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorJacolyn Weller

Class requirements

WorkShop Week: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Unscheduled Online Class Week: 31 - 43
One 3.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
Comparison of Assessment Tasks. = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sectiosn outlined below: Select a particular area of a curriculum framework which informs the development of two different assessment tasks linked to clear learning intentions. Critically analyse the descriptions and design of the two different types of assessment tasks and how they best fit the learning intentions. Discuss ho50 01, 03, 04
Analysis of Data to Inform Instruction = 2000 wordsThis assessment task will be scaffolded through a stepped learning process as per sections outlined below: Analysis of Data to Inform Instruction Demonstrate the use of data to inform effective teaching practice. Identify and justify strategies for teacher impact. 50 02, 04, 05