CURRICULUM, ASSESSMENT AND REPORTING
EDU3CAR
2015
Credit points: 15
Subject outline
In this subject students use the National Curriculum as the basis for understanding the broad aims and objectives for designing curriculum. These are translated into practical and effective programs to use in the classroom. Students examine the theoretical basis for the variety of types of assessment and reporting which are an integral part of curriculum design. Assessment tools are evaluated for their effectiveness in promoting learning and informing teaching. Emphasis is placed on researching and reflecting on current assessment and reporting practices in Victorian schools.
School: School of Education
Credit points: 15
Subject Co-ordinator: Greg Powell
Available to Study Abroad Students: Yes
Subject year level: Year Level 3 - UG
Exchange Students: Yes
Subject particulars
Subject rules
Prerequisites: EDU2EOE or enrolled in course AZAAE or co-ordinator's approval
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Special conditions: N/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Australian Curriculum and Assessment Authority | Recommended | http://www.australiancurriculum.edu.au | ACAA |
| Readings | Teaching: making a difference | Recommended | Churchill, R. et al | WILEY: QLD |
| Readings | Victorian Curriculum and Assessment Authority | Recommended | http://www.vcaa.vic.edu.au | VCAA |
Graduate capabilities & intended learning outcomes
01. Demonstrate an understanding of the variety of ways of responding to student work, using a variety of assessment styles.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Explain the philosophical and psychological issues involved in assessment of students' work
- Activities:
- TBE
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
03. Critically evaluate the different purposes of assessment and the role of the teacher in the assessment process.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
04. Apply the aims and objectives of the National Curriculum to design practical, detailed curriculum for use in the classroom.
- Activities:
- TBE
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
05. Demonstrate knowledge of current practices of assessment and reporting in Victorial schools
- Activities:
- TBE
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
Melbourne, 2015, Semester 1, Day
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Greg Powell
Class requirements
LectureWeek: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
TutorialWeek: 10 - 22
One 2.0 hours tutorial per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay (2000-words equivalent) | 50 | 01, 02, 03, 04, 05 | |
| Reflective report on assessing students (2,000 words equivalent) | 50 | 01, 02, 03, 04, 05 |