edu2caa curriculum and assessment
CURRICULUM AND ASSESSMENT
EDU2CAA
2019
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
Prerequisites Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM) or Bachelor of Educational Studies (EBEST, EBESTB, EBESTM, EBESTP) or Bachelor of Teaching (Primary) (EBTP) or Bachelor of Teaching (Secondary) (EBTS) or Bachelor of Education (EVEDB, RBEDM)
Co-requisitesN/A
Incompatible subjects EDU3CAR, EDU4RA
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Assessment and Reporting: celebrating student achievement | Prescribed | Brady & Kennedy, 2018 | PEARSON |
| Readings | Victorian Curriculum F-10 http://victoriancurriculum.vcaa.vic.edu.au/ | Recommended | VCAA, 2015 | VCAA |
| Readings | Australian Curriculum and Assessment Authority http://www.acara.edu.au/default.asp | Prescribed | ACARA, 2015 | ACARA |
| Readings | Teaching: Making a Difference | Recommended | Churchill et al, 2011 | Wiley, QLD |
| Readings | Assessment For Learning website: www.assessmentforlearning.edu.au | Recommended | Curriculum Services Australia, 2014 | Curriculum Services Australia |
| Readings | Teaching and Learning exchange: The NSW gateway to Primary, Secondary and TAFE teaching resources website: www.tale.edu.au | Recommended | DET, 2014 | NSW Dept of Education and Training |
| Readings | Australian Curriculum Assessment and Reporting Authority | Recommended | ACARA, 2016 | ACARA |
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…
Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJacolyn Weller
Class requirements
WorkShopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Assessment - Literacy = 2000 words | This 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. | 50 | 01, 03, 04 |
| Analysis of Data to Inform Instruction = 2000 words | This 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, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJacolyn Weller
Class requirements
WorkShopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Assessment - Literacy = 2000 words | This 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. | 50 | 01, 03, 04 |
| Analysis of Data to Inform Instruction = 2000 words | This 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, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorCindy Tassone
Class requirements
WorkShopWeek: 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 ClassWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Assessment - Literacy = 2000 words | This 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. | 50 | 01, 03, 04 |
| Analysis of Data to Inform Instruction = 2000 words | This 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 |