Pre-requisites

None.

Co-requisites

ED920.506 Developmental Learning and Pedagogies

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Apply knowledge of the State and National Curriculum, assessment and reporting processes, to develop and design learning sequences and lesson plans that are integrative, inclusive, differentiated according to student needs and improve student learning.

• Demonstrate and apply advanced knowledge and understanding of assessment purposes and strategies including formal and informal, diagnostic, formative, and summative assessment; assessment moderation and its application to support consistent and comparable judgements of student learning; assessment rubrics; and the purpose of providing timely and appropriate feedback that promotes student learning.

• Create and critically evaluate learning activities that provide reliable evidence of student learning.

• Critically evaluate evidence of student learning through analysis of assessment data using established theories and practice in order to inform and modify teaching practice.

• Demonstrate and apply understanding of a range of strategies for reporting progress to students, parents/carers and other education stakeholders, and the purpose of keeping accurate and reliable records of student achievement.

• Critically reflect on their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scripture and broader vocation.

• Determine learning goals that provide achievable challenges for students of varying abilities and characteristics

Unit Description

This unit engages with educational theory and research related to the integration of curriculum design, assessment processes, evidence of learning and data interpretation for improving teaching programs and students’ learning outcomes. The unit addresses the need for curriculum design and assessment to be integrated, inclusive and differentiated in response to students’ learning needs. Students will also learn how to engage with state and national curriculum in planning units of work and appropriate assessment of learning.

The unit also focuses on assessment philosophies, strategies and tools. It examines the purposes of diagnostic, formative and summative forms of assessment for improving and measuring student learning, and for improving curriculum design and teaching practices. The unit covers the purpose and processes of designing activities that provide valid and reliable evidence of learning, designing rubrics that clearly define criteria and communicate achievement standards, and the processes of data analysis to determine student learning and needs. The unit examines the purpose and processes of assessment moderation in order to achieve consistent and comparable judgements of student learning.

Through this unit, students will examine the purposes of providing timely and appropriate feedback to students on their learning in order to improve their work, set learning goals and self-regulate their learning and progress. The unit covers the purposes and processes of keeping accurate and reliable records of students’ progress and learning needs, and a range of reporting processes in order to report learning outcomes to a range of stakeholders, including parents, students, school leaders and external professionals.

Students will synthesise their knowledge and understanding and relate it to professional practice and their own development as a teacher.

Class activities will require students to demonstrate an understanding of the purpose of providing timely and appropriate feedback to students concerning their learning and to participate in moderation processes.

Topics

1. Curriculum Definitions and Conceptions and Models for developing curriculum
2. Transformational Education a Framework for Christian Education: Outline a strategy for Integrated learning
3. Phase 1 Research
   • Situational analysis;
   • Using assent data;
   • Theory of effective learning;
   • Clarifying your Constraints and
   • Considerations for decision making
4. Phase 2 : Planning - Making the selecting, structuring and sequencing decisions; various approaches to documenting this
5. Range and purposes for assessment and the key elements to Assessment for Learning
6. Phase 3 : Summative Assessment - Test construction Data analysis
7. Reporting
8. Phase 4 : Evaluation of Curriculum Practice and data for improvement

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Unit offerings

Face to face: (Every Year, Semester 1)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.