EDUC 7217 - Curriculum, Assessment & Policy

Course Details

Course Code	EDUC 7217
Course	Curriculum, Assessment & Policy
Coordinating Unit	School of Education
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Assessment	Critical reflective responses using the '4Rs' process to four (4) prescribed readings, Analytical assignment, Short answer responses to weekly questions and reflections

Course Staff

Course Coordinator: Dr Walter Barbieri

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

No	Course Learning Outcomes	APST
1	Integrate relevant research and theory in order to know students and how they learn.	1.3, 1.5, 2.3
2	Demonstrate deep discipline knowledge and understanding of planning for and implementing effective teaching and learning.	2.1, 2.2, 2.3
3	Demonstrate deep knowledge and understanding of assessment, feedback and reporting.	2.3, 5.1

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,2,3
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 3
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	3
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1, 2, 3
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 2, 3

Required Resources

Brady, L., & Kennedy, K. (2019). Curriculum Construction (6th edn.). Melbourne, Victoria: Pearson.
Brady, L., & Kennedy, K. (2019). Assessment and Reporting: Celebrating Student Achievement (5th edn.). Melbourne, Victoria: Pearson.
Flinders, D., & Thornton, D. (2017). The Curriculum Studies Reader (5th edn.). London: Routledge.
Kelly, A. (2009). The Curriculum: Theory and Practice (6th edn.). London: SAGE.
Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, Principles, and Issues (7th edn.). Essex, UK: Pearson.
Smith, D., & Lovat, T. (1995). Curriculum: Action on Reflection Revisited (3rd edn.). Wentworth Falls, NSW: Social Science Press.
Webster, S., & Ryan, A. (2018). Understanding Curriculum: The Australian Context (2nd edn.). Melbourne, VIC: Cambridge University Press.

Recommended Resources

Please refer to MyUni.

Learning & Teaching Modes

Online and on campus

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Mode	Hours x Week	Total
Lecture	1 x 7	7
Tutorial	2 x 7	14
reading and Preparation	7 x 7	49
Assessment	7 x 7	49
Online Tasks	5 x 7	35
	Overal total:	154

Please note that a minimum of 90% attendance is required and that an attendance roll will be taken. There are only 7 weeks of teaching due to the Professional Experience placement. This means that a pre-service teacher can only miss one class.

Note that pre-service teachers will not be sent on placement if they are considered to be underprepared. This means not meeting attendance requirements, not handing up assignments or a proved breach of the Code of Conduct or of Academic Integrity.

If a pre-service teacher is not sent on Professional Experience, this may impact on the duration of their degree program.

Learning Activities Summary

Week	Lecture Topic/Theme (Taught)	Tutorial/Workshop Activities (Practiced)	Readings/Resources	APST	Assessment
1	• The Socio-Cultural Context of Curriculum Construction: The Australian Curriculum • Diversity and the Curriculum: Equity for All Students	• Week #1 tutorial/workshop activities • Case studies from Ch1, 2 & 3 (Brady & Kennedy) Students will need to read the prescribed reading assigned prior to attending their assigned tutorial. During the allocated tutorial, students work in groups to workshop the prescribed reading. During the tutorial, time is allocated for students to make a draft entry onto the 4R template for assessment task #1.	• Ch 1 from Brady & Kennedy (2019a, pp. 2-12) titled, “The School Curriculum and its Stakeholders”. • Ch 2 from Brady & Kennedy (2019a, pp. 13-31) titled, “The Australian Curriculum”. • Ch 3 from Brady & Kennedy (2019a, pp. 32-45) titled, “Diversity and the Curriculum”. • Prescribed Reading A: Moon, B. (2010). The Historical and Social Context of Curriculum. In J. Arthur & I. Davies (Eds.), The Routledge Education Studies Textbook (pp. 154–165). London & New York: Routledge.	2.3, 3.6, 5.1	1, 2 & 3
2	• Curriculum Priorities and their Socio-Cultural Contexts • Traditional-Liberal and Progressive Approaches to the Curriculum	• Week #2 tutorial/workshop activities • Case studies from Ch 4 & 5 (Brady & Kennedy) Students will need to read the prescribed reading assigned prior to attending their assigned tutorial. During the allocated tutorial, students work in groups to workshop the prescribed reading. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete asessment task #1.	• Ch 4 from Brady & Kennedy. (2019a, pp. 48-63) titled, “Twenty-First-Century Students and the Contexts that Influence Them”. • Ch 2 from Ornstein & Hunkins (2018, pp. 46-74) titled, “Philosophical Foundations of Curriculum”. • Ch 2 from Webster & Ryan (2018, pp. 24 40) titled, “Introducing Conservative Ideological Approaches to the Curriculum”. • Ch 5 from Webster & Ryan (2018, pp. 75 90) titled, “Progressive Approaches to the Curriculum”. • Prescribed Reading B: Tyler, R. (2017). Basic Principles of Curriculum and Instruction. In D. Flinders & D. Thornton (Eds.), The Curriculum Studies Reader (5th edn.) (pp. 73–82). London: Routledge.	2.3, 3.6, 5.1	1, 2 & 3
3	• Curriculum Planning: Theory and Practice • The Principles of Curriculum: Purpose, Form & Content • Curriculum Translation in Classrooms	• Week #3 tutorial/workshop activities • Case studies from Ch 10 (Brady & Kennedy) PSTs provide examples of application of learning theory and development of learning sequence for discussion and evaluation. Students will need to read the prescribed reading assigned prior to attending their assigned tutorial. During the allocated tutorial, students work in groups to workshop the prescribed reading. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete asessment task #1.	• Ch 9 from Brady & Kennedy (2019a, pp. 124-142) titled, “Curriculum Planning Models”. • Ch 10 from Brady & Kennedy (2019a, pp. 143-158) titled, “Curriculum Translation in Classrooms”. • Ch 1 from Ornstein & Hunkins (2018, pp. 19-45) titled, “The Field of Curriculum”. • Ch 6 from Ornstein & Hunkins (2018, pp. 176-207) titled, “Curriculum Design”. • Ch 7 from Ornstein & Hunkins (2018, pp. 208-254) titled, “Curriculum Development”. • Ch 8 from Ornstein & Hunkins (2018, pp. 256-2285) titled, “Curriculum Implementation”. • Prescribed Reading C: Heywood, T. (2015). Assessment. In D. Matheson (Ed.), An Introduction to the Study of Education (4th edn.) (pp. 118–133). London & New York: Routledge.	2.3, 3.6, 5.1	1, 2 & 3
4	• Contexts for Assessment and Reporting • Assessment and Learning • Assessment Concepts and Values	• Week #4 tutorial/workshop activities • Case studies from Ch 16 (Brady & Kennedy) SStudents will need to read the prescribed reading assigned prior to attending their assigned tutorial. During the allocated tutorial, students work in groups to workshop the prescribed reading. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete asessment task #1.	• Ch 1 from Brady & Kennedy (2019b, pp. 1-14) titled, “Contexts for Assessment and Reporting”. • Ch 2 from Brady & Kennedy (2019b, pp. 15-29) titled, “Assessment and Learning”. • Ch 3 from Brady & Kennedy (2019b, pp. 30-41) titled, Assessment Concepts and Values”.	2.3, 3.6, 5.1	1, 2 & 3
5	• Strategies for Assessing Students Achievement • Strategies for Self-and-Peer Assessment • Keeping Track of Student Learning: Making Judgements and Recording Results	• Week #5 tutorial/workshop activities • Case studies Students select a topic for assessment task #2. Based on the topic selected, students present their ideas to the class with the aiming of getting feedback. In addition,students select a case study from Brady & Kennedy based on one of their curriculum areas and answer the questions. Some time is allocated to support students complete asessment task #2 and #3.	• Ch 4 from Brady & Kennedy (2019b, pp. 42-70) titled, “Strategies for Assessing Student Achievement”. • Ch 5 from Brady & Kennedy (2019b, pp. 42-70) titled, “Strategies for Self-and-Peer Assessment”. • Ch 6 from Brady & Kennedy (2019b, pp. 85-96) titled, “Keeping Track of Student Learning”.	2.3, 3.6, 5.1	1, 2 & 3
6	• Principles and Strategies for Reporting Student Achievement in the Classroom • The Australian Curriculum and NAPLAN	• Week #6 tutorial/workshop activities • Case studies Students select a topic for assessment task #2. Based on the topic selected, students present their ideas to the class with the aiming of getting feedback. In addition,students select a case study from Brady & Kennedy based on one of their curriculum areas and answer the questions. Some time is allocated to support students complete asessment task #2 and #3.	• Ch 7 from Brady & Kennedy (2019b, pp. 97-119) titled, “Principles and Strategies for Reporting Student Achievement in the Classroom”. • Ch 8 from Brady & Kennedy (2019b, pp. 120-132) titled, “The Australian Curriculum and NAPLAN”.	2.3, 3.6, 5.1	1, 2 & 3
Break
7	• Benchmarking and Monitoring Australian Students’ Academic Achievements: The National Assessment Plan • Case Studies: Cases of Assessment and Reporting Practice	• Week #7 tutorial/workshop activities • Case studies from Ch 10 (Brady & Kennedy) Students select a topic for assessment task #2. Based on the topic selected, students present their ideas to the class with the aiming of getting feedback. In addition,students select a case study from Brady & Kennedy based on one of their curriculum areas and answer the questions. Some time is allocated to support students complete asessment task #2 and #3.	• Ch 9 from Brady & Kennedy (2019b, pp. 133-145) titled, “Benchmarking and Monitoring Australian Students’ Academic Achievements”. • Ch 10 from Brady & Kennedy (2019b, pp. 146--157) titled, “Cases of Assessment and Reporting Practice”.	2.3, 3.6, 5.1	1, 2 & 3
Professional Experience

Specific Course Requirements

None applicable.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

ASSESSMENT TASK	TASK TYPE	COURSE LEARNING OUTCOME(S)	APST	%
Assessment task #1: Analytical assignment Using the lecture program, tutorials/workshops and readings provided in this course, as well as your own research, analyse the pros and cons of educational materials presented to you and propose improvements thereof.	Summative	1, 2 & 3	2.3, 3.6, 5.1	30
Assessment task #2: Application of critical educational perspectives Use the course readings provided as a scaffolding process to create and deliver educational materials from a number of standpoints.	Summative	1 & 2	2.3, 3.6, 5.1	40
Assessment task #3: Video interview response Individually record a video in which you pose and answer short-answer interview-type questions. Each student is to submit one video in which they answer posed questions.	Summative	1, 2 & 3	2.3, 3.6, 5.1	30

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

成人大片