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.
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
8. Phase 4 : Evaluation of Curriculum Practice and data for improvement