EDUC 5402 - Curriculum Design, Assessment and Evaluation
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code EDUC 5402 Course Curriculum Design, Assessment and Evaluation Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Taught in intensive mode, including online modules. First intensive early February. Course Description This course will provide opportunities for participants to further develop their skills in curriculum design, including the use of aims and objectives in conjunction with appropriate student learning activities to improve assessment outcomes. The course also assists participants to develop a deeper understanding of the impact assessment has on student learning, how information and communication technologies can be used to improve student learning and how to effectively use peer and student evaluations to analyse the learning and teaching environment. The course will provide opportunities for group interactions that assist participants to translate theoretical principles into practical outcomes.
Course Coordinator: Dr John WillisonDr John Willison,
Centre for Learning and Professional Development
Level 2, Schulz Building, North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.Tuesday 4 February and Tuesday 11 February (9.00 am to 5.00 pm)
Half day Tuesday 8 April, 9.15- 12.45; Tuesday 17 June (9am to 1.00 pm)
Course Learning Outcomes1. Analyses, evaluates and synthesises teaching and learning articles, course documents and student evaluation to inform learning task provision.
2. Demonstrates an understanding of the knowledge of learning and teaching within the discipline context and utilises this in courses taught.
3. Identifies problems with own course(s), individually and cooperatively devises, implements and rigorously evaluates solutions e.g. in Action Research-type spirals.
4. Uses a range of Learning Technologies to complement and enhance face to face teaching.
University Graduate Attributes
No information currently available.
Required ResourcesA handbook for the course and other materials available through myuni.
Recommended ResourcesAdditional materials will be provided within myuni.
Online LearningFour online modules need to be completed, one in advance of each face to face session.
Learning & Teaching Activities
Learning & Teaching ModesThe four face to face sessions will be complemented by four online modules completed in advance of the sessions- an example of a ‘flipped’ classroom. Face to face sessions will provide the opportunity to develop courses for running in Semester 1 or 2, 2014.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
This 3 unit course requires over 140 hours for successful completion, including:
· 24 hours face to face +
· 12 hours of online modules
· 8 hours personal preparation
· 80 + hours on the 3 independent assessment tasks
Learning Activities SummaryOnline Module 1: Learning activities framed by Research Skill Development
Face to face session 1: Discipline-framing of learning activities
Online Module 2: Courses framed by Research Skill Development
Face to face session 2: Courses framed in discipline-appropriate ways
Online Module 3: Assessment tasks framed by Research Skill Development
Face to face session 3: Assessment tasks framed in discipline-appropriate ways
Online Module 4: Program-level thinking framed by Research Skill Development
Face to face session 4: Appropriate discipline-frameworks for program-level thinking
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 SummaryThere are three assessments for this course:
Assessment 1: Learning or Assessment task Design. 750 words equivalent.
Assessment 2: Using ICTs to Flip your Classroom. 2-3 page report.
Assessment 3: A Coherent Curriculum (re)Design and evaluation
Draft Publication on Learning and Teaching Issue
Draft Learning and Teaching Grant.
If the format of assessment tasks does not suit your agenda, elements may be negotiated.
Assessment Related RequirementsA satisfactory standard must be attained in all marking criteria to pass. Resubmission options are available.
Assessment DetailAssessment 1: Rationale based on a Critical Synthesis of Literature. 750 words
The purpose of this assessment is to use a discipline-appropriate framing to inform learning task design.
Assessment 2: Designing a Flipped Classroom. 2-3 page report + engagement with online modules.
The purpose of this assessment is to design an online environment that develops higher order learning and prepares students for face to face cognitive engagement, and also plan for its implementation and evaluation.
Assessment 3: The Coherent Curriculum/Towards Publication/ Towards a L&T Grant. Length depends on purpose.
The purpose of this assessment is to produce a coherent curriculum document, draft journal article or T&L grant proposal. Ultimately, the final product should be useful for you. If that’s not the case, negotiate with me an alternative.
Examples of past students’ assessments are available at www.adelaide.edu.au/clpd/gac/framework
Assessment rubrics are provided for all assessments in advance. Students will be asked to self-assess on electronic format rubrics before submission, and the course coordinator will mark on the same document. Feedback will include ticks at appropriate levels with accompanying explanations. Participants are expected to improve subsequent work, as guided by the feedback. The final assessment requires a statement on how you used feedback to improve that assessment.
SubmissionElectronic versions, emailed to the coordinator are preferred. Digital drop-box or hard-copy are also accepted.
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 Access Adelaide.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.