EDUC 5402 - Curriculum Design, Assessment and Evaluation

North Terrace Campus - Semester 1 - 2015

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.

  • General Course Information
    Course Details
    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.
    Available for Study Abroad and Exchange Y
    Assessment 1000 word literature-based rationale, one ICT-based 2000+ word report, and one 2000+ word curriculum design assignment. Non-graded pass.
    Course Staff

    Course Coordinator: Dr John Willison

    Dr John Willison,
    Centre for Learning and Professional Development
    Level 2, Schulz Building, North Terrace
    Ph: 83033219
    Course Timetable

    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)
  • Learning Outcomes
    Course Learning Outcomes
    1. 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.

  • Learning Resources
    Required Resources
    A handbook for the course and other materials available through myuni.
    Recommended Resources
    Additional materials will be provided within myuni.
    Online Learning
    Four online modules need to be completed, one in advance of each face to face session.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The 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 Summary
    Online 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
  • Assessment

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

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

    Assessment Summary
    There 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 Requirements
    A satisfactory standard must be attained in all marking criteria to pass. Resubmission options are available.
    Assessment Detail
    Assessment 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

    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.
    Electronic versions, emailed to the coordinator are preferred. Digital drop-box or hard-copy are also accepted.
    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 Access Adelaide.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.