Course Title: Curriculum Assessment and Feedback

Part A: Course Overview

Course Title: Curriculum Assessment and Feedback

Credit Points: 12.00

Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2469

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2015,
Sem 1 2016,
Sem 1 2017,
Sem 1 2018,
Sem 1 2019,
Sem 1 2020,
Sem 1 2022,
Sem 1 2023,
Sem 1 2024

TCHE2497

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2015,
Sem 1 2016,
Sem 1 2017,
Sem 1 2018,
Sem 1 2019

Course Coordinator: Dan Jazby

Course Coordinator Phone: +61 3 9925 7864

Course Coordinator Email: dan.jazby@rmit.edu.au

Course Coordinator Location: 220.3.31

Course Coordinator Availability: Weekdays via appointment


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

In this course you will be introduced to curriculum, assessment and feedback practices and policies in schools and education systems. You will learn the role that teachers play in taking high-level curriculum documents and developing these into fine-grained classroom learning goals. By navigating curriculum documents, you will develop your capacity to develop assessment tools that supporting making professional judgements regarding student learning and reporting these to stakeholders. You will learn how to employ a range of assessment tools in your teaching and make informed choices about how these tools are deployed to provide productive feedback. 


Objectives/Learning Outcomes/Capability Development

For those of you in BP046BU, BP046PDS, BP046PEC this course will help you develop the program level outcomes:  

  • Develop and apply theoretical and practical knowledge and skills to your professional practice and development in curriculum, pedagogy and assessment. 
  • Critically analyse, synthesise and reflect on educational policy and practice in both local and international contexts. 
  • Demonstrate creativity, critical thinking and innovation when identifying and solving problems in diverse educational contexts. 
  • Communicate using a range of formats and strategies to audiences within and external to the discipline of education. 
  • Work with others in a range of roles and contexts, demonstrating cultural, environmental and social awareness and ethical and reflective practice. 
  • Apply initiative and judgment in planning, problem solving and decision making to enhance your practice and continuing professional development. 

For those of you in BP320 Bachelor of Education (Primary) and BP320PPE Bachelor of Education (Primary and Physical Education/Sport) this course will help you develop the program level outcomes:  

  • Demonstrate broad and coherent theoretical and technical knowledge in education  
  • Critically analyse and apply theoretical and practical knowledge and skills to your professional practice in curriculum, pedagogy and assessment across a range of disciplines, reflecting a graduate level of proficiency in teaching  
  • Develop deep and broad knowledge of education theory and the transformative potential of education in society in both local and global contexts  
  • Apply initiative, judgement, creativity, critical thinking and problem solving skills and the capacity to work responsibly, ethically and inclusively in individual and collaborative professional contexts to enhance your practice 
  • Show commitment to professional learning by being an independent, open-minded, resilient and critically reflective learner, seeking out, learning from constructive feedback and adapting to meet the demands of the profession

 

For students in BP320P24, this course contributes to the following program learning outcomes:  

  • Develop and apply broad and coherent theoretical and practical knowledge through one or more of the following practices: planning using data; teaching and learning; assessing; feedback and professional judgement; and appraising impact of teaching across a range of disciplines.
  • Engage with school communities and professional networks and communicate with diverse stakeholders in a range of contexts. 


 

AITSL Standards

1)Identify and analyse the how curriculum impacts on assessment and feedback practices.  

2.3, 7.2

2) Apply your practical knowledge of curriculum and assessment to make professional judgements regarding students’ readiness to learn.  

1.5, 2.3, 3.1, 5.1, 5.3, 5.4 

3) Compare, evaluate and apply assessment, moderation and reporting tools in support of your teaching and student learning  

2.3, 5.1 

4) Articulate students’ readiness to learn in a manner that can be communicated professionally with stakeholders such as students’ parents and guardians.  

2.3, 3.7, 5.3, 5.5, 7.3 


Overview of Learning Activities

You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both. 


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. 

There are services available to support your learning through the University Library. The Library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the Library page on the RMIT University website and the myRMIT student portal. 


Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes (CLO) and on your development against the program learning outcomes. The assessment is also mapped against the Australian Professional Standards for Teachers (APST).  

Assessment Tasks 

  Title  Weighting  CLOs  APSTs 
AT 1  Developing learning continua  20%  2.3, 7.2 
AT 2  Developing a formative assessment plan for a unit of work  40%  2, 3  1.5, 2.3, 3.1, 5.1, 5.3, 5.4 
AT 3  Assess and report on student learning  40%  3, 4  2.3, 3.7, 5.1, 5.3, 5.5, 7.3 

 

Feedback will be given on all assessment tasks. 

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more. 

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.