Provides a student-focused strategy aimed at developing curriculum and assessment design skills that positively impact on learning and teaching. In addition to an investigation of the various pedagogical purposes of assessment, principles and practices for the design, management and administration of assessment will be reviewed. The unit also explores the role of technology in curriculum, learning and teaching.
Module 1: An effective curriculum development process
The relationship between curriculum, pedagogy and assessment
Decision making in planning coherent curriculum structures
The link between outcomes and assessment strategies
Critical analysis and research on curriculum development
Module 2: Assessment and reporting
Interpretation of assessment data
Assessment for learning, assessment of teaching.
Feedback, moderation, record keeping and reporting learning by using ICTs
Make recommendations for support and intervention.
Module 3: Technology and Education
Digital citizenship and safety (cyber-safety, digital footprint).
Integration of ICTs in the classroom and in society.
ICT in learning - 21st Century Pedagogy (using ICT tools and networks in learning).
ICT in teaching - 21st Century Teaching (learning spaces, inquiry based learning, mobile learning and teaching).
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||Critically review theoretical perspectives on curriculum development and reflect critically on theories and ideologies that underpin decision making in the process of curriculum development.||Intellectual rigour||Creativity||Knowledge of a discipline|
|2||Critically evaluate the relationship between various purposes and approaches to student assessment, and the subsequent design of student assessment.||Intellectual rigour||Creativity||Knowledge of a discipline|
|3||Identify and apply best practice to: feedback, moderation, storage of data and reporting on student assessment and results.||Intellectual rigour||Creativity||Knowledge of a discipline|
|4||Analyse diverse sources of assessment data and use it to inform teaching and learning.||Intellectual rigour||Creativity||Knowledge of a discipline|
|5||Investigate and analyse the relationship between pedagogy and various ICTs||Intellectual rigour||Creativity||Knowledge of a discipline|
|6||Research, synthesize and evaluate the role of educational technology in curriculum development.||Intellectual rigour||Creativity||Knowledge of a discipline|
- Lynch, D., Smith, R. and Howarth, M. , 2016, Designing the Classroom Curriculum: Exploring Curriculum, Assessment and the Incorporation of Technology in Classrooms, First, Oxford Global Press, London.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.