edpr3009 edp323 professional studies and evaluating...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Unit study package code: EDPR3009

Mode of study: Area External

Tuition pattern summary: This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units: EDPR2011 (v.0) EDP226 Professional Studies in Managing Learning Environments or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Ann SumichPhone: +61 8 9266 9266Email: [email protected]: Building: Off campus - Room: Off campus

Teaching Staff: Name: Ann SumichPhone: +61 8 9266 9266Email: [email protected]: Building: Off campus - Room: Off campus

Name: Paul Williams Phone: +61 8 9266 9266Email: [email protected]: Building: Off campus - Room: Off campus

Administrative contact: Name: OUA General EnquiriesPhone: 08 9266 7590Email: [email protected]: Building: 501 Bentley Campus - Room: Monday to

Friday 8:30 am to 4:30 pm (WST)

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDPR3009 EDP323 Professional Studies and Evaluating Learning OpenUnis SP 1, 2017

DVC EducationOUA Programs

EDPR3009 EDP323 Professional Studies and Evaluating LearningOUA 16 Feb 2017 OUA Programs, DVC Education

Page: 1 of 15CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://karda.curtin.edu.au/

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus This unit will focus on assessing, providing feedback and reporting on student learning. The unit includes online study modules and culminates in a four week professional school placement. Passing this unit is contingent on successful completion of the professional practice component of the unit.

Introduction Welcome to the unit EDP 323 Professional Studies and Evaluating Learning for Study Period 3, 2016.

This unit is the third of a series on professional practice. It is intended to build on the learning experienced during the previous units (Professional Studies and Planning for Teaching and Professional Studies and Managing Teaching Environments) and to extend upon your personal teaching philosophy and classroom management plan. This unit has a focus on assessment, providing feedback and reporting on student learning. In this unit you will create a teaching portfolio to demonstrate your achievements against the AITSL Professional Teacher Standards. Overall, the intention of all the units on professional practice is for students to become truly reflective teachers.

The Unit Outline will provide you with vital information about the unit, how it is run, staff contact details, what you will study, course textbooks, assessments and what is expected of you over the study period. You should download and read your unit outline thoroughly as soon as it is posted. You can access the unit outline via 'My Studies' in the Student OASIS portal.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Communicate a philosophy of teaching that articulates the pre-service teacher education student’s personal professional identity and capacity for professional resilience

2 Use a range of teaching, learning, assessment and management strategies with individuals and groups and reflect on their effectiveness

3 Design, implement and modify appropriate teaching and learning programs that indicate a developing understanding of how to cater for student diversity

4 Assess, evaluate and report on students’ learning and maintain purposeful records of student progress

5 Apply constructive feedback from supervisors and mentor teachers to improve teaching practices

DVC Education OUA Programs




Curtin's Graduate Attributes

Learning Activities

This unit requires an active online engagement for all topics. Each topic has a learner-centred and collaborative emphasis and it is essential that students are prepared for weekly discussion board interactions. Engagement and thoughtful contributions during the online interactions (including discussion board and Collaborate sessions) is essential to successfully completing the unit. Students are expected to be responsible for their learning within the supportive framework provided by their tutor. An essential component of this unit is that students access the resources and complete the readings set out on the Blackboard site.

The practicum component is a four week block and is essential for successful completion of this unit. It is necessary to gain at least a PASS grade in the Professional Practice component AND the unit assignments in order to pass this unit.

Learning Resources Library Reading List

The Reading List for this unit can be accessed through Blackboard.

Essential texts

The required textbook(s) for this unit are:

l Readman, K. & Allen, B. (2013). Practical planning and assessment. Sth Melbourne, VIC: Oxford University Press

(ISBN/ISSN: 9780195519563)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l You do not have to purchase the following textbooks but you may like to refer to them. Kivunja, C. (2015). Teaching, learning and assessment: Steps towards creative practice. Sth Melbourne, VIC: Oxford University Press.

(ISBN/ISSN: 9780195596359)

Other resources

Arends, R. (2012). Learning to teach (9th ed.). New York, NY: McGraw-Hill. Barry, K. & King, L. (1998). Beginning teaching and beyond (3rd ed.). Katoomba, QL: Social Science.

Bennett, B., Rolheiser-Bennett, C., & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto, Canada: Educational Connections.

Bennett, B., & Smilanich, P. (1994). Classroom management: A thinking and caring approach. Toronto, ON: Bookation.

Brady, L., & Kennedy, K. (2013). Curriculum construction (5th ed.). NSW, Australia: Pearson Australia.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Brookhart, S. M. (2008). How to give effective feedback to your students / Susan M. Brookhart. Alexandria, Va.: Association for Supervision and Curriculum Development.

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading / Susan M. Brookhart. Alexandria, Va.: Alexandria, Va.: ASCD.

Charles, C.M. (2010). Building classroom discipline (10th ed.). Boston, MA: Pearson.

Duchesne, S., McMaugh, A., Bochner, S. & Krause, K. (2013). Educational psychology for learning and teaching. (4th ed.). Victoria, Australia: Cengage Learning.

Ewing, R. (2013). Curriculum and assessment (2nd ed.). Melbourne, VIC: Oxford University Press.

Fetherston,T. (2007) Becoming an effective teacher, South Melbourne, Australia, Thomson Nelson Australia.

Grant, L W., Stronge, J. H., & Ward, T. J. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 335-355. Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Teaching challenges and dilemmas (5th. ed.). Victoria:Thompson.

Hattie, J. (2003). Teachers Make a Difference: What is the research evidence? Paper delivered at Australian Council for Educational Research Annual Conference on: Building Teacher Quality, Melbourne.

Howell, J. (2014). Teaching & learning: Building effective pedagogies. Melbourne, Australia: Oxford University Press.

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston, MA: Allyn & Bacon.

Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th Ed.). Southbank, VIC: Thomson Social Science.

Konza, D., Grainger, D., & Bradshaw, K. (2001). Classroom management: A survival guide. Southbank, VIC: Thomson Social Science

Marsh, C. (2004). Becoming a teacher: Knowledge skills and issues (3rd ed.). Frenchs Forest, Australia: Pearson Education Australia.

Samson, J., & Radloff, A. (1992). In writing: A guide to writing at tertiary level. Perth, WA: Paradigm.

Stronge, J.H. (2007) Qualities of Effective Teacher (2nd ed.). Alexandria, VA: ASCD,

Tucker, P.D., & Stronge, J.H. (2005). Linking Teacher Evaluation and Student Achievement. Alexandria, VA: ASCD,

Waring, M. & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to teaching and learning. Abingdon, Oxon, UK: Routledge.

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2010). Learning for teaching: Teaching for learning (2nd Ed.). Southbank, VIC: Thomson Social Science.

E-references

The following chapters or papers are available as E-references through the Curtin Library catalogue:

Brady, L. (1999). Teacher Cases: A qualitative view of teachers' work. (pp 52-54), Australia: Prentice Hall.

Brady, L. (1999). Teacher Cases: A qualitative view of teachers' work. (pp 54-56), Australia: Prentice Hall.

Brookfield, S. D. (1990). The skilful teacher. San Francisco, CA: Jossey-Bass. (Chapter 6, pp. 71-87. Lecturing creatively.)

Brooks, J.G. & Brooks, M. G. (1993). In search of understanding: The case for the constructivist classroom. Alexandria, VA: Association for Supervision and Curriculum Development. (Chapter 9, pp. 101-118. Becoming a constructivist teacher.)

Burke, K. (1997). The mindful school: How to assess authentic learning (Revised ed.). Australia: Hawker Brownlow Education. (Introduction, pp. vii-xvii.)

Dalton, J. (1992). Equity and excellence: We need both. Primary Education, 23(5), 6-9.

Dalton, J., & Boyd, J. (1991). Teachers as leaders. Primary Education (April), pp. 12-15.

Duchesne, S., McMaugh, A., Bochner, S. & Krause, K. (2013). Educational psychology for learningand teaching. (4th ed.). Victoria: Cengage Learning. (Chapter 10)





Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Teaching challenges and dilemmas (5th. ed.). Victoria:Thompson. (Chapter 9)

Howell, J. (2014). Teaching & learning: Building effective pedagogies. Melbourne, Australia: Oxford University Press. (Chapter 15)

Kivunja, C. (2015). Teaching, learning & assessment: Steps towards creative practice. South Melbourne, VIC:Oxford University Press. (Chapter 2)

Lang, H. R., McBeath, A., & Hebert, J. (1995). Teaching: Strategies and methods for student-centred instruction. Toronto, Canada: Harcourt Brace & Company. (Chapter 2, pp. 25 – 49. Communication: promoting “people skills”.)

Waring, M. & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to teaching and learning. Abingdon, Oxon, UK: Routledge. (Chapter 1)

Whitton, D., Barker, K., Sinclair, C., Nanlohy, P., & Nosworthy, M. (2010). Learning for teaching: Teaching for learning (2nd ed.). Southbank, VIC: Thomson Social Science. (Chapter 3)

Online resources

ACARA Australian Curriculum and Standards Authority http://www.acara.edu.au/default.asp

SCASA School Curriculum and Standards Authority found at http://www.scsa.wa.edu.au/

TES Teacher Education Services https://www.tes.co.uk/teaching-resources

Assessment Assessment schedule

Detailed information on assessment tasks

1. Background Orientation

In recent years teacher education programmes have seen a significant shift from ‘technical approaches’ to teaching to reflective approaches. Technical approaches emphasise the management of procedures for instruction, leading to supposedly ‘guaranteed’ results. In contrast, reflective approaches acknowledge the complexity and diversity of human interaction, requiring flexible decision making on the part of the teacher

A reflective approach encourages teachers to consider possible causes underpinning classroom dynamics; behaviour and learning, assisting them to devise hypotheses, which can be tested systematically. Insights gained are combined with the best knowledge in the field as a basis for robust professional judgements and decisions. In this way teachers are researchers in their own classrooms, continually enhancing their

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Report/Case Study 40 percent Week: 4 Day: Sunday 26 March Time: 23:59 (WST)

1,2,3

2

ePortfolio 60 percent Week: 8 Day: Wednesday 19 April Time: 23:59 (WST)

1,2,3,4

3

Professional Experience Placement Pass/Fail Week: 9 - 12 Day: Monday to Friday Time: 7:30 am to 4:00 pm

1,2,3,4,5





http://www.acara.edu.au/default.asp

http://www.scsa.wa.edu.au/

https://www.tes.co.uk/teaching-resources

professionalism based on the insights and knowledge gained through reflection. Key characteristics of this approach are:

l Self-reflective practice – learning by thinking critically about practice; l Lifelong learning – teachers continually reinventing themselves as professionals; l Self-direction – setting own goals for professional development.

A central mechanism for developing a professional identity is a Professional Teaching Portfolio.

The Professional Teaching Portfolio, a document that charts a teacher’s development as they reflect on, and learn from their practice, is an integral part of many teacher education programmes and is increasingly expected as evidence at interviews for teaching posts. Portfolios have a dual purpose. Firstly, they create, for others, a portrait of you as a professional, identifying your beliefs, principles, teaching approaches, management practices, accomplishments, strengths, special interests and plans for self-development, etc.

Secondly, writing a professional portrait involves realisation of influences that shape our professional identity. This creative process reflects a larger trend in teacher education designed to enhance the professionalism of teachers as self-determining decision makers.

In this unit, you are required to develop an e-portfolio that you can access when you leave Curtin. The work you complete for Assignments 1 and 2 will be added to your teaching portfolio. Most of you have already constructed a portfolio in your earlier units. The work you do in this unit will become a new section(s) in your existing portfolio.

Assignment 1: Professional Teacher Assessment Identity

Word count: 1500 – 2000 words.

Assessment Focus

This assessment requires you to devise a statement of your professional teacher identity in relation to assessment. You need to make clear what has influenced you, especially in terms of research evidence and related literature. So, you need to show what you know and understand about assessment; your ‘assessment literacy’. Reflect on work undertaken during practicum (from previous units) and use ‘artefacts’ or examples and vignettes to support your statement.

The relevant standards for this assessment are:

l Standard Five: Assess, provide feedback and report on learning – 5.1 – 5.5; l Standard 7.1: Understand and apply the key principles described in the code of ethics and conduct for

the teaching profession (consider ethical issues in relation to assessment).

Key Questions for this assignment

l What do I understand about the relationship of assessment to teaching and learning? Discuss l How can assessment help a student to learn? l What information or feedback do students need, and when and how should they receive it? l Describe an assessment technique that illustrates how assessment can help a student? l How “assessment literate” am I?

What kind of a teacher am I becoming; what is my identity in relation to assessment?

l What do I believe is the goal of assessment? l What am I trying to achieve in my approach to assessment and evaluation? l What principles and what values do I follow in my development as a teacher? l What are the ethical decisions and implications of my decisions in relation to assessment? Or in other

words, how can assessment harm students and what can I you do to eliminate/minimise that harm?

What you need to present?

Create a section in your portfolio that reflects your professional teacher identity in relation to assessment. Explain your approach to assessment and evaluation, incorporating background reading and practical experience of practicums. You may use diagrams, images and assessment artefacts (embedded documents, photos etc.). You must include references.

How will you present it?

Your assignment will need to be submitted to Blackboard through Turnitin as a Word document. This is a





policy requirement of Curtin University. The information that you have created in this Word document will then also need to be added to your existing electronic portfolio (e.g. many of you have used Wix, Weebly, WordPress etc. in for previous units.)

What do I need to submit?

You will need to submit to the Blackboard Assignment 1 submission point one Word document. This document will have all the text that you need to address Assignment 1 PLUS a URL and any passwords for your electronic portfolio. It would be really helpful if you put this URL etc. at the beginning of your Assignment 1 Word document and also clearly state where Assignment 1 can be found in your existing portfolio.

2. Assignment 2: Portfolio 60%

Word Count: approx. 4000 words (total)

Task 1: Self-Assessment and Professional Learning Plan

In this task, you will need to access the AITSL Professional Teacher Standards [Graduate] and also complete the BRiTE modules. There are TWO PARTS to this task. You are required to identify what aspects you need to develop greater proficiency in and write an explanation of why these are important and how you will develop your skills.

Task 2: Planning, Assessing, Record Keeping and Reporting

Placing assessment ‘front and centre’, use the principles of ‘backward design’ (Understanding by Design) to develop a unit of work integrating at least three learning areas. This assignment is focussed on the principles of constructive alignment of objectives/goals, assessment and learning experiences.

l Develop a central ‘big idea’ that guides the planning of the sequence of lessons. Identify the key sections of the ACARA (or state based Curriculum) achievement standards.

l Show how you will use different assessment types (covering formal, informal, formative, summative and diagnostic) to gauge student’s understanding and learning and identify whether students have met these achievement standards.

l Clarify how the assessment(s) contribute to an authentic (meaningful, important, real world) learning environment for students.

l Explain how both the learning experiences and the assessments accommodate the needs of diverse learners.

l Identify and create how you will record their understanding and learning. l Explain how you would ensure that your judgements of student progress and learning are consistent

and comparable. l Show an understanding of different ways to report student progress to parents/carers. l You must show how your plan has been derived from your readings and research to be educationally

sound.

What will be examined in Assignment 2 is the extent to which you:

l Address the AITSL graduate standards through the tasks (in particular all of Graduate Standard 5) l Demonstrate your ‘assessment literacy’ l Articulate a vision of teaching and assessment which demonstrates complexity of understanding l Are cognisant of, and reference, the research literature, demonstrating a strong understanding of the

theoretical basis of all the elements included in your plan. l Show quality in the sense that you demonstrate a firm grasp of material covered in the unit l Show creativity through developing rich, deep, conceptual learning experiences and assessment tasks.

Further details for each assessment task will be posted on Blackboard.

How will you present it?

Your assignment will need to be submitted to Blackboard through Turnitin as a Word document. This is a policy requirement of Curtin University. The information that you have created in this Word document will then also need to be added to your existing electronic portfolio (e.g. many of you have used Wix, Weebly, WordPress etc. in for previous units.)

What do I need to submit?

You will need to submit to the Blackboard Assignment 2 submission point one Word document. This





document will have all the text that you need to address Assignment 1 PLUS a URL and any passwords for your electronic portfolio. It would be really helpful if you put this URL etc. at the beginning of your Assignment 2 Word document and also clearly state where Assignment 2 can be found in your existing portfolio.

3. Assessment 3: Professional Experience (Pass/Fail) Your professional experience associated with this unit is 4 weeks in duration. You must pass both the coursework and the professional experience component to pass this unit. The professional experience component is assessed as a Pass/Fail.

Pass requirements

In order to pass this unit, students must achieve a Pass grade for both the professional experience component and the coursework component. To pass the coursework component, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a fail grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (e.g. examinations, tests) or due date/time (e.g. assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Student injury, illness or medical condition of such significance that completion of the assessment task was not possible;

l Family issues (eg family injury or illness, bereavement etc) of such significance that completion of the assessment task was not possible;

l Commitments to participate in elite sport or other activities that warrant favourable consideration; l Commitments to assist with emergency service activities (eg bushfire protection); l Unavoidable and unexpected work commitments (eg relocation, changes to fly-infly-out schedules).

These guidelines can be found in Curtin University’s Assessment and Student Progression manual.

Students will be notified of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Corrupted or Unreadable Files Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format.

It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file.

If a lecturer encounters a problem with a submitted file the student will be notified and must provide a readable file within 48 hours of this notification, after which it is considered as a late submission.

Students should check their Curtin student email daily during the assessment marking period.

Assessment Appeals Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or Unit Coordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 26/06/2017 and 09/07/2017 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each study period.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Student Support

OUA students will find that most information they need can be found on our dedicated student support website: http://humanities.curtin.edu.au/schools/edu/oua/oua-professional-experience/

Some specific services offered to Curtin OUA students are below:

Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements.

To access Smarthinking:

1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. From My courses & units select the Current units tab 3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555.

Curtin Learning Centre

l Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin Uni English

l This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Curtin Counselling

l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





http://humanities.curtin.edu.au/schools/edu/oua/oua-professional-experience/

http://www.open.edu.au/

mailto:[email protected]

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include: Assignment 2 was reduced in size to enable a greater focus on core assessment and evaluation practices

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar Program Calendar – EDP323/EDPR 3009 OUA Study Period 3 2016

Week Begin Date

Module Topic Title Readings Assessment

1 27 Feb 2017

Module 1: Personal Philosophy and

Understanding of Assessment

Topic1: My professional ‘assessment identity’

l Professional identity (assessment, feedback, reporting to parents/ carers)

l Resilience l Ethics l Professional renewal (AITSL Grad.

Standards)

Key: Readman & Allen (2013) Ch. 1. Readman & Allen (2013) Ch. 2. Additional: Whitton, Barker, Nosworthy, Sinclair & Nanlohy (2010) Ch. 3. Waring & Evans (2015) Ch. 1. Howell (2014) Ch. 15

2 6 March

Topic 2: Key concepts of assessment and planning

l Key concepts of assessment: of, as, and for learning.

l Cycle of planning, teaching, assessment, evaluation/reflecting and reporting

l SCASA and AC principles l Theoretical perspectives of

assessment

Key: Readman & Allen (2013) Introduction – p. XVI to XXIV. Readman & Allen (2013) Ch. 3. Additional: Kivunja (2015) Ch. 2. (library e-reserve)

3 13 March

Module 2: Planning and Implementing Assessment

Topic 3: Planning for Assessment

l Setting curriculum goals and learning targets

l Using Backward Design to plan units of work

Key: Readman & Allen (2013) Ch. 4 & 10 Additional: Wiggins & McTighe (2011) (library e-book)

4 20 March

Census Date

Topic 4: Meeting Diverse Student Needs through Different Assessment Types

l Impact of macro assessment eg NAPLAN, PISA & micro assessment (eg. School, class based) on diverse learners

l Culturally responsive teaching and assessment

l Differentiation l Formative, summative and

diagnostic assessment

Key: Readman & Allen (2013) Ch. 5 & 6 Additional: Readman & Allen (2013) Ch. 11 & 14 Duchesne, McMaugh, Bochner & Krause (2013) Ch. 10. (library e-Reserve)

A1 Due

Sunday 26 March

23:59 (WST)

5 27 March

Module 3: Monitoring student

learning

Topic 5: Creating Feedback Cycles for Student Achievement

l What is feedback?

Key: Readman & Allen (2013) Ch. 6





l Principles of effective feedback l Communication skills

6 3 April Topic 6: Evaluation and Record Keeping

l Interpreting data l Evaluation, reflection and record

keeping (including use of ICT)

Key: Readman & Allen (2013) Ch. 8 & 9. Additional: Headington, R. (2013) Ch. 4 & Appendix C

7 10 April

Topic 7: Making Comparable Judgements & Reporting to Parents

l Making judgements within and beyond your class

l Reporting to parents

Key: Readman & Allen (2013) Ch. 8 & 9

8 17 April

Topic 8: Planning from assessment

l Evaluate, reflect, review and reteach

l Using Backward design to check learning

Key: Readman & Allen (2013) Conclusion p. 280 - 285 Wiggins & McTighe (2011) (library e-book)

A2 Due

Wednesday 19 April

23:59 (WST)

Complete Evaluate

9 24 April

Module 4: Professional Experience

Professional Experience Week 1

(Prac)

No readings

10 1 May Professional Experience Week 2 No readings Complete Evaluate

11 8 May Professional Experience Week 3 No readings

12. 15 May Professional Experience Week 4 No readings

13 22 May Unit Review Complete Evaluate





edpr3009 edp323 professional studies and evaluating...

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