Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Teaching, Learning and Assessment

• Unit Code

  EDU2110

• Year

  2016

• Enrolment Period

  1

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

Effective teachers engage students in meaningful learning and assessment. Engaging students requires teachers to understand how students learn and to choose from, and implement, a range of teaching strategies. Thoughtful strategy application requires understanding of learning and assessment theory so this unit helps to prepare teachers as reflective professionals who are guided by theoretical principles when applying and justifying teaching and assessment strategies.

Non Standard Timetable Requirements

This unit has a mixed mode of operation with some online and face to face lectures and tutorials.

Equivalent Rule

Unit was previously coded EDS2101

Learning Outcomes

On completion of this unit students should be able to:

1. Choose assessment strategies that align with the intended learning outcomes.
2. Describe the nature of the adolescent learner.
3. Design lessons that are informed by learning theory to engage students in purposeful learning.
4. Reflect critically on their own professional development as a teacher, and take responsibility for improving the use of specific teaching-learning strategies.
5. Select, apply, evaluate and justify teaching strategies in a planned lesson.
6. Utilise the educational research knowledge base that informs use of specific planning, teaching-learning and assessment strategies.

Unit Content

1. Aligning assessment and evaluation strategies and intended learning outcomes.
2. Professional learning through self reflection, self assessment and goal setting.
3. Teaching and assessment strategies and how learning theories informing thoughtful choices and strategies.
4. The adolscent development characteristics of secondary school students and their implications for teaching and assessment.
5. The processes of measurement and evaluation in secondary education.

Additional Learning Experience Information

Lectures (on campus and recorded for online delivery) workshops, tutorials, collaborative learning experiences, teaching of short activities and online interactions, such as wikis and blogs via blackboard.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

* Assessment item identified for English language proficiency

Text References

• ^ Readman, K., & Allen, B. (2013). Practical planning and assessment. South Melbourne, Australia: Oxford University Press.
• O'Connor, K. (2009). How to grade for learning. (3rd ed.). CA: Corwin.
• Wiggins, G. (1998). Educative assessment. CA: Jossey-Bass.
• Krause, K., Bochner, S., & Duchesne, S. (2006). Educational psychology for teaching and learning. (2nd ed.). Southbank, Australia: Thompson.
• Fetherston, T. (2006). Becoming an effective teacher. Melbourne, Australia:Thomson.
• Eggen, P., & Kauchak, D. (2006). Strategies and models for teachers. (5th ed.). Boston, MA: Pearson Allyn and Bacon.
• Brady, L., & Kennedy, K. (2009). Celebrating student achievement: Assessment and reporting. (3rd ed.). Australia: Pearson.
• Churchill et al. Teaching making a difference. (2nd ed.). Wiley.
• Freiberg, H., & Driscoll, A. (2005). Universal teaching strategies. Boston, MA: Pearson Education International.

^ Mandatory reference

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