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  2. Assessment and Learning in Lower Secondary Society & Environment [SSE3213]

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

    Assessment and Learning in Lower Secondary Society & Environment

  • Unit Code

    SSE3213

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Within the context of the principles of outcomes based learning this unit offers an in-depth study of various teacher preparation processes for teaching-learning in the Society and Environment learning area at the lower secondary level. Emphasis will be on various assessment, recording, reporting and monitoring systems, planning excursions, skills, values, civics and citizenship learning. Participants will explore web based curriculum materials and utilise these in their preparation processes.

Equivalent Rule

Unit was previously coded SSE2213

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply reflective practise principles to analyse and refine short term learning plans.
  2. Critically examine recording and reporting techniques.
  3. Design and evaluate various monitoring and marking schema that will inform the learning process.
  4. Design and produce teaching support materials for learners.
  5. Develop learning units or tasks with a focus on knowledge, skills, values and civics and citizenship education.
  6. Explain and utilise the framework and outcome statements of all lower secondary levels of the Society and Environment learning area.
  7. Identify and utilise web based Society & Environment support materials and resources.

Unit Content

  1. Marking keys, rubrics and checklists: issues of transparent assessments, monitoring, reporting and recording.
  2. Planning for learning in Society and Environment, lesson plans for multi-level and single level classes.
  3. Planning processes for excursions, policies and issues for implementation.
  4. Preparation of teacher notes and teaching aids for lower secondary students.
  5. Principles of assessment and their implementation in the learning area.
  6. Processes for developing values based and Active Citizenship learning experiences.
  7. Society and Environment State and National Curriculum Guides.
  8. Strategies for devising valid, comprehensive, educative, explicit and comprehensive assessments.

Additional Learning Experience Information

Lectures, workshops, e-learning, template learning, school based experienes, independent and group based learning, excursions and incursions.

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.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment50%
ExaminationExamination50%

Text References

  • ^ Marsh, C. (Ed.). (2008). Studies of society and environment: Exploring the teaching possibilities. (5th ed.). Australia: Pearson Education
  • Athanasou, J., & Lamprianou, I. (2002). A teacher's guide to assessment. Australia: Social Science Press.
  • Berson, M. J., Cruz, B.C., Duplass, J.A., Johnston, J.H., (2007). Social studies on the internet. (3rd ed.). Ohio: Pearson Merrill Prentice Hall.
  • Clarke, S. (2001). Unlocking formative assessment. London: Hodder and Stoughton.
  • McMillan, J. H. (2004). Classroom assessment: Principles and practices for effective instruction. (3rd ed.). Boston: Allyn and Bacon.
  • Hodge, J., Field, S., Fopster, S., & Nickell, P. (2004). (Eds.). Real world investigation for social studies. Upper Saddle River, NY: Pearson.
  • Curriculum Council. (1998). Curriculum framework. Perth: Curriculum Council of WA.
  • Chapin, J.R., (2007). A practical guide to middle and secondary social studies. (2nd ed.). USA: Pearson Education.

Journal References

  • Bennett, R.E. (2002). Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology Learning and Assessment, 1,1,2-23
  • Social Studies Research and Practice
  • Research in Social Education
  • Journal of Solcial Studies Research and Theory

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SSE3213|1|1

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

    Assessment and Learning in Lower Secondary Society & Environment

  • Unit Code

    SSE3213

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Within the context of the principles of outcomes based learning this unit offers an in-depth study of various teacher preparation processes for teaching-learning in the Society and Environment learning area at the lower secondary level. Emphasis will be on various assessment, recording, reporting and monitoring systems, planning excursions, skills, values, civics and citizenship learning. Participants will explore web based curriculum materials and utilise these in their preparation processes.

Equivalent Rule

Unit was previously coded SSE2213

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply reflective practise principles to analyse and refine short term learning plans.
  2. Critically examine recording and reporting techniques.
  3. Design and evaluate various monitoring and marking schema that will inform the learning process.
  4. Design and produce teaching support materials for learners.
  5. Develop learning units or tasks with a focus on knowledge, skills, values and civics and citizenship education.
  6. Explain and utilise the framework and outcome statements of all lower secondary levels of the Society and Environment learning area.
  7. Identify and utilise web based Society & Environment support materials and resources.

Unit Content

  1. Marking keys, rubrics and checklists: issues of transparent assessments, monitoring, reporting and recording.
  2. Planning for learning in Society and Environment, lesson plans for multi-level and single level classes.
  3. Planning processes for excursions, policies and issues for implementation.
  4. Preparation of teacher notes and teaching aids for lower secondary students.
  5. Principles of assessment and their implementation in the learning area.
  6. Processes for developing values based and Active Citizenship learning experiences.
  7. Society and Environment State and National Curriculum Guides.
  8. Strategies for devising valid, comprehensive, educative, explicit and comprehensive assessments.

Additional Learning Experience Information

Lectures, workshops, e-learning, template learning, school based experienes, independent and group based learning, excursions and incursions.

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.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment50%
ExaminationExamination50%

Text References

  • ^ Marsh, C. (Ed.). (2008). Studies of society and environment: Exploring the teaching possibilities. (5th ed.). Australia: Pearson Education
  • Athanasou, J., & Lamprianou, I. (2002). A teacher's guide to assessment. Australia: Social Science Press.
  • Berson, M. J., Cruz, B.C., Duplass, J.A., Johnston, J.H., (2007). Social studies on the internet. (3rd ed.). Ohio: Pearson Merrill Prentice Hall.
  • Clarke, S. (2001). Unlocking formative assessment. London: Hodder and Stoughton.
  • McMillan, J. H. (2004). Classroom assessment: Principles and practices for effective instruction. (3rd ed.). Boston: Allyn and Bacon.
  • Hodge, J., Field, S., Fopster, S., & Nickell, P. (2004). (Eds.). Real world investigation for social studies. Upper Saddle River, NY: Pearson.
  • Curriculum Council. (1998). Curriculum framework. Perth: Curriculum Council of WA.
  • Chapin, J.R., (2007). A practical guide to middle and secondary social studies. (2nd ed.). USA: Pearson Education.

Journal References

  • Bennett, R.E. (2002). Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology Learning and Assessment, 1,1,2-23
  • Social Studies Research and Practice
  • Research in Social Education
  • Journal of Solcial Studies Research and Theory

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SSE3213|1|2