Monash University Handbook 2010 Undergraduate, Postgraduate - Unit

Synopsis

In this unit, students explore the interactions between curriculum design, learning processes and assessment. Drawing on their learning in related units and their experience in fieldwork settings, students consider how different curricula, learning theories and models lend themselves to different assessment purposes, types, modes, uses and interpretations. Students investigate the paradigm shifts characterised by assessment OF learning and assessment FOR learning and develop design skills for a range of productive assessment tasks; including self/peer assessment; rubrics, and formative and summative tests.

Objectives

Upon successful completion of this unit students should be able to:

• know and analyse the key curriculum frameworks including state, national and international curricula;
• examine their beliefs about learning and assessment and compare these with research findings;
• explain how curricula and assessment practices (including feedback) interact with learning processes;
• interpret and utilise key assessment concepts;
• design a range of methods for generating evidence of student learning, including appropriate application of ICT,
• understand the design of large scale literacy and numeracy assessment instruments; and
• critique reporting processes in terms of clarity for their audience and usefulness for future learning.

Assessment

Assessment Task 1 - critical inquiry essay (2000 words, 50%).
Assessment Task 2 - design and analysis task (equivalent to 2000 words, 50%).

Chief examiner(s)

Dr Scott Webster

Contact hours

3 hrs per week

Prerequisites

Undergraduate degree; enrolment in Grad. Dip. Ed; or by special permission

Prohibitions

{EDF3001, EDF5422}