Faculty of Education

Monash University

Undergraduate, Postgraduate - Unit

This unit entry is for students who completed this unit in 2012 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton First semester 2012 (Day)
Clayton First semester 2012 (Evening)
Gippsland First semester 2012 (Day)
Gippsland First semester 2012 (Off-campus)
Gippsland First semester (Open Learning) 2012 (Open Learning)
Coordinator(s)Dr Ian Mitchell (On-campus, Clayton); Ms Jennifer Stuart (Evening, Clayton); Dr Ann Ryan (On-campus & Off-campus, Gippsland)


In this unit students will critically engage with various theoretical views relating to curriculum and how assessment is positioned within these views. A focus of this unit will be upon what makes particular curricula and assessment approaches have educative value. Consequently the political and moral dimensions inherent in all curricula will be explored. This unit will promote the importance of developing the professional capacity of educators to make value judgments in terms of curriculum planning, action and evaluation. A key component to making such professional judgments is the capacity for engaging in philosophical aims and purposes of the curriculum and of assessment.


Upon experiencing this unit students will be critically inquiring into:

  • how the notion of 'curriculum' is embedded in the praxis of education rather than the discourse of learning if it is to have educative value.
  • the moral and political aspects inherent in all curricula and assessment;
  • various curricula and assessment practices to determine their educative value;
  • their beliefs about education, learning and assessment and be comparing these with theories found in professional literature;
  • designing a range of methods for generating evidence of student learning, including appropriate application of ICT;
  • reporting processes in terms of clarity for their audience and usefulness for future learning.


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 Ian Mitchell

Contact hours

3 hrs per week


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


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