Units

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Sample subject outline - 6 Week Teaching Period - 4 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Currently in Australian education systems there is a growing emphasis on standardised and high-stakes testing as a way of measuring the performances of students, schools and systems. It is important that you are familiar with the theories and ideologies underpinning these formal testing regimes. However, as primary or middle years teachers it is of greater importance that you can use assessment tools to monitor and improve student outcomes and meet the accountability and reporting procedures endemic to your school. This unit provides important current information about assessment, reporting and using data in schools for the final year Education student.

Aims

The aim of this unit is for you to become familiar with current state and national assessment and accountability procedures so that they can understand systemic requirements and employ suitable classroom practices to meet these obligations.

Objectives

On completion of this unit you should be able to:

1. Employ accountable and theoretically grounded processes to monitor and assess student understanding and progress. [QCT Standards 1 & 5]

2. Participate in communities of learning, recognising the importance of relationships and partnerships within communities that include teacher-learner and parent-teacher, and encompasses connections with other professional and support staff, community stakeholders and resource people external to the learning organisation.[QCT Standards 1 & 5]

3. Model and promote inquiring, cooperative and independent approaches to learning. [QCT Standard 1]

Content

This unit includes the following topics:

• Current research literature on assessment ,reporting and data use and compares and critiques selected systemic assessment, reporting and accountability procedures.



• Specifically focuses on the QCAR (Queensland Curriculum, Assessment and Reporting) Framework and the implications of implementing QCAR for teachers, students and schools.

Approaches to Teaching and Learning

The unit will be taught through lectures and seminars that focus on contemporary approaches to assessment and reporting in Queensland (and other States') schools. Problem-based learning underpins the unit, and you are encouraged to seek out School and State planning and assessment policies and data. You will have opportunities for web-based information searches and to work with your peers in sharing your understandings and experiences with assessment and reporting.

Assessment

Formative assessment is provided through feedback by e-mail or discussion.

There will be two summative assessment items for the unit.

Assessment name: Presentation
Description: As part of a group, you will take an in-depth look at a school's assessment or reporting or use of data procedures and critique these against (i) current policy and practices; and (ii) their suitability and adaptability to school context (i.e., for the student cohort and extended school community). You will suggest ways in which the school could improve their assessment reporting and/or data use regimes to better meet the needs of their community and to ensure they meet current policies and guidelines
Length: Approximately 90 minutes
Relates to objectives: 1,2 & 3
Weight: 50%
Internal or external: Internal
Group or individual: Group
Due date: TBA

Assessment name: Quiz/Test
Description: Short-answer test based on lectures, seminars and readings
Length: 90 Minutes
Relates to objectives: 1 & 3
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End of Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Reference

A number of references will be available from the SPB036 QUT Blackboard site. All other resource material is available through the internet or from school sites.

Amrein, A., & Berliner, D. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18).
Corson, D. (2002). Teaching and learning for market-place utility. International Journal of Leadership in Education, 5(1), 1-13.
Dweck, C. (1999). Self-theories: Their role in motivation, personality and development. Ann Arbor MI: Psychology Press.
McWilliam, E., & Perry, L. (2006). On being more accountable: The push and pull of risk in school leadership. International Journal of Leadership in Education, 9(2), 97-109.
Smeed, J. (2008). Accountability and curriculum change. Perspectives on Educational Leadership.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-Oct-2012