Unit Guide

Unit Guide

EDF5018
Curriculum, assessment and reporting
Semester 1, 2019
Table of contents
EDF5018 Curriculum, assessment and reporting - Semester 1 (S1-01) - 2019
1
Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration 6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 10
Assessment requirements 10
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Teaching team 11
Chief Examiner 11
Unit Coordinator(s) 11
Teaching approaches 12
Unit in a nutshell 12
Teaching approaches for this unit 12
Bring your own device 12
Student evaluations of this unit 12
Unit schedule 14
Assessment summary table 15
Assignment submission 15
Returning assignments 15
Assessment feedback to you 15
Assessment tasks 16
Unit guide prepared by 24
Last updated 24
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University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.
Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.
For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html
Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html
Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:
● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf

● Library Services:
http://www.monash.edu/library/services/users/students
Your feedback to us 4
Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration:
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa
Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.
Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo
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Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support
English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect
Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education
Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf
Special Consideration
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration
eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students
Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].
All Monash courses are designed to prepare Monash graduates to be:
1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems
● apply research skills to a range of challenges

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2.
● apply research skills to a range of challenges

● communicate perceptively and effectively
http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf
Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme
Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.
Monash University Library

http://www.monash.edu/library
Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/
Student information:
University: http://www.monash.edu/students
Faculty of Education: http://www.monash.edu/education/current-students
Disability support services 7

Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.
● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: disabilitysupportservices@monash.edu
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Unit information
Mode of delivery
Clayton (On-campus)
Peninsula (On-campus)
Peninsula (Online)
Unit relationships

Prerequisites
None
Prohibitions
None
Corequisites
None
Synopsis
This unit foregrounds curriculum theories and their application to teaching and learning in
education, developing students' understanding of curriculum guidelines, documentation, and
assessment and evaluation policies that are pertinent to the education field nationally and globally.
Students critically analyse curriculum documents to develop an understanding of how policies and
legislative requirements intersect and inform curriculum development learning and assessment.
Students develop curriculum knowledge to design learning sequences, lesson plans and effective
approaches to classroom management that meet diverse learners' needs and have the opportunity
to explore and use technology to provide feedback to, and support learning among diverse
learners.
Learning outcomes
Upon successful completion of this unit students should be able to:
1. demonstrate knowledge and understanding of curriculum (e.g. as enacted, actual, hidden,

take-home, contested)
2. examine the ways in which data informs learning and planning, feeding back and forward
into learning
3. identify the relationships between curriculum, assessment and reporting
4. evaluate how social, cultural and political contexts shape curriculum, with particular
attention to how Indigenous knowledge and values underpin design, assessment and
reporting
5. demonstrate understanding of how policies and legislative requirements intersect and
inform curriculum development learning and assessment
6. apply knowledge and understanding in the planning, implementation or evaluation of a

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6. apply knowledge and understanding in the planning, implementation or evaluation of a
lesson or learning program.
Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:
(a.) Contact hours for on-campus students:

● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester
Assessment requirements
Curriculum analysis (2000 words, 50%)
Curriculum practice in context (2000 words, 50%)
Teaching team 10
Teaching team
Chief Examiner
Name: Dr Corine Rivalland
Campus: Peninsula
Email: Corine.Rivalland@monash.edu
Phone: +61 3 990 44546
Contact hours: Please send me an email to organise a time to meet
Unit Coordinator(s)
Name: Dr Fida Sanjakdar
Campus: Clayton
Email: Fida.Sanjakdar@monash.edu
Phone: +61 3 990 54055
Campus: Peninsula
Phone: +61 3 990 44546
Teaching approaches 11
Teaching approaches
Unit in a nutshell
This unit will explore various approaches to developing and implementing curriculum and
assessment in prior to school settings and in the early, primary and secondary years of schooling.
Drawing on a range of theories, students will learn different ways to select and organise curriculum
content so as to foster learning, as well as how to assess students and report the results of student
assessment. For example, students will learn how to write and interpret learning objectives
/outcomes; develop scope and sequence plans; write multiple choice and essay questions;
allocate marks for test questions; and design marking rubrics. Students will also examine how to
effectively interpret and use state, national and international curriculum documents, as well as
assessment data (e.g. the Early Years Framework, the Victorian Curriculum, NAPLAN). Key
controversies and problems will also be examined, such as the controversy surrounding high
stakes testing and the debate over traditional v's progressive approaches to curriculum and
assessment.
Teaching approaches for this unit

The face-to-face teaching in this course will consist of workshops. Workshops have been chosen
as they enable students to work in small groups and practice the many skills that this unit aims to
teach (e.g., developing curriculum and assessment tasks). Workshops will also provide students
with an opportunity to critically evaluate and express opinions on the competing theories and
approaches to curriculum and assessment, as well as on some of the controversial issues
examined in the course. However, workshops also allow for the more traditional, teach-centred
delivery of information, which will allow teaching staff to explain key ideas and principles relating to
each weekly topic. The workshops are supported by online material and weekly readings, which
should be read/viewed prior to the workshop each week. Online material has been chosen as a
way to accommodate the diverse range of students in the course (e.g., early years, primary and
secondary educators).
Bring your own device

Please note: This is a bring your own device unit. You will be expected to bring a web-connected
device to class to access specialist software. The applications for your class can be accessed at
the website move.monash.edu
For more information, visit monash.edu/move
Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
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Previous student evaluations of this unit
In response to previous SETU results of this unit, the following changes have been made:
In 2018 this unit was highly rated by students due to its practicality and transferability to their
teaching practices.
"This unit was practical. Both in class and in the assessments. I can imagine using the resources I
created in my teaching practice".
Students ask for the uploaded powerpoint presentation to be less wordy as they were at time
difficult to follow. In 2019 uploaded presentations will be amended to accommodate students'
feedback and needs.
If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports
Unit schedule 13
Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).
Week TOPIC ASSESSMENT
Week 1 MAR 04 - 08 Professional Placement

No face-to-face Workshops
Week 2 MAR 11 - 15
Week 3 MAR 18 - 22
Week 4 MAR 25 - 29 4 Introduction to Curriculum &

Assessment – Key Concepts
and Principles
Week 5 APR 1 - APR 5 Understanding the Curriculum

Context
Week 6 APR 08 - 12 Curriculum for Knowledge

Acquisition and as
Preparation for Work and
Social Roles
Week 7 APR 15 - 19 Curriculum for Critical, Assessment One due

Creative and Caring Thinking Sun 21 April at 23:55
MID SEMESTER BREAK: APR 22 - APR 26
Week 8 APR 29 - MAY 03 Assessments Part 1 -

Designing and Marking
Selected Response
Assessments (e.g., multiple
choice and structured
interviews and observations)
Week 9 MAY 06 - 10 Assessments Part 2 –

Designing and Marking
Constructed Response
Assessments (e.g., projects,
short answer questions,
essays, performance tasks,
portfolios)
Week 10 MAY 13 - 17 Interpreting & Reporting

Assessment Data
Week 11 MAY 20 - 24 No Specific Topic – Review

of the unit topics and
Questions – answers
Assignment Two
Week 12 MAY 27 - 31 No workshops Assignment Assessment Two Due

Two preparation time Sun 2 June at 23:55
Assessment summary table 14

Assessment summary table
Assessment task Value Due date
Curriculum Analysis 50% Sunday 21st of April 2019, 23:55 pm
Curriculum Practice in Context 50% Sunday June 2 11:55pm
Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.
Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be
managed by Chief Examiners for Faculty of Education units. For more information visit:
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures

Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.
Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures
Types of feedback you can expect to receive in this unit are:
✔ Graded assignments with comments
Assessment tasks 15
Assessment tasks
Curriculum Analysis
Due date: Sunday 21st of April 2019, 23:55 pm
Estimated return date: Friday 10th of May 2019
Assessment task link to unit learning outcomes:

1. demonstrate knowledge and understanding of curriculum (e.g. as enacted, actual, hidden, take-home, contested)
2. examine the ways in which data informs learning and planning, feeding back and forward into learning
4. evaluate how social, cultural and political contexts shape curriculum, with particular attention to how Indigenous knowledge and
values underpin design, assessment and reporting
5. demonstrate understanding of how policies and legislative requirements intersect and inform curriculum development learning and
assessment
6. apply knowledge and understanding in the planning, implementation or evaluation of a lesson or learning program.
Australian Professional Standards for Teachers:

2.2, 2.3, 3.1, 3.2, 3.3
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst
Details of task: You are to select a school/centre in Australia and develop a sequence of lessons/learning activities for this curriculum
context. Drawing on course readings and materials, you are to provide a written justification for your sequence of lessons/learning
activities. Your assignment must include the following:
1. Using data/information relevant to your chosen school/centre (e.g., from the MySchool website, MyChild websites, school’s/centre’
s own website, state and national education reports and data), write a description of the school context, focusing on the strengths,
weaknesses and learning needs and outcomes of the students and community. [Early Years students may also find it helpful to
use data from the MySchool website for a primary school within close proximity to your chosen early learning centre, as this can
give you a good indication of things like the socio-economic status and literacy and numeracy abilities of children in your chosen
centre] (approximately 300 words).
2. Using the table template (EY/Primary and Secondary teachers) provided on Moodle, design a sequence of five lessons or learning
activities for a curriculum topic of your choice. The sequence of lessons is to be taught in your chosen school/centre and, thus,
should respond to the context described in the first part of your assignment. The lessons/learning activities do not need to be for a
specified length of time (e.g., 45 minute lessons) but you can specify a set length of time if you like. The lessons just need to be 5
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specified length of time (e.g., 45 minute lessons) but you can specify a set length of time if you like. The lessons just need to be 5
discrete learning activities that, together, forms a sequence of learning that covers some particular content/skills. (approximately
700 words).
3. Write a justification for your sequence of lessons/learning activities. Your justification should refer to relevant theories of, and
ideas about, curriculum that have been examined in class and in readings during weeks 1-5, as well as any further research and
policies you like (approximately 1000 words).
Note: There is an example/outline for this assignment on Moodle, which you may find helpful.
Word count/equivalent: 2000 words equivalent
Weighting/Value: 50%
Presentation requirements:
● The sequence of lessons must be presented as a table - there is an example and template on moodle (Ey/Primary and Secondary
teachers) .
● Guidance and examples will be provided in class and on Moodle (Early Years teachers).
Individual assessment in group tasks: This is an individual assessment.
Additional information: N/A
Criteria for marking:
Criteria Fail (0-49%) Pass (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (80-100%)
Description of No relevant Adequate description, A clear description that A well-written An articulate and detailed
the description of the referring to at least one effectively draws on at description that description that effectively
curriculum context or source of data to least one relevant effectively draws on draws on diverse sources
context - 15% description is very describe one source of data to multiple sources of of data to describe a wide
confused or contextual feature but describe some data to describe a variety of contextual
unclear. (0-7) is poorly written or contextual features. (9- range of contextual features. (12-15)
ignores many relevant 10) features. (11)
points. (8)
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Alignment of Objectives are Some relevant Clear and appropriate Activities are very Activities are aligned with
learning unclear, irrelevant objectives but objectives are well closely aligned with a diverse objectives in a
objectives or not aligned with alignment could be aligned with activities so range of well-written sophisticated and
with learning the activities and strengthened or as to foster some key outcomes so as to innovative manner so as
activities – assessments. (0-7) clearer. (8) skills and knowledge. (9- foster the learning of to foster deep learning of
15% 10) a variety of skills and a wide range of skills and
knowledge. (11) knowledge. (12-15)
The extent to Poorly explained Adequately explained Clearly explained Well explained Well explained lessons
which the and/or sequenced lessons that address a lessons covering some lessons covering a covering a wide range of
scope and lessons where the very limited amount of useful skills and variety of skills and skills and knowledge in a
sequence of overall purpose of skills and knowledge. knowledge in an knowledge in a sophisticated and very
the unit lessons is often Sequencing might be organised manner. focused, thoughtful engaging manner that
supports unclear. (0-9) improved. Activities Activities may be and engaging manner supports deep learning for
learning - 20% may be unsuitable or lacking in variety, so as to support students of diverse
boring for certain coverage or depth, student learning. (14- backgrounds and abilities.
students. (10-11) making them less 15) (16-20)
engaging. (12-13)
Justification Little or no Some attempt to Clear arguments that Well written and Articulate and compelling
of the justification of how explain how the make use of multiple thoughtful arguments arguments that effectively
sequence of sequence fosters sequence fosters sources, to explain how that effectively draw draw on a wide variety of
lessons – 30% learning in the learning in the chosen the sequence fosters on a variety of sources, including theory,
chosen context. Or context. More learning in the chosen sources, including to explain how the
attempted descriptive than context. Justification theory, to explain how sequence fosters deep
justification is very argumentative, lacking may be lacking in the sequence fosters learning in the chosen
poorly written, reasons/evidence or persuasiveness or learning in the chosen context. A wide variety of
vague or confused, failing to address key depth (e.g., is context. Several contextual features
showing little aspects of the context. undertheorized). (18- aspects of the context are analysed in a
understanding of (15-17) 20) are well analysed. (21- sophisticated
course content. (0- 23) way. (24-30)
14)
Presentation The sequence of The sequence of The sequence of The sequence of The sequence of lessons
10% lessons not lessons presented lessons is clearly lessons is very well is professionally
presented using the using the provided presented using the presented using the presented using the
provided template template but some provided template. provided provided template.
Justification is information is missing Justification is template. Justification Justification is logically
poorly structured or poorly clearly organised. (6) is structured into clear and
and organised (e. presented. Justification well organised leading compelling arguments. (8-
g., no paragraphs). could be to enhanced 10)
(0-4) better organised (e.g., readability and flow of
more logical structure). arguments. (7)
(5)
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APA Most of the Many references are A few referencing errors. Referencing is usually All referencing is correct.
referencing referencing is incorrect or missing. (6) correct.(7) (8-10)
10% incorrect or missing. (5)
(04)
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Curriculum Practice in Context
Due date: Sunday June 2 11:55pm
Estimated return date: Friday June 28 2019
Assessment task link to unit learning outcomes:

2. examine the ways in which data informs learning and planning, feeding back and forward into learning
4. evaluate how social, cultural and political contexts shape curriculum, with particular attention to how Indigenous knowledge and
values underpin design, assessment and reporting
5. demonstrate understanding of how policies and legislative requirements intersect and inform curriculum development learning and
assessment
Australian Professional Standards for Teachers:

5.1, 5.3, 5.4
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst
Details of task: You are to design two different types of assessment tasks, including marking guides, for curriculum topics of your choice.
The two assessments can both be for the same curriculum topic or each can be for a different topic. You must also provide a written
justification for your assessments. Your assignment must include the following:
1. Your assessments should be of different types. For example, do not submit two tests consisting entirely of multiple choice
questions. Rather, you could design one such test for your first assignment and an essay question, oral presentation, or structured
interview for your second assessment.
2. Each assessment must be aligned with a learning objective, outcome or standard from an Australian curriculum policy (e.g., the
Early Years Framework, the Victorian F-12 curriculum, the Australian F-10 Curriculum). Include your chosen objective, outcome or
standard at the start of your assessment tasks.
3. You are to submit two assessments that are ready to use in the classroom/centre. Thus, if you chose to design a test or exam
paper, then you create and submit the test/exam paper itself. If you want to create a project, essay or performance task then you
write and submit the instructions for the task (i.e., the instructions you would give to students). If the task is aimed at younger
students, for whom written instructions would be inappropriate, then you should write up the instructions for the teacher – as if
explaining to them how to set up and administer the assessment task.
● The instructions included in an assessment task will vary greatly depending on the nature of the task and the age of the
students. However, common instructions include the length of the task (e.g., 400 word essay); how long students have to
complete it (e.g., 45 minute test; 10 minute interview); the location and procedures for the assessment [e.g. in class test,
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complete it (e.g., 45 minute test; 10 minute interview); the location and procedures for the assessment [e.g. in class test,
take home project, fieldwork report, group task, etc.]; description of resources students can/must use (e.g., open/closed
book, the internet, art materials, toys); presentation and format of the assessment (e.g., poster, performance).
● There is no strict word limit for this part of the assignment as this will vary depending on the nature of the task. However, as
a rough guide, this part of the assignment will usually consist of approximately 600-800 words (i.e., 300-400 words per
assessment task). For example, a test or exam may consist of around 20 items/questions ( around 400 words). Instructions
for an essay, project or structured observation might be about 300 words.
4. For each of your assessments, you must include a relevant marking/feedback guide. The nature of this will differ depending on the
type of assessment:
● An essay, project, performance task, portfolio, etc., would normally be accompanied by an age-appropriate marking rubric
that includes weighted assessment criteria, descriptors and mark ranges for each descriptor. (For very young students this
may be written as a marking guide just for the teacher).
● For tests, exams, structured interviews, etc., the guide would usually consist of the numbers of marks to be allocated for
each item and, perhaps, an explanation of how these marks are to be awarded (i.e., what the student needs to do to get the
full marks for each question).
● Again, there is no strict word limit for this part of the assignment as this will vary depending on the nature of the task.
However, as a rough guide, this part of the assignment will probably consist of approximately 800 words (i.e., 400 words per
assessment task).
5. You are to write a justification for your two assignments. Your justification should refer to ideas examined in class and in readings
during weeks 10-12 (e.g., reliability, validity and fairness/inclusiveness), as well as any further research and policies you like.
(approximately 400-600 words)
Note: There are examples and marking guides for a range of assessment tasks on Moodle.
Word count/equivalent: 2000 words equivalent
Weighting/Value: 50%
Presentation requirements: Guidance and examples will be provided in class and on moodle.
Individual assessment in group tasks: This is an individual assessment.
Additional information: N/A
Criteria for marking:
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Criteria Fail (0-49%) Pass (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (80-
100%)
Alignment of the Objectives are Relevant Relevant objectives Two distinct types Two distinct types of
assessment task missing, unclear, objectives are are well aligned with of assessment are assessment are
with a learning irrelevant or not partially aligned assessments so as thoughtfully aligned aligned with relevant
objective (e.g. aligned with with the to clearly assess with relevant objectives in a
outcome or assessments. (0- assessments but some of the skills, objectives so as to sophisticated manner
standard) from 9) alignment could be knowledge and/or assess a range of so as to assess a
an Australian much more explicit values implied by the the skills, wide variety of skills,
curriculum or comprehensive objectives. Both knowledge and/or knowledge and/or
policy (20%) (e.g., most skills assessments may values implied by values implied by the
implied by the be narrowly focused the objectives. (14- objectives (e.g.,
objectives are not on just one type of 15) assessment of both
assessed). (10-11) skill or knowledge (e. lower and higher
g., just lower order order thinking; or of
thinking). (12-13) emotional and
cognitive abilities; or
of history and
numeracy). (16-20)
Assessment Inadequate Some satisfactory Clear instructions Thorough, well- Comprehensive,

instructions instructions for instructions but that provide all written instructions detailed and
(including test completing the may be incomplete essential information that will scaffold articulate instructions
items, essay or task or very and/or some needed to complete most students to for two tasks that are
interview unclear instructions may the task but complete the task likely to be very
questions, etc.) instructions that be ambiguous, instructions could be and will likely engaging for most
-20% make the task possibly reducing more detailed so as produce valid and students and likely to
invalid/unreliable validity, reliability to improve reliable assessment produce very valid
or unfair. ( or inclusiveness. usefulness, data. and reliable
0-9) (10-11) reliability, and (14-15) assessment data.
inclusiveness. (16-20)
(12-13)
Quality of Marking Inadequate or Some satisfactory Clear guidelines that Well written guides Articulate and
/Feedback incoherent guidelines but may provide essential that are clearly thoughtful guides that
Guides (e.g., guides (e.g. be vague or instructions. aligned with the are perfectly aligned
rubrics, mark mostly lacking in detail (e. However, further tasks and include with the tasks and
allocations) (20 inappropriate or g., descriptors may detail or clarity could enough information include nuanced
%) incomprehensible be very brief or be given to improve for most teachers information to
criteria or mark ranges the usefulness of the and/or students to support all teachers
allocation of absent), possibly guides for students independently and/or students to
marks. reducing reliability implement/complete implement/complete
(0-9) and validity. /mark the task (e.g., or mark the task (e.
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Criteria Fail (0-49%) Pass (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (80-
100%)
(10-11) and/or teachers and clear breakdown of g., very detailed,

reliability/validity of marks for each test specific descriptors).
the feedback. item). (16-20)
(12-13) (14-15)
Justification of Little or no Some attempt to Use of some key Well written and Articulate and
the justification of justify concepts (e.g., thoughtful compelling
assessments 20% assessments. Or assessments. May validity, fairness), to arguments that arguments that
justification is be more justify some salient effectively draw on effectively draw on a
very poorly descriptive than features of a variety of sources wide variety of
written, showing argumentative, assessments. and key concepts to sources and ideas, to
little demonstrating a Justification may be justify many justify most/all the
understanding of superficial lacking features of the key features of these
course content. understanding of persuasiveness or assessment tasks. assessment tasks.
(0-9) course content. clearly relevant (14-15) (16-20)
(10-11) points may have
been overlooked.
(12-13)
Presentation Assessments Assessments and Assessments and Assessments and Assessments and
and (10%) and guides are marking guides are marking guides are marking guides are marking guides are
very poorly adequately clear so as to very well presented presented in a very
formatted. (0-4) formatted but could support the so as to the support attractive, user-
be improved so as implementation implementation friendly manner so as
to be more user- /completion of the /completion of the to carefully guide the
friendly. assessments. assessments. effective
(5) (6) (7) implementation of
assessments.
(8-10)
APA referencing Most referencing Many referencing A good attempt at Referencing is All referencing is
(10%) is incorrect or mistakes (5) using APA mostly correct. (7) complete and correct.
missing - (0-4) referencing protocol (8-10)
but
several referencing
errors noted. (6)
23
Unit guide prepared by
Campus: Peninsula
Last updated
15 Jan 2019

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.
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Fieldwork risk assessment statement

Extensions, penalties, resubmission and special

Student academic integrity policy

eSolutions service desk (ICT services and help)

Graduate attributes policy

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● apply research skills to a range of challenges

● apply research skills to a range of challenges

Indigenous Tutorial Assistance Scheme (ITAS)

Information for Singapore based students

Monash University Library

Disability support services 7

1. demonstrate knowledge and understanding of curriculum (e.g. as enacted, actual, hidden,

6. apply knowledge and understanding in the planning, implementation or evaluation of a

(a.) Contact hours for on-campus students:

Teaching approaches for this unit

Bring your own device

For more information, visit monash.edu/move

Student evaluations of this unit

Week TOPIC ASSESSMENT

Week 1 MAR 04 - 08 Professional Placement

Week 4 MAR 25 - 29 4 Introduction to Curriculum &

Week 5 APR 1 - APR 5 Understanding the Curriculum

Week 6 APR 08 - 12 Curriculum for Knowledge

Week 7 APR 15 - 19 Curriculum for Critical, Assessment One due

MID SEMESTER BREAK: APR 22 - APR 26

Week 8 APR 29 - MAY 03 Assessments Part 1 -

Week 9 MAY 06 - 10 Assessments Part 2 –

Week 10 MAY 13 - 17 Interpreting & Reporting

Week 11 MAY 20 - 24 No Specific Topic – Review

Week 12 MAY 27 - 31 No workshops Assignment Assessment Two Due

Assessment summary table 14

Curriculum Analysis 50% Sunday 21st of April 2019, 23:55 pm

Curriculum Practice in Context 50% Sunday June 2 11:55pm

Late Assignment Submission

Assessment feedback to you

Types of feedback you can expect to receive in this unit are:

✔ Graded assignments with comments

Due date: Sunday 21st of April 2019, 23:55 pm

Estimated return date: Friday 10th of May 2019

Assessment task link to unit learning outcomes:

Australian Professional Standards for Teachers​:

Word count/equivalent: 2000 words equivalent

Individual assessment in group tasks: This is an individual assessment.

Additional information: N/A

Criteria for marking:

Due date: Sunday June 2 11:55pm

Estimated return date: Friday June 28 2019

Assessment task link to unit learning outcomes:

Australian Professional Standards for Teachers​:

Word count/equivalent: 2000 words equivalent

Presentation requirements: Guidance and examples will be provided in class and on moodle.

Individual assessment in group tasks: This is an individual assessment.

Criteria for marking:

Assessment Inadequate Some satisfactory Clear instructions Thorough, well- Comprehensive,

(10-11) and/or teachers and clear breakdown of g., very detailed,

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Australian Professional Standards for Teachers:

Australian Professional Standards for Teachers: