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Unit Outline FACULTY OF Education and Arts School of Education National Online-Master of Teaching/Teach for Australia SEMESTER 2, 2019 EDLA 612: ASSESSMENT AND CURRICULUM DESIGN IN TESOL UNIT OUTLINE Credit points: 10 Prerequisites/incompatibles: NIL Lecturers in Charge: Dr Sally Humphrey Email:
[email protected] Telephone: (02) 94659086 Dr Thu Ngo Email:
[email protected] Telephone: (02) 97014461 Unit rationale, description and aim: This is the second unit in a Teaching English to Speakers of Other Languages (TESOL) curriculum sequence. In this unit students explore the links between the development of the English language proficiency of English as an Additional Language (EAL/D) learners, appropriate models of assessment and curriculum design in TESOL and broader curricular access. In this light, it examines concepts such as assessment for learning and assessment of learning in relation to language, and their implications for the design of curriculum to maximise student language learning outcomes. It considers how the achievement of language learning outcomes facilitates full curricular access for EAL/D students in mainstream educational settings. In this way the programming, assessment and evaluation cycle for language learning in the context of relevant syllabus documents and in a variety of settings such as high school and mainstream primary school classrooms are addressed. Mode: Fully Online Attendance pattern: Between July and December 2019. Duration: You should anticipate undertaking 150 of study for this unit, including viewing lectures, readings and assignment preparation. In order to achieve the learning outcomes and pass this unit, you are expected to fully engage in the learning activities prescribed, including any hurdle requirements. Note that the online learning environment can regulate your progression through the learning activities, and it will be necessary for you to complete certain activities before progressing to others or being automatically able to make submissions for assessments. (Note that there may be difference from one learning area to another as to what learning activities are presented or required as hurdle tasks, or the use of course progression regulation, but the quantum of study will be the same for all.) In order to satisfactorily complete the unit you must demonstrate that you have met the learning outcomes of the unit, complete the prescribed hurdle tasks, and obtain a combined score for the assessment tasks of at least 50%. LEARNING OUTCOMES On successful completion of this unit, pre-service teachers should be able to: 1.identify the relationship between the development of the English language proficiency of EAL/D learners and curriculum development and assessment for teaching EAL/D students (GA4, GA5); AQF 9Kn 1, Sk 1, Sk 4, Ap 1, APST 1.1, 1.3 2.identify and apply key theories related to assessment and curriculum design in TESOL in a variety of learning contexts (GA8): AQF 9 Kn 1 Sk 4 Ap 1; APST 2.3 3.design appropriate English curricula for particular EAL/D learner/s in a variety of learning contexts (GA9): AQF 9 Kn 1, Sk 2, Ap 1; APST 2.2, 3.1 4.design appropriate assessment tasks for EAL/D learners in a variety of learning contexts (GA9): AQF 9 Kn 1, Sk 2 Ap 1; APST 3.2, 5.4. AQF LEVEL 9 CRITERIA Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning. Knowledge: Graduates at this level will have advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice. Skills: Graduates at this level will have expert, specialised cognitive and technical skills in a body of knowledge or practice to independently: · analyse critically, reflect on and synthesise complex information, problems, concepts and theories · research and apply established theories to a body of knowledge or practice · interpret and transmit knowledge, skills and ideas to specialist and non-specialist audiences Application of knowledge and skills Graduates at this level will apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner or learner. ACU Graduate Attributes On successful completion of this unit, students should have developed their ability to: GA4think critically and reflectively GA5demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession GA8locate, organise, analyse, synthesise and evaluate information GA9demonstrate effective communication in oral and written English language and visual media CONTENT Topics include: Module 1: Contextual understanding of EAL/D learners and their learning contexts Module 2: Developing a toolkit for assessing writing development Module 3: Programming and Assessment Module 4: Evaluation of programmes and teaching QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. This unit has been modified following student evaluations in 2010 and 2011. Some content has been modified, the sequence of presentation and placement of assessment has been changed and in particular LEO web pages have been redesigned SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. LEARNING AND TEACHING STRATEGY AND RATIONALE Online Lectures Readings and web-based interactive tasks including student-led discussion. LECTURE CAPTURE All modules on LEO will include links to online lectures or videos; guided readings, quizzes, worksheets; discussion boards Links to recorded lectures will be provided on LEO ASSESSMENT STRATEGY AND RATIONALE The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. In order to pass this unit, you are required to complete all assessment tasks. The total of assessment tasks will amount to the equivalent of 5,500 words. ELECTRONIC SUBMISSION, MARKING AND RETURN Written work should be word processed at 10 - 12 point (Times, Arial or equivalent); margins 2 cm on left; spacing 1.5 preferred. referencing should use APA style (Handwritten work will not be penalised.). Submit work through Turnitin on LEO The EDLA612 cover sheet (found on LEO) must be attached on top of the ACU Assignment cover sheet and signed to your assignments. Assignments will be returned electronically within 3 weeks. SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Week Teaching & Learning Content Topics Readings Hurdle Task activities MODULE 1: Contextual understanding of EAL/D learners and their learning contexts 1 29th July Understanding EAL/D Learners · Who are our EAL/D students and what cultural and linguistic factors may affect their learning? · Understanding EAL/D students’ learning contexts. What knowledge of assessment literacies do we already have? diagnostic assessment PETAA paper 183 de Courcy et al ACARA · EAL/D Overview and Advice · EAL/D progressions Humphrey (2016) Chap 1 Davison, C. & Leung, C. (2009) Assessment Task 1 Hurdle 1 - diagnostic MODULE 2: Developing a toolkit for assessing writing development 2 5th August What do we need to know about language to assess student writing? (Genre and register continuum: a view of language ‘from the top’) Genre: Derewianka & Jones, 2016, Ch1. Register continuum & language: · Humphrey (2016) Chap 2 · Lecture: Creating effective persuasive texts: National Literacy and Numeracy week NSW · · · www.nlnw.nsw.edu.au/videos.htm Assessment Task 1: Due 7th August by 5 p.m 3 13th August What is the teacher’s toolkit for persuasive writing? (Field & Mode) Humphrey 2016 Chap 2 (cont) Lecture: Expressing and developing ideas in everyday and academic writing Hurdle 2. Practice analysis: field and mode in analytical persuasive writing 4 20th August Tenor Lecture: Interacting with audiences in everyday and academic writing Hurdle 3 Practice analysis: tenor in analytical persuasive writing Assessment Task 2 Due 26 August by 5 p.m Students on Placement: 26 August -21 September MODULE 3: Assessment & Programming W5 23rd September ASSESSMENT: Designing principled rubrics for assessment and reporting · Critical analysis of assessment tools for EAL/D learners Flint et al.2017, Ch9 Assessing EAL/D students’ literacies · Creagh, S. (2016). · NAPLAN Marking Criteria · ACARA: EAL/D Learning Progression · National Literacy Learning Progression · Fang & Wang 2011 AJLL Hurdle task See LEO W5 forum 30 Sep University Vacation Week and Labour Day 30 Sep-7 Oct (7 October Labour Day) W6 8th Oct ASSESSMENT: Practice · Creating a rubric with the SFL tool · Writing feedback to students · NAPLAN Persuasive Marking Guide · Fang & Wang 2011 AJLL See LEO W6 forum W7 14 Oct · Programming & Assessment using The Teaching & Learning Cycle · Programming: The programming cycle Flint et al 2017, Ch5 Derewianka & Jones 2016, Ch3 PETAA paper 215 See LEO W7 forum W8 21 Oct · Macro programming Back-mapping to design a sequence of Reading/Viewing lessons · Monitoring & Formative assessment in the Reading/Viewing activity sequence. Flint et al 2017, Ch5 Rose, D. 2016. PETAA paper 202 See LEO W8 forum W9 28 Oct · Macro programming: Back-mapping to design a Writing unit · Monitoring & Formative assessment in the Writing activity sequence. Consolidation: Sequencing units Flint et al 2017, Ch5 Derewianka & Jones 2016, Ch3 See LEO W9 forum Assessment Task 3 Due 4th November 2019 by 5 p.m ASSESSMENT In order to pass this unit, you are required to meet attendance requirements and pass each assignment. The three assessment tasks are designed for you to demonstrate your achievement of each learning outcome. OVERVIEW OF ASSESSMENT Brief Description of Assessment Tasks Weighting Learning Outcome/s Assessed Graduate Attributes Assessment Task 1: (due date: 7th August by 5 p.m) Developing understandings of the EAL/D learner and their learning context. Design 8-10 slides for a short (15-20) minute oral presentation which can be used to inform colleagues about EAL/D learners in your context of teaching and learning. This information should be a synthesis of key ideas in set readings. 10% 1, 2 4,5,8 Assessment Task 2: (due date 26th August by 5 p.m) Diagnostic assessment to inform curriculum design. Draw on your developing knowledge of language and context (genre and register) to conduct diagnostic assessment of two EAL/D learners’ texts for ‘high stakes’ assessment of writing. 40% 1, 2,4 9 Assessment Task 3: (due date 4th November by 5 p.m) Assessment and Programming: Using your assessment and evaluation of students’ writing samples in Assessment Task 2, design a rubric and program to support students with NAPLAN writing. 50% 3 & 4 9 ASSESSMENT TASK 1: DEVELOPING UNDERSTANDINGS OF THE EAL/D LEARNER AND THEIR LEARNING CONTEXT. Due date: August 7 2019 by 5 p.m Weighting:10% Length and/or format:500 words (equivalent) Purpose: To deepen teachers’ knowledge and understanding of the experiences and challenges faced by EAL/D students in both the school setting and in wider society. Learning outcomes assessed: Outcomes two and three How to submit:Assignments will be presented as slides uploaded to turnitin Return of assignment:Students will have their assignments returned via turnitin. Assessment criteria:See rubric