028238 Programming Assessment and Reporting

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2023 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): (((24 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 24 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures)) OR 24 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education )
These requisites may not apply to students in certain courses. See access conditions.

Description

This subject provides students with a critical understanding of the elements of programming and assessing as fundamental to planning and evaluation responsibilities of the primary school teacher. The subject also explores reporting as a critical means by which the teacher facilitates student learning through effective feedback provision to students, parents/caregivers and school personnel.

The subject focuses on the development of educational programs by classroom-based practitioners. It contextualises programming in the primary school through considering external factors that impact on teachers' decision-making, including local, national and international policies, initiatives and trends in curriculum development. A key aim of the subject is to equip future teachers with practical skills of designing and creating effective classroom programs that are inclusive of students with varying learning needs. Highlighted in this subject are strategies for assessment of student learning in the classroom program, evaluation of that program and approaches to reporting both school activities and individual student achievement to parents and other stakeholders.

Subject learning objectives (SLOs)

a.	Identify, comprehend and use relevant components of the NSW curriculum and syllabuses (GTS 3.1, GTS 3.2);
b.	Identify key aspects and principles to construct basic activity sequences, units of work and relevant resources (GTS 2.2, GTS 3.6);
c.	Identify, analyse and evaluate key aspects of the graduate teacher standards (GTS 6.1);
d.	Identify, specify and evaluate strategies to provide feedback that contributes to student learning (GTS 5.2);
e.	Investigate, analyse and evaluate relevant literature to explore and justify ideas (GTS 6.2);
f.	Apply scholarly and thoughtful written and spoken skills appropriate to the profession (GTS 6.1).

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

6. Effective Communication
6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

The subject will engage students in workshop mode, including small group activities, individual tasks, and reading-based discussions. Student learning will also be supported by UTS Online which allows students to access subject information electronically. Students will be involved in processing activities in which research based principles for programming and assessment will be applied in K-6 contexts. Tutorials will devote a segment of time for students to work on assignments, with feedback on progress provided during these tutorials throughout the teaching session.

Assessment

Assessment task 1: Programming and Assessment

Intent:

The purpose of this assignment is to assist you to develop skills associated with designing teaching and learning programs across the curriculum.

Objective(s):

a, b, c, d, e and f

Weight:

50%

Length:

1500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness of inquiry question for the Science or Geography Syllabus.	10	a, b, c, e, f	2.1
Appropriateness, manageability and relevance of strategies and resources.	20	a, b, e, f	1.1
Identifies appropriate, manageable and engaging strategies and resources that link to the content descriptors, align with the outcomes for each subject.	20	c, d, e, f	1.2
Clarity and effectiveness of planning across the scope and sequence.	20	c, e, f	1.4
Strength of justification for addressing literacy demands for the scope and sequence	20	a, e, f	2.2
Clarity and accuracy of references and academic writing and using APA 7th Edition.	10	e, f	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Weekly theory informed practice tasks

Intent:

The purpose of this assignment is to assist you to develop skills associated with designing assessment in the teaching and learning cycle and to design in strategies to support students with varying learning needs.

Objective(s):

a, b, c, d, e and f

Weight:

50%

Length:

1500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Critical engagement with, and understanding of, the literature in the weekly quizzes	40	a, b, c, e, f	1.3
Application of theory in analysing post-workshop problems.	40	a, b, c, d, e, f	2.1
Clearly and precisely express ideas in written mode; Use correct APA 7th Edition and draw on required weekly readings	20	a, b, c, d, e, f	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

students’ achievement of the full set of Subject Learning Objectives. Resubmission of assignments that do not meet the criteria for a Pass is at the discretion of the coordinator.

Attendance in the workshop-based component of this subject is compulsory because it is based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the tutor. Satisfactory attendance in workshops includes completion of pre-tutorial tasks, active participation in discussions as well as completion and submission of tasks set in the tutorials.

Students who fail to attend (8 workshops) will be refused permission to have their final assessment item assessed (see Rule 3.8.1).

Required texts

Brady, L. & Kennedy, K. (2019). Curriculum Construction. 6th Ed., Australia: Pearson.

References

References related to weekly content can be accessed in the subject outline via UTSOnline.