Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer, Higher Education Development
Dr Agnes Bosanquet
Contact via via iLearn
C3B406
By appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MA in Education Studies or MEChild or PGDipEChild or PGCertEChild or MEd or MEdLead or PGDipEdLead or PGCertEdLead or PGDipEdS or PGCertEdS or MHEd or PGDipHEd or PGCertHEd or MSpecEd or PGDipSpecEd or PGCertSpecEd or MTeach(Birth to Five Years) or MTransInterPed or PGDipTransInterPed or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is intended for those with professional or research interests in curriculum development, assessment and evaluation in higher education. It is designed for people teaching in university or post-compulsory education institutions with an interest in learning more about the scholarship of their profession. This unit develops students' understanding of the interrelated and interdependent roles of curriculum, assessment and evaluation and how considered development and review of these can enhance quality learning and teaching in higher education.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Three core criteria will be used to assess student work in the Postgraduate Program in Higher Education:
Knowledge Development: Understanding of key ideas, knowledge components and their interrelationships.
Application: Ability to apply theoretical ideas and frameworks to educational practice in a critically reflective way.
Presentation: The extent to which the work has been written and presented in a manner consistent with accepted academic standards.
The following standards apply to all assessment tasks.
High Distinction |
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Distinction |
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Credit |
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Pass |
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Fail |
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Detailed criteria for individual assessment tasks can be found in the iLearn unit.
Name | Weighting | Due |
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Article Critique | 15% | Week 5 |
Portfolio or Bibliography | 30% | Week 9 |
Curriculum or Assessment | 35% | Week 14 |
iLearn learning activities | 20% | Modules 2 to 6 |
Due: Week 5
Weighting: 15%
This task concentrates on Outcomes 1 and 2.
In this task, you will be expected to submit a 1,000 word written assignment, the focus of which is a critique of one of the AT1 papers listed in the Reading List and on iLearn.
It should include:
For resources on academic writing, including tips for an article critique, see: http://staff.mq.edu.au/teaching/workshops_programs/postgrad_program/resources/
Due: Week 9
Weighting: 30%
This task concentrates on Outcomes 2,3,4,5 & 6.
In this task, you have the choice of developing either a:
Assessment Task 2A (AT2): Assessment Portfolio
In this task, you will construct an assessment portfolio for a unit you currently teach or intend to teach. The aim of such a portfolio is to focus on the unit assessment from its conception through to results. It can perform the functions of:
Your Assessment Portfolio may contain:
Resources to assist you are available on iLearn.
OR
Assessment Task 2B (AT2): Annotated Bibliography
In this task, you will construct an annotated bibliography of at least 10 references to scholarly literature in a specific area of curriculum of assessment. Your list of sources should include: at least one book; at least two academic journal articles; no more than two websites. The aim of an annotated bibliography is to build your research capacity in a particular area. It can perform the functions of:
Resources to assist you are available on iLearn.
Due: Week 14
Weighting: 35%
This task focuses upon Outcomes 2, 3, 4, 5, & 6.
In this task, you have the choice of exploring either a:
This can be on the same topic as AT2.
An investigation of a Curriculum Model
If this is your assignment choice, you are required to submit a 2500 word written analysis of your curriculum area of choice (e.g. work integrated learning; graduate capabilities; research-led curriculum). The analysis should cover the key characteristics and pivotal issues related to developing the curriculum in the chosen area. You may wish to situate your analysis within your own teaching/curriculum context, or provide a more general evaluation of issues and approaches.
OR
An investigation of an Assessment Practice
If this is your assignment choice, you are required to submit a 2500 word written analysis of your assessment practice of choice (e.g. assessing large classes; assessing creative works; online assessment). The analysis should cover the key characteristics and pivotal issues related to the assessment practice under consideration. You may wish to situate the analysis within your own teaching/curriculum context, or provide a more general evaluation of issues and approaches.
Due: Modules 2 to 6
Weighting: 20%
This assessment is concerned with all unit learning outcomes.
Your postings to the online discussions should reflect an understanding of your own context and the course material. You should bring in related thoughts and material, readings or questions that occur to you throughout the discussion.
You are required to complete the core readings for each module, reflect upon the readings and to then share your reflections on the readings with course colleagues through online postings and (for internal students) during the on-campus sessions.
Your postings should advance the group's negotiation of ideas and meanings about the material. Some ways you can further discussions include:
Please keep your posts brief! One or two paragraphs is sufficient. If citing course readings, in text references are sufficient. For additional references (if applicable), please provide a bibliographic reference at the end of your post.
The content of your Learning Activities may contribute to your AT2 and AT3.
A mark for the discussions will be awarded on the basis of:
In assessing your contributions the following categories will be used:
Level 3 - Postings which offer a critical reflection on theoretical perspectives and/or practical experiences.
All teaching and learning activities are accessed and managed through the online unit. To complete the unit requirements satisfactorily you must have regular and reliable access to the internet. The unit comprises (a) compulsory online modules and (b) on-campus sessions which are optional for external students and compulsory for internal students. External students and those unable to attend on-campus sessions will be able to access slides and learning activities through the online unit.
The on-campus sessions provide further opportunities to explore and apply the theoretical concepts covered in the Modules through discussions, group activities and presentations.
The unit comprises six on-campus sessions. Dates for on-campus sessions are:
Session |
Time |
Room |
Wednesday 13 August |
5.30-7.00pm |
E6A 116 |
Wednesday 27 August |
5.30-7.00pm |
E6A 116 |
Wednesday 10 September |
5.30-7.00pm |
E6A 116 |
Wednesday 8 October |
5.30-7.00pm |
E6A 116 |
Wednesday 22 October |
5.30-7.00pm |
E6A 116 |
Wednesday 5 November |
5.30-7.00pm |
E6A 116 |
For external students and those unable to attend the face-to-face seminars you will be able to access slides and alternative learning activities through the online unit. Live chat sessions in iLearn (open to all students) are scheduled as follows:
Week |
Week beginning |
Module |
On-Campus session |
iLearn chat |
Assignment |
1 |
4 Aug |
Mod 1 |
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LA1A |
2 |
11 Aug |
Mod 2 |
Wed 13 Aug |
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LA1B |
3 |
18 Aug |
Mod 2 |
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LA2 |
4 |
25 Aug |
Mod 3 |
Wed 27 Aug |
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5 |
1 Sept |
Mod 3 |
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AT1 Mon 1 Sep |
6 |
8 Sept |
Mod 3 |
Wed 10 Sept |
Thurs 11 Sept |
LA3 |
7 |
15 Sept |
Mod 4 |
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Break |
22 Sept |
Mod 4 |
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Break |
29 Sept |
Mod 4 |
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8 |
Tues 7 Oct |
Mod 4 |
Wed 8 Oct |
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LA4 |
9 |
13 Oct |
Mod 5 |
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Tues 7 Oct |
AT2 Mon 13 Oct |
10 |
20 Oct |
Mod 5 |
Wed 22 Oct |
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11 |
27 Oct |
Mod 5 |
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LA5 |
12 |
3 Nov |
Mod 6 |
Wed 5 Nov |
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LA6 |
13 |
10 Nov |
Mod 6 |
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Wed 12 Nov |
AT3 Mon 17 Nov |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by: