013234 English Teaching Methods 3
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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 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 120 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education AND 013232 English Teaching Methods 1 AND 013233 English Teaching Methods 2
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013413 English Teaching Methods 3 AND 028273 English Teaching Methods 3
Description
This subject develops pre-service teacher knowledge and understanding of the nature of assessment and reporting, and the relationship to learning. Teacher-education students analyse and evaluate different purposes and approaches to assessment and underlying principles. Pre-service teachers develop an understanding of the key role of assessment in syllabus and performance standards to ensure quality learning experiences and achievement. Pre-service teachers develop an understanding of how teaching, learning, assessment, feedback and reporting can be aligned and integrated in practice, including summative and formative assessment; the nature and role of syllabus outcomes in the planning of integrated teaching; and learning and assessment programs. They develop a philosophy of teaching English, taking account of current syllabuses and policies, and demonstrate understanding of the professional insights and demands of the practising English teacher.
Subject learning objectives (SLOs)
| a. | Identify, analyse and evaluate a range of approaches to assessing student learning (GTS 5.1.1); |
|---|---|
| b. | Construct and apply effective assessment strategies to assess student learning (GTS 5.1.2; 5.4.1); |
| c. | Analyse and evaluate curriculum and resources for inclusion in effective teaching programs (GTS 2.2.1); |
| d. | Identify and apply effective methods of feedback to students about learning (GTS 5.2.1); |
| e. | Use language clearly and precisely (6.2.1). |
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.
- Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
- Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
- Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
- Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
- Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources (6.2)
Contribution to the development of graduate attributes
There are five APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.
Standard 5.1.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Standard 5.1.1 is taught and practised in Weeks 1 and 2, and assessed in Assessment task 1, criterion a.
Standard 5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Standard 5.2.1 is taught and practised in Weeks 2 and 3, and assessed in Assessment task 1, criterion b.
Standard 5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Standard 5.3.1 is taught and practised in Weeks 4 and 5, and assessed in Assessment task 2, criterion a.
Standard 5.4.1 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Standard 5.4.1 is taught and practised in Weeks 6 and 7, and assessed in Assessment task 2, criterion d.
Standard 5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Standard 5.5.1 is taught and practised in Weeks 7 and 8, and assessed in Assessment task 2, criterion c.
Teaching and learning strategies
The teaching/learning strategies employed in this subject include lecturer input, structured discussion, workshop activities, individual research, lesson presentation by teacher-education students, evaluation by teacher-education students of presentations, development of assessment strategies with revision of this in the light of practicum experiences, and assignments which critically examine and apply current thinking in teaching and learning. This subject also has a strong emphasis on assessments, including informal and formal, used in English. Teacher-education students engage with the different types of assessment tasks used in English to assess school-student learning, including diagnostic, formative and summative. In relation to assessments, teacher-education students also develop an understanding of timely and appropriate feedback, assessment moderation, interpreting school-student assessments to evaluate learning and strategies for reporting to school-students and parents/carers.
Content (topics)
In this subject, teacher-education students synthesise their prior learning about each of the following aspects of teaching:
- the principles underpinning the NSW curriculum;
- the NSW English syllabuses and their relationship to the Australian curriculum;
- national/international standardised tests including NAPLAN, PISA, TIMSS, PIRLS;
- key terms in assessment;
- Investigate ways to interpret student assessment data to evaluate school-student learning and modify teaching practice;
- assessment ‘for’, ‘of’ and ‘as’ learning;
- standards referencing, norm referencing etc;
- the teaching and assessment cycle;
- diagnostic, formative and summative assessments;
- how to assess syllabus outcomes;
- assessment/adjustments for a range of school-students (eg. special needs; EAL/D);
- reliability and validity in assessment;
- meaningful and useful feedback to school-students;
- using authentic work samples.
Assessment
Assessment task 1: Developing assessment tasks for English resources
| Objective(s): | a, b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||
| Length: | 1500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Assessing student writing samples
| Objective(s): | a, b, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||
| Length: | Equivalent 1500 words. | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must pass all assessment tasks to pass this subject because the tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST graduate descriptors and CILOs) covered in this subject. External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against NSW Graduate Teacher Standards. Students who do not pass all assessment tasks will be awarded an X Fail grade.
Attendance at workshops is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one workshop is missed, additional make-up work may be assigned. Students who are absent for more than two classes may be refused to have their final assessment marked (see UTS Rule 3.8).
Required texts
Australian Curriculum, Assessment and Reporting Authority (ACARA), Assessment page, http://www.acara.edu.au/assessment
ACARA (2011).The Australian Curriculum. (Year 7-10 English Syllabus). ACARA. <https://www.acara.edu.au/curriculum/learning-areas-subjects/english-foundation-to-year- 12>
Manuel, J. & Carter, D. (2020). The English Teacher's Handbook A-Z. Phoenix Education.
NSW Standards Authority (2012). English K-10 Syllabus (Vol. 2). NESA. <http://syllabus.nesa.nsw.edu.au/english/english-k10/>
NSW Standards Authority English (2017). Stage 6 Syllabus. NESA. <http://www.boardofstudies.nsw.edu.au/syllabus_hsc/>
NSW syllabus documents and related educational resources from www.boardofstudies.nsw.edu.au Higher School Certificate examinations
NSW Standards Authority (2012). Suggested Texts K-10. Sydney: NESA. <http://syllabus.nesa.nsw.edu.au/english/english-k10/suggested-texts/>
Recommended texts
Brady, L. & Kennedy, K. (2018). Assessment and Reporting. Celebrating Student Achievement. Pearson.
Heather Fehring (Ed.). (2016). Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA.
Klenowski, V. & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation, Sage.
Rowntree, D. (2015). Assessing Students: How Shall We Know Them?, Routledge.
William, D. (2010). ‘Standardized Testing and School Accountability’, Educational Psychologist, 30:2.
References
Anderson, M. & Jefferson, M. (2009). Teaching the screen: Film education for generation next. Allen & Unwin.
Anderson, M., Hughes, J. & Manuel, J. (2008). Drama and English teaching: Imagination, action and engagement. Oxford University Press.
Blake, J. (2006). The full English: An A-Z handbook of English teaching activities. NATE/teachit.co.uk
Dufficy, P. (2005). Designing Learning for Diverse Classrooms, PETAA.
Hodgson, J. & Greenwell, B. (2017). ‘The Work of the Course: validity and reliability in assessing English Literature’, English in Education, 51:1.
Marshall, B. (2017). ‘The Politics of Testing’, English in Education, 51:1.
McDonald, L. (2018). A Literature Companion for Teachers, PETAA.
Other resources
Australian Association for the Teaching of English: Welcome to AATE - AATE - Australian Association for the Teaching of English
The National Association for the Teaching of English (UK): Home - NATE
NSW English Teachers Association: Home - English Teachers Association NSW
Primary English Teacher Association of Australia: Home (petaa.edu.au)