013413 English Teaching Methods 3
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 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): 013411 English Teaching Methods 1 OR 013041 English Teaching Methods 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013063 English Teaching Methods 3 AND 028273 English Teaching Methods 3
Requisite elaboration/waiver:
availability: exchange and study abroad students with faculty approval
Description
This subject develops pre-service teacher knowledge and understanding of the nature of assessment and reporting and the relationship to learning. In this subject, 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, learning and assessment programs.
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)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional readiness
1.1) Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners
1.2) 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
1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems
2. Critical and creative inquiry
2.1) Enquire into and research practice to improve educational experiences and outcomes
6. Effective communication
6.1) Assess, provide feedback and report on student learning
6.3) Are effective communicators, highly skilled in new literacies, able to justify and interpret professional decisions to specialist and non-specialist audiences
Teaching and learning strategies
The teaching/learning strategies employed in this subject will include lecturer input, structured discussion, workshop activities, individual research, lesson presentation by students, evaluation by 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.
Content (topics)
This is the third of the four English Teaching Methods subjects. In this subject, 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 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 students (eg. special needs; EAL/D);
- Reliability and validity in assessment;
- Meaningful and useful feedback to 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 of 1500 words. | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at classes is essential because the subject takes a collaborative approach, which involves the interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Students who fail to attend 8 classes will be refused to have their final assessment marked (see 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>
Brady, L. & Kennedy, K. (2018). Assessment and Reporting. Celebrating Student Achievement. Pearson.
Manuel, J. & Carter, D. (2020). The English Teacher's Handbook A-Z. Phoenix Education.
NSW Board of Studies Teaching Education Standards (2012). English K-10 Syllabus (Vol. 2). NESA. <http://syllabus.nesa.nsw.edu.au/english/english-k10/>
NSW Board of Studies Teaching Education Standards (2010). English Stage 6 Syllabus. NESA. <http://www.boardofstudies.nsw.edu.au/syllabus_hsc/>
NSW syllabus documents and related educational resources from www.boardofstudies.www.boardofstudies.nsw.edu.au
Higher School Certificate examinations
NSW Board of Studies Teaching Education Standards (2012). Suggested Texts K-10. NESA. <http://syllabus.nesa.nsw.edu.au/english/english-k10/suggested-texts/>
Recommended texts
Dufficy, P. (2005). Designing Learning for Diverse Classrooms’, PETAA.
Heather Fehring (Ed.). Assessment into Practice. Understanding assessment practice to improve students’ literacy learning, PETAA.
Hodgson, J. & Greenwell, B. (2017). ‘The Work of the Course: validity and reliability in assessing English Literature’, English in Education, 51(1).
Klenowski, V. & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation, Sage.
Manuel, J. & Carter, D. (2009). The English Teacher’s Manual A-Z, Phoenix Education.
Marshall, B. (2017). ‘The Politics of Testing’, English in Education, 51(1).
McGregor, R. & Meiers, M. (1991). Telling the whole story: assessing achievement in English, ACER.
New South Wales Education Standards Authority, http://www.boardofstudies.nsw.edu.au/
Board of Studies Teaching Education Standards (2012). English K-10 Syllabus (Vol. 2). NESA.
Board of Studies Teaching Education Standards (2010). English Stage 6 Syllabus. NESA.
Rowntree, D. (2015). Assessing Students: How Shall We Know Them?, Routledge.
William, D. (2010). ‘Standardized Testing and School Accountability’, Educational Psychologist, 30(2).
References
Berry, R. & Hudson, J. (1997) Making the jump. Catholic Education Office.
Cope, B. & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures, Macmillan.
Devitt, A. J. (2000). Integrating rhetorical and literary theories of genre. College English, 62(6), 696-718.
Kramsch, C. (1998). Language and culture. Oxford University Press.
Jonassen, D. (2000). Computers as mindtools for schools: Engaging critical thinking. Merrill,
Pullen, D.P. & Cole, D.R. (Eds.). (2009). Multiliteracies and technology enhanced education: Social practice and the global classroom. IGI Press.
Wyatt-Smith, C. & Pascoe, J. (2001). In-class assessments and standardised statewide testing: Teachers and parents have their say. Griffith University, Qld: Centre for Literacy and Language Education Research.