028273 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 2025 is available in the Archives.

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

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): (028271 English Teaching Methods 1 AND (72 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 72 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 72 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013413 English Teaching Methods 3 AND C10209 Bachelor of Educational Studies

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);
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.	Produces accurate and cohesive academic and professional texts.

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)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
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)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

6. Effective Communication

6.2 Exhibit high level numeracy and literacies (GTS 2)

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. Students receive formative feedback in the workshops from their tutor throughout the teaching session.

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;
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, d and e

Weight:

50%

Length:

1500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriate resources selection for the year/course	25	b	1.2
Clarity of explanation for choice of resources	25	a, c	6.2
Appropriateness of assessment task	25	a, b, c	1.1
Clarity of explanation regarding feedback to students	25	d, e	6.2

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:

Criteria	Weight (%)	SLOs	CILOs
Appropriate guidelines and criteria	25	a, b	1.1
Accurate assessment of samples	25	b	1.2
Clear and concise summative comments	25	b, e	6.2
Clear, accurate and concise justification	25	b, d	2.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

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. (2009). 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.

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.

Rowntree, D. (2015). Assessing Students: How Shall We Know Them? Routledge.

William, D. (2010). Standardized Testing and School Accountability. Educational Psychologist, 30(2).