Curriculum, Assessment and Pedagogy: Understanding Learners EDUC5943
- Academic Session: 2019-20
- School: School of Education
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Runs Throughout Semesters 1 and 2
- Available to Visiting Students: No
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
The Curriculum, Assessment and Pedagogy: Understanding Learners course critically explores the complexities of the inter-relationship amongst curriculum, assessment and pedagogy as experienced through the eyes of learners. The course explores ecological theories and perspectives on learners, learning and communities and engages in critical discourse about tensions that exist between the aspirations of alignment across curriculum, assessment and pedagogy and the experiences of learners in a variety of policy and practice contexts
Requirements of Entry
This course is summatively assessed by a written assignment equivalent to 4,000 words in which participants provide detailed evidence of their capacity to apply critical analysis of relevant theory, research and practice to explore theoretical and practical issues on the roles of learners in pedagogy and assessment. The final learning activity of the course and the associated milestone provide preparation and rehearsal for this course assessment assignment: these take the form of a writing activity critically reflecting on one aspect of the course participant's own practice followed by peer assessment, redrafting and tutor feedback.
The aim of this course is to provide participants with the opportunity to engage with important theoretical, policy and practice developments, debates and discourses in learners' understandings and experiences of curriculum, assessment and pedagogy.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
■ provide informed critical accounts of the complexity of the theoretical and practical inter-relationships among curriculum, assessment and pedagogy
■ employ critical understanding of the concept of the 'learner at the centre' in critical analysis of practice in their own context
■ engage in critical discourse about the tensions between aspirations of alignment across curriculum, assessment and pedagogy and the experiences of learners in different contexts
■ apply in their own personal and professional contexts knowledge gained through critical reflection on the relationship between policy aspirations to provide coherent learning experiences and the actual day to day experiences of learners.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.