Reference no: EM132401091

EPE510 Education in context: Preparation for Practice and Assessment, Charles Darwin University, Australia

Assignment Report

Title - Critical analysis of learning design.

Task: Design a 20-30-minute assessment task to gather baseline data on a precisely anticipated group of diverse students (a year level within EC, Primary or Secondary stages of schooling.) Present a detailed and persuasive rationale that justifies the professional decisions made in this design with critical reference to the professional and theoretical literature.

Part 1: Design an Assessment Activity (approx. 2 pages or 1,500 words):

In brief: This is not a lesson plan but a detailed description of the activity itself: the ways in which students will engage in it and the teacher will use it to gather a range of data about the students’ current levels of learning in a particular area.

Expanded description: Imagine you are undertaking a new topic of learning with your class. You have some understanding of their learning capacities generally, and of their literacy and numeracy levels. You need to understand their various learning levels in the new topic so that your program design will achieve measurable impact on the learning of all students. Create an engaging ‘profiling’ assessment activity that you would use in the first lesson of this topic to determine their learning levels. The activity may also involve some ‘new’ learning, but its primary aim is to allow you to gather assessment data.

Evaluate, select and apply suitable assessment and other pedagogical strategies to ensure that the assessment data gathered is fair, reliable and valid, and that students are engaged.

Part 2: Justify your Design Choices (approx. 4 pages or 2,000 words):

Write a coherent and persuasive rationale for your assessment design that identifies the ways in which your design demonstrates your understanding of the philosophical and professional contexts in which it is situated, the principles and practices of planning for learning and assessment, and your capacity to engage in reflective and ethical practice.

Support your claims with reference to the relevant literature relating to core and discipline specific pedagogical issues, policies and practices.

Part 1: Design of Learning Activity

Present your design in a grid to maximise efficient use of space/words. Include all the sections shown below. Focus most on detailed descriptions of the student cohort and of the assessment activity.

Part 2: Justification of Design Choices

Present your justification as an analytical argument in essay form. Include at least 1-2 in-text citations in each paragraph to support your argument. Many of your citations will be of Duchesne and McMaugh (2016), Clarke & Pittaway (2014) and additional e-readings or further readings. Your reference list should have a minimum of 5 texts cited, including Duchesne and McMaugh (2016). These texts will include some from the unit readings and some you have researched yourself.

Follow the structure below:

A: Context and Introduction (1/2 page, 1 paragraph)

Explain why you chose the theme/topic for the cohort described.

Describe the philosophical contexts on which you have drawn for your overall learning design for this cohort and topic, and explain why. Specifically identify any ethical implications of your selected philosophy and how you would manage these.

B: Learning Activity Design Choices - Part 1 Learning goals (1-3 paragraphs)

Explain the choices you made about the assessment activity design process in relation to lesson planning principles and processes, developing appropriate learning goals, and the use of the learning management plan to guide your activity design. Include here information about the designing and resourcing of engaging learning activities and materials as well.

C: Learning Activity Design Choices- Part 2 Model of learning design (1-3 paragraphs)

Explain the choices you made about the assessment planning process and models used. Here you will need to refer specifically to how you utilised backwards planning processes. You will also need to identify the model you drew on to develop your activity, either Blooms Taxonomy, SOLO Taxonomy, or Dimensions of learning, and specifically discuss how you used one of these models to structure the learning and assessment design.

D: Learning Activity Design Choices- Part 3 Assessment design (1-3 paragraphs)

Explain the choices you made about the assessment activity design process in relation to the principles, purposes and forms of assessment. You will need to specifically identify how your assessment design adheres to the principals of assessment, the purpose of your assessment activity, the form of assessment that your activity takes, and how you will collect and report on the assessment data.

E: Learning Activity Design - Part 4 Reflection (1-2 paragraphs)

Explain how you will use reflection to evaluate your assessment design. You will also need to consider how you will do this in the context of your professional experience placement in relation to working with your mentors and working with parents. Make links here to how you will use the concept of ‘doing it resiliently’ to support your planning and evaluative process.

F: Reference List

Min 5 texts (including Duchesne and McMaugh)

G: Appendices (optional and not included in the word count)

You may wish to include examples of resources used in the learning activity here to give the reader a fuller picture of this activity.