Evidence Based Learning and Teaching 2 (EDUC90582)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This subject builds on EDUC90580 Evidence Based Learning & Teaching 1, providing participants with opportunities to develop knowledge and understanding related to student learning and achievement. Participants further explore the contribution of learning theories and review them using an evidence-based approach.
This subject provides opportunities for participants to develop an in-depth understanding of student assessment, in particular the significance of making accurate judgments of students’ readiness to learn. It focuses on key teacher skills and capacities: designing evidence based developmental learning progressions that are linked to curriculum outcomes; designing assessment tasks to locate students on a developmental learning progression; interpreting and analysing formal and informal evidence of student learning to determine readiness to learn; planning for learning, based on an understanding of student’s readiness to learn; exploring implications for pedagogical practices and classroom organization; and evaluating the effectiveness of assessment tasks and teaching strategies.
This subject, along with the EDUC90594 Developing Clinical Practice 2 and EDUC90844 Learning Area B2, requires participants to implement the Clinical Praxis Project. The Clinical Praxis Project will extend on learning from the Clinical Praxis Exam in year 1, by enabling participants to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all students in the class.
Intended learning outcomes
On completion of the subject, participants should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Write judgement-based assessments that apply assessment theory and can be used formatively or summatively (Graduate Standards 5.1, 5.3)
- Analyse student assessment data to determine students’ readiness to learn and use this to determine goals for student learning (Graduate Standards 5.4)
- Demonstrate knowledge and understanding of research into how students learn and the implications for teaching (Graduate Standards 1.2)
- Analyse student assessment data to review the suitability of assessment tasks for informing teaching decisions. (Graduate Standards 5.3, 5.4)
- Derive evidence – based developmental progressions (Graduate Standards 5.1)
- Evaluate curriculum and pedagogy in light of evidence, and draw implications for evidence-based teaching accordingly (Graduate Standards 5.4)
Generic skills
On completion of the subject, participants will have the knowledge, skills and understanding to enable them to:
- Analyse and problem solve
- Collect evidence and make inferences
- Communicate, articulate and justify teaching practices
- Work in teams with skills in cooperation, communication and negotiation
- Adapt and respond flexibly to change
- Be independent of mind, responsible, resilient and self-regulating
- Present material in a well-organised, well-structured and persuasive manner.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90580 | Evidence Based Learning and Teaching 1 | No longer available |
Corequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90594 | Developing Clinical Practice 2 | Year Long (On Campus - Parkville) |
18.75 |
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Construction of judgement-based assessment rubrics
| March | 20% |
Analysis of Assessment data (component of the Clinical Praxis Project)
| June | 30% |
Evaluation of the effectiveness of teaching (component of the Clinical Praxis Project)
| October | 35% |
Assessment for Graduate Teachers (AfGT) Task, Element 4
| October | 15% |
| Hurdle requirement: 100% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- January
Principal coordinator Pam Robertson Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 13 January 2025 to 26 October 2025 Last self-enrol date 11 March 2025 Census date 14 March 2025 Last date to withdraw without fail 18 July 2025 Assessment period ends 2 November 2025 January contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
Last updated: 4 March 2025