Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location in first half year 2021.
About this subject
- Eligibility and requirements
- Dates and times
- Further information
- Timetable(opens in new window)
The 2021 timetable will be available on 8 December, and after this date you will be able to view the classes for all 2021 subjects. Timetable preference entry will open for Summer subjects on 8 December. Visit the class timetable page for more information on creating your timetable.
Please refer to the specific study period for contact information.
January - Online
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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)
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: 20 November 2020