Unit rationale, description and aim
At a time of rapid ongoing change as a result of globalisation, internationalisation and developing information communication technologies, effective English language skills are of increasing importance. Educational institutions, therefore, require teachers and allied professionals with specialist knowledge and skills in developing the English language proficiency of English as an Additional Language (EAL/D) learners and in implementing appropriate models of assessment and curriculum design in TESOL and curricula more broadly. This third unit in the Teaching English to Speakers of Other Languages (TESOL) specialisation examines concepts such as assessment for learning and assessment of learning in relation to language proficiency as well as implications for the design of curriculum to maximise student language learning outcomes. Students will consider how the achievement of language learning outcomes facilitates full curricular access for EAL/D learners in inclusive educational settings. In this way, the programming, assessment and evaluation cycle for language learning in the context of relevant curriculum or syllabus documents across a range of educational contexts are addressed. Therefore, the aim of this unit is to support students in developing the required specialist knowledge, understanding and skills in assessment and curriculum design in relation to English language learning.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify the relationship between the development ...
Learning Outcome 01
Apply key theories related to assessment and curri...
Learning Outcome 02
Create appropriate English curricula for particula...
Learning Outcome 03
Design appropriate assessment tasks for EAL/D lear...
Learning Outcome 04
Content
Topics will include:
Concepts of second language learner proficiency
- existence of differing domains of language proficiency
- characteristics of these differing domains of language proficiency
- different developmental pathways for different aspects of language proficiency
- pedagogies to develop these proficiency domains
- implications of this for curriculum design and assessment
Curriculum design in TESOL
- curriculum design as a cyclical process
- outcomes based education models
- identification of language demands across curriculum
- context-embedded language teaching
Assessment in TESOL
- assessment for learning and assessment of learning
- instruments and strategies for conducting valid and reliable language assessment
- separation of language and content in assessment of EAL/D learners
- appropriate models of feedback.
Evaluation of programmes and teaching
- utilisation of data from student assessment as feedback for use in programme and teaching evaluation.
Assessment strategy and rationale
In order to successfully complete this unit, postgraduate students need to complete and submit three graded assessment tasks. The assessment strategy used allows students to demonstrate their knowledge and skill related to assessment and curriculum design in TESOL.
The first task (30%) requires students to present an oral presentation related to key literature in the field and its application to professional practice. The second task (35%) requires students to draw on theory to design and justify an appropriate curriculum for a particular EAL/D learner in a specific context. The third task (35%) requires students to justify an appropriate assessment for learning task for an EAL/D learner.
Overview of assessments
Assessment Task 1 Oral Presentation Make a 30-...
Assessment Task 1
Oral Presentation
Make a 30-minute oral presentation based on a synthesis of key ideas in set reading/s and their application to professional practice
30%
Assessment Task 2 Written Assignment Draw on t...
Assessment Task 2
Written Assignment
Draw on theory to design and justify an appropriate curriculum for a particular EAL/D learner/s in a specific learning context
35%
Assessment Task 3 Written Assignment Draw on ...
Assessment Task 3
Written Assignment
Draw on theory to design and justify an appropriate assessment for learning task for a particular EAL/D learner/s in a specific learning context
35%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
On successful completion of this unit, students should have gained evidence towards the following standards