EDF5871 · Evidence-based planning for teaching

Overview

This unit is designed to enhance your teaching practice by deepening your understanding of effective planning, learner-centered teaching and learning experiences, and the use of formal and informal feedback, assessments and data. The unit integrates theoretical insights with practical applications to foster evidence-based teaching practices. You will have opportunities to design, deliver, and refine teaching plans, feedback and assessment rubrics in response to peer feedback, using a critical approach to improve professional practice. Through collaborative planning to foster inclusive and supportive learning environments, you will develop advanced knowledge of current curriculum frameworks, research-informed assessment practices, the teaching and learning cycle, and strategies to set meaningful learning goals, scaffold instruction, and engage learners effectively. You will also explore methods to incorporate relevant assessment and feedback strategies into lessons and techniques for maintaining effective records of student achievement to monitor growth over time and support reporting to students, parents, and carers. Overall, the unit is designed to enhance your ability to plan effectively and use assessment and feedback data strategically to support and improve student learning, fostering dynamic, responsive, and evidence-based teaching practices.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate a sophisticated understanding of curriculum frameworks and their application to strategic planning for teaching and learning
2. critically analyse and evaluate assessment and feedback practices to design inclusive and research-informed learning opportunities
3. systematically evaluate the effectiveness of lesson plans, using evidence to refine advanced teaching strategies
4. demonstrate an in-depth understanding of the relationship between assessment, feedback, reporting, and planning within the teaching cycle
5. design marking rubrics underpinned by research literature and critically assess their effectiveness with diverse student work samples
6. collaborate in small groups to critically analyse student data and feedback and propose evidence-based improvements to teaching practices.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. * Subject to variation due to professional experience requirements.

Student experience, not official rules. Nothing here changes what the Handbook says.