EUN635 Assessment and STEM Learning
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN635 |
|---|---|
| Equivalent(s): | CRZ635 EUZ635 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $277 |
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,010 |
Unit Outline: Flexible Period - 08A 2024, Kelvin Grove, Internal (Start Date: 29 Jul 2024)
| Unit code: | EUN635 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ635, CRZ635 |
| Coordinator: | Chris Chalmers | c.chalmers@qut.edu.au |
Overview
Backward-design of learning involves firstly identifying the desired learning goals and establishing how the learner will demonstrate achievement of the goals, and then planning a sequence of instruction that will enable learners to develop the understanding and skills needed to demonstrate achievement of the learning goals. Taking such an approach ensures that the intentions of STEM curricula are enacted and the desired development of a connected understanding of STEM knowledge and skills, including 21st century skills, is achieved.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of a body of knowledge that includes recent developments related to assessment in STEM education. (CLO1.1)
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice relating to STEM Education. (CLO 2.1)
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to effective professional practice in STEM Education. (CLO 2.4)
- Demonstrate application of knowledge and skills relating to STEM Education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability. (CLO 3.1).
Content
This unit will consider various aspects of formative and summative assessment design and how they are similar and different across the STEM disciplines, including:
- The intentions of STEM education as reflected in relevant curriculum documents, with specific regard to the 21st century skills and discipline-specific ways of thinking that the relevant curricula encourage.
- The definition of learning goals that are aligned to the relevant STEM curricula.
- Designing formative assessment tasks that give learners timely and useful feedback regarding their learning and which provide guidance for future instruction and learning activities.
- Design of summative tasks that allow learners to demonstrate the depth of their content knowledge and sophisticated ways of working including higher-order thinking and communication and collaboration skills.
- How assessment approaches align to curriculum intentions.
The unit will also explore other factors that influence learners' achievement in assessment tasks, including their prior experiences of assessment.
Learning Approaches
Your study in this unit is divided into a series of modules. As either an on-campus or on-line learner, for each module you will complete a series of activities, some of which will be completed individually and some of which will be completed collaboratively with peers. Some of these activities will provide you with formative feedback about your learning and your progress towards completing the unit’s summative assessment. Appropriate technologies will be used to facilitate your learning and so enable your full participation in these activities in either on-campus or on-line modes. Your timely completion of the learning activities in each module will be critical to your learning and achievement in this unit.
Feedback on Learning and Assessment
Feedback is this unit is provided to you in a variety of ways:
- Discussions in relation to the module activities will provide opportunities for questioning and formative feedback, including progress towards the summative assessment
- Summative assessment criteria sheets aligned to the unit outcomes and with guidance specific to the assessment tasks.
- Generic comments/feedback provided to the entire cohort.
- Use of online tools (e.g.video conferencing and online discussion forums) to scaffold tutor-student and student-student discussion.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Assessment Package.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Assessment Package
You will construct an assessment package (including a task description to be given to learners, formative assessment tasks, and a summative rubric for making judgements regarding learners' understanding and skill) that reflects the intentions of curricula relevant to your STEM education context and which aligns to the idea of transdisciplinary STEM education. You will also provide a justification of your assessment design, based on scholarly literature.
Assessment Focus
This task will assess your:
- Deep understanding of assessment principles and practices in STEM education.
- Ability to critically apply your knowledge of principles and practices in relation to assessment in STEM education.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about assessment in STEM education.
- Ability to create and explain assessment tasks that adopt contemporary assessment practices and which are relevant to your STEM education context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There are no set texts for this unit. Links to suggested readings and resources will be published via the Canvas and/or QUT Readings.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer and laboratory use will apply.
Unit Outline: Flexible Period - 08A 2024, Online (Start Date: 29 Jul 2024)
| Unit code: | EUN635 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ635, CRZ635 |
Overview
Backward-design of learning involves firstly identifying the desired learning goals and establishing how the learner will demonstrate achievement of the goals, and then planning a sequence of instruction that will enable learners to develop the understanding and skills needed to demonstrate achievement of the learning goals. Taking such an approach ensures that the intentions of STEM curricula are enacted and the desired development of a connected understanding of STEM knowledge and skills, including 21st century skills, is achieved.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding of a body of knowledge that includes recent developments related to assessment in STEM education. (CLO1.1)
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice relating to STEM Education. (CLO 2.1)
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to effective professional practice in STEM Education. (CLO 2.4)
- Demonstrate application of knowledge and skills relating to STEM Education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability. (CLO 3.1).
Content
This unit will consider various aspects of formative and summative assessment design and how they are similar and different across the STEM disciplines, including:
- The intentions of STEM education as reflected in relevant curriculum documents, with specific regard to the 21st century skills and discipline-specific ways of thinking that the relevant curricula encourage.
- The definition of learning goals that are aligned to the relevant STEM curricula.
- Designing formative assessment tasks that give learners timely and useful feedback regarding their learning and which provide guidance for future instruction and learning activities.
- Design of summative tasks that allow learners to demonstrate the depth of their content knowledge and sophisticated ways of working including higher-order thinking and communication and collaboration skills.
- How assessment approaches align to curriculum intentions.
The unit will also explore other factors that influence learners' achievement in assessment tasks, including their prior experiences of assessment.
Learning Approaches
Your study in this unit is divided into a series of modules. As either an on-campus or on-line learner, for each module you will complete a series of activities, some of which will be completed individually and some of which will be completed collaboratively with peers. Some of these activities will provide you with formative feedback about your learning and your progress towards completing the unit’s summative assessment. Appropriate technologies will be used to facilitate your learning and so enable your full participation in these activities in either on-campus or on-line modes. Your timely completion of the learning activities in each module will be critical to your learning and achievement in this unit.
Feedback on Learning and Assessment
Feedback is this unit is provided to you in a variety of ways:
- Discussions in relation to the module activities will provide opportunities for questioning and formative feedback, including progress towards the summative assessment
- Summative assessment criteria sheets aligned to the unit outcomes and with guidance specific to the assessment tasks.
- Generic comments/feedback provided to the entire cohort.
- Use of online tools (e.g.video conferencing and online discussion forums) to scaffold tutor-student and student-student discussion.
Assessment
Overview
Summative assessment in this unit is comprised of a single task: the Assessment Package.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Assessment Package
You will construct an assessment package (including a task description to be given to learners, formative assessment tasks, and a summative rubric for making judgements regarding learners' understanding and skill) that reflects the intentions of curricula relevant to your STEM education context and which aligns to the idea of transdisciplinary STEM education. You will also provide a justification of your assessment design, based on scholarly literature.
Assessment Focus
This task will assess your:
- Deep understanding of assessment principles and practices in STEM education.
- Ability to critically apply your knowledge of principles and practices in relation to assessment in STEM education.
- Use technical and communication skills to describe, design, evaluate, implement, analyse and theorise about assessment in STEM education.
- Ability to create and explain assessment tasks that adopt contemporary assessment practices and which are relevant to your STEM education context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There are no set texts for this unit. Links to suggested readings and resources will be published via the Canvas and/or QUT Readings.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer and laboratory use will apply.