EUN628 Pedagogy and Assessment in STEM
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: | EUN628 |
|---|---|
| Equivalent(s): | EUZ628 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN628 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ628 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Vinesh Chandra | v.chandra@qut.edu.au |
Overview
In this unit, you will delve into the dynamic world of STEM pedagogy and assessment, exploring innovative teaching strategies and frameworks essential for integrated STEM education. Understanding these pedagogies is crucial as they equip you to tackle the unique challenges of teaching STEM, fostering critical thinking and problem-solving skills in students. You will learn to design engaging Project-Based Learning (PBL) activities, appreciate diverse cultural perspectives, and First Nations knowledge in STEM education. Additionally, you will explore assessment techniques, including Backwards Mapping, the balanced use of assessment in PBL and use of AI to create effective assessment instruments. By the end of this unit, you will have experiences designing comprehensive and inclusive STEM learning and assessment project plans.
Learning Outcomes
On successful completion of this unit you will be able to:
- Synthesise theories and scholarly literature on integrated STEM pedagogies and assessment.
- Design and justify integrated STEM teaching and assessment plans in response to education context-specific challenges.
- Critique assessment instruments produced by Generative AI drawing on integrated STEM assessment approaches.
- Source and evaluate scholarly and professional literature on integrated STEM pedagogies and assessment and apply it to project proposals.
Content
This unit will cover the following:
- Issues and challenges of teaching integrated STEM
- Pedagogies/frameworks to teach integrated STEM
- Project based Learning (PBL) and STEM
- Designing PBL activities
- STEM and diverse cultural perspectives
- STEM and First Nations
- Action Research
- STEM Assessment -Backwards Mapping
- Using AI Prompts to generate assessment instruments
- Assessment and PBL -Getting the balance right
- Assessment AS, FOR and OF Learning in PBL
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- guest presentations
- online learning activities
- small group collaboration
- readings
- using Gen AI to support professional planning
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, project-based learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activity on summative assessment feedback
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. Project Proposal - this task draws on integrated STEM pedagogies and assessment approaches to propose an integrated STEM project.
2. Project - this task builds on your proposal to design the integrated STEM project teaching and assessment plans in more detail, using Gen AI in the process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project Proposal
You will design a STEM project for your educational context that addresses a real-world problem and demonstrates diverse perspectives. Your project design should lead to a prototype of your STEM solution. You will create a website to upload your submission, which should include: a rationale, an overview of the assessment strategies, and a teaching plan identifying curriculum connections and learning goals. You will do a live "Q&A" session with the cohort on your project design.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment.
Assessment: Project
Building on Assessment 1, you will design your detailed STEM teaching and assessment plan. You will justify your assessment plan, then create the assessment instruments with Gen AI's support. You will evaluate and improve your assessment instrument by applying it to your STEM project prototype. Your STEM teaching and assessment plan (including justification), together with the assessment instruments and evaluation, will need to be uploaded to the website created in Assessment 1.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Reference book(s)
Chandra, V. & Sylnko, B. (2024). My STEM Workbook. Professor Baz Publications. https://www.professorbaz.com.au/
Chandra, V., Lloyd, M., & Mallet, D. (Eds.). (2025). Integrated STEM education in Papua New Guinea: Teacher professional learning and praxis. Springer. https://doi.org/10.1007/978-981-95-0828-0 (link.springer.com)
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: A teacher's toolkit. Cambridge University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Project Proposal, Project - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Project - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO2, Project Proposal, Project - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO4, Project Proposal
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, ULO4, Project Proposal, Project - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Project - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO2, Project Proposal, Project
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN628 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ628 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
In this unit, you will delve into the dynamic world of STEM pedagogy and assessment, exploring innovative teaching strategies and frameworks essential for integrated STEM education. Understanding these pedagogies is crucial as they equip you to tackle the unique challenges of teaching STEM, fostering critical thinking and problem-solving skills in students. You will learn to design engaging Project-Based Learning (PBL) activities, appreciate diverse cultural perspectives, and First Nations knowledge in STEM education. Additionally, you will explore assessment techniques, including Backwards Mapping, the balanced use of assessment in PBL and use of AI to create effective assessment instruments. By the end of this unit, you will have experiences designing comprehensive and inclusive STEM learning and assessment project plans.
Learning Outcomes
On successful completion of this unit you will be able to:
- Synthesise theories and scholarly literature on integrated STEM pedagogies and assessment.
- Design and justify integrated STEM teaching and assessment plans in response to education context-specific challenges.
- Critique assessment instruments produced by Generative AI drawing on integrated STEM assessment approaches.
- Source and evaluate scholarly and professional literature on integrated STEM pedagogies and assessment and apply it to project proposals.
Content
This unit will cover the following:
- Issues and challenges of teaching integrated STEM
- Pedagogies/frameworks to teach integrated STEM
- Project based Learning (PBL) and STEM
- Designing PBL activities
- STEM and diverse cultural perspectives
- STEM and First Nations
- Action Research
- STEM Assessment -Backwards Mapping
- Using AI Prompts to generate assessment instruments
- Assessment and PBL -Getting the balance right
- Assessment AS, FOR and OF Learning in PBL
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- guest presentations
- online learning activities
- small group collaboration
- readings
- using Gen AI to support professional planning
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, project-based learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activity on summative assessment feedback
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. Project Proposal - this task draws on integrated STEM pedagogies and assessment approaches to propose an integrated STEM project.
2. Project - this task builds on your proposal to design the integrated STEM project teaching and assessment plans in more detail, using Gen AI in the process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project Proposal
You will design a STEM project for your educational context that addresses a real-world problem and demonstrates diverse perspectives. Your project design should lead to a prototype of your STEM solution. You will create a website to upload your submission, which should include: a rationale, an overview of the assessment strategies, and a teaching plan identifying curriculum connections and learning goals. You will do a live "Q&A" session with the cohort on your project design.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment.
Assessment: Project
Building on Assessment 1, you will design your detailed STEM teaching and assessment plan. You will justify your assessment plan, then create the assessment instruments with Gen AI's support. You will evaluate and improve your assessment instrument by applying it to your STEM project prototype. Your STEM teaching and assessment plan (including justification), together with the assessment instruments and evaluation, will need to be uploaded to the website created in Assessment 1.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Reference book(s)
Chandra, V. & Sylnko, B. (2024). My STEM Workbook. Professor Baz Publications. https://www.professorbaz.com.au/
Chandra, V., Lloyd, M., & Mallet, D. (Eds.). (2025). Integrated STEM education in Papua New Guinea: Teacher professional learning and praxis. Springer. https://doi.org/10.1007/978-981-95-0828-0 (link.springer.com)
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: A teacher's toolkit. Cambridge University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Project Proposal, Project - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Project - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO2, Project Proposal, Project - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO4, Project Proposal
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, ULO4, Project Proposal, Project - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Project - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO2, Project Proposal, Project