Year
2021
Units
4.5
Prerequisites
1 Admission into GCEIB-Graduate Certificate in Education (Intl Baccalaureate Middle Yrs Prog)
1a Admission into GCEWS-Graduate Certificate in Education
1b Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1c Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1d Admission into MEDGE-Master of Education (Gifted Education)
1e Admission into MEDIB-Master of Education (International Baccalaureate)
1f Admission into MEDLM-Master of Education (Leadership and Management)
1g Admission into MEDSA-Master of Education (Studies of Asia)
1h Admission into MEDSE-Master of Education (Special Education)
1i Admission into MEDEC-Master of Education (Early Childhood Studies)
1j Admission into MEDWS-Master of Education
1k Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1l Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1m Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1n Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1o Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1p Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1q Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1r Admission into MEDWSP-Master of Education [1.5 years]
1s Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1t Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1u Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1v Admission into MLE-Master of Leadership in Education
1w Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1x Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1y Admission into MED-Master of Education
1z Admission into GCE-Graduate Certificate in Education
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Assessment
Assignments
Topic description

This topic is focussed on developing an understanding of the relationship between teaching, learning and assessment in the IB. Firstly, an overview of learning theories linked to classroom practice will be presented. Teaching and learning strategies appropriate to supporting IB outcomes will be addressed. The role of, and approaches, to assessment in IB with also be considered, together with assessment practices that support learning needs of all students in the IB. Finally, the links teaching, learning and assessment in IB unit planner will be examined. The process of reflective practice and its role in improving teaching and learning in the IB context is also considered, as is the importance of collaborative learning and collegial activities in support of the aims and objectives of the IB.

Educational aims

This topic aims to:

  • Develop an understanding of the relationship between teaching, learning and assessment in IB programmes
  • Build capacity to design and implement appropriate assessment strategies to ensure IB programme outcomes are achieved
  • Develop critically reflective practices and collaborative learning skills through collegial activities that draw upon expertise from within the University
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Explain the relationship between teaching, learning and assessment in IB programmes
  2. Apply assessment theories and strategies appropriate to supporting effective learning within at least one IB programme
  3. Design authentic assessment tasks together with associated criteria and rubrics to support the achievement of IB learning objectives
  4. Apply standardisation practices in their own context
  5. Undertake and evaluate their own collaborative online learning practice

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.