Course coordinator
Dr Iffat Jahan
Consultation by appointment only. Please email to arrange a meeting.
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
The course aims to provide students with awareness of students' difficulties in learning, how these might be assessed, to plan instruction and to have the knowledge to design effective instruction to address learning in particular content areas. This course examines the relationship among assessment, planning and instruction and allows students to develop an understanding of how instruction is used to support students with learning difficulties in particular content areas. This course focuses on assessment, planning and instruction in the following content areas: Oral language, Early reading, Reading comprehension, Written language, Cognitive and metacognitive strategies and Numeracy/mathematics in relationship to students with learning difficulties.
This course may not be offered in person if the enrolment is less than 10 students.
In EDUC7240, students will develop their knowledge and skills to identify, describe and supportﾠa range of school-based difficulties that impact on student learning.ﾠThrough the assessment tasks, students in this course will have an opportunity to focus on particular academic concerns of interest.
The EDUC7240 Blackboard Site will contain weekly study materials.ﾠThe course is divided into three modules: Assessment, Planning and Instruction.ﾠThe major objectives of each topic are elaborated through course notes, readings, activities, and problem-based learning activities, all of which will be found in each weeks' folder.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7035
Restrictions
In Person offering may be cancelled unless a minimum of 10 students enrol.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
EDUC7240 online. This is timetabled concurrently.
Course contact
Lecturer
Dr Iffat Jahan
Consultation by appointment only. Please email to arrange a meeting.
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course aims to provide students with awareness of students’ difficulties in learning, how these might be assessed, to plan instruction and to have the knowledge to design effective instruction to address learning in particular content areas.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique |
Assessment 1: Research Paper Formative Assessment
|
30% 1,800 words (excluding References) |
25/08/2025 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST) |
| Essay/ Critique, Presentation, Reflection |
Assessment 2: Planning and Instruction
|
40% 1800 words (excl. References) for essay and 12 minute oral presentation |
Essay - Due 2pm 22/09/2025 Presentation 22/09/2025 - 30/10/2025
All students will be submitting their essays on Monday, Week 9 (22 September 2025). Presentation dates and times will vary for each student. They will be advised of presentation due dates and times in workshop. |
| Essay/ Critique |
Assessment 3: Case Study
|
30% 2000 words (excluding References) |
10/11/2025 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST) |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Assessment 1: Research Paper Formative Assessment
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1,800 words (excluding References)
- Due date
25/08/2025 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST)
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
The purpose of this task is to undertake research about formative assessment and to demonstrate your understanding of how formative assessment tools/techniques can be practically applied.
Formative assessment helps to inform instruction. It allows the teacher to consider the content of the teaching and the teaching activities that will be used in instruction. Typically, formative assessment is used before or during learning and teaching. The research paper should firstly define formative assessment, hypothetically plan assessment for a school age student who is having difficulty with reading using a minimum of two formative assessment tools/techniques that you would use to assess the achievement standard (see Australian Curriculum). Finally use research literature to discuss the advantages and disadvantages of the selected formative assessment tools/techniques, and why teachers should use these strategies/techniques to support learning for students with reading difficulties.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 2: Planning and Instruction
- Hurdle
- In-person
- Online
- Mode
- Written
- Category
- Essay/ Critique, Presentation, Reflection
- Weight
- 40% 1800 words (excl. References) for essay and 12 minute oral presentation
- Due date
Essay - Due 2pm 22/09/2025
Presentation 22/09/2025 - 30/10/2025
All students will be submitting their essays on Monday, Week 9 (22 September 2025).
Presentation dates and times will vary for each student. They will be advised of presentation due dates and times in workshop.
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L04, L05, L06, L07
Task description
Teacher’s work involves decision making about planning and instruction. In this assessment task you will be asked to focus on the relationship between planning and instruction for student/s who require support within Quality Differentiated Teaching Practices (QDTP). This task requires you to outline the steps teachers need to make in planning their teaching (instruction). Make reference to the curriculum (what the teacher teaches) and the pedagogy (how the teacher teaches) for students requiring QDTP in your preferred year level.
The decision making will be influenced by (a) department/system policies, (b) the teacher’s beliefs about teaching and learning, (c) the classroom setting, and (d) the students’ abilities, (e) their previous learning experiences and prior knowledge, and (f) their interests. Provide an analysis of how these variables impact on the curriculum and pedagogy used to teach these students. Provide evidence for your arguments by making reference to the literature.
As part of Assessment 2, you will do an in-class/ live zoom (for external students) presentation reflecting on your experience of producing the written component of Assessment 2. Guidance on the oral presentation will be provided in class.
Hurdle requirements
Students will have to take part in the oral presentation not only to have their essay assessed but also to pass the courseSubmission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
Please contact course coordinator directly regarding potential extensions for live presentation component.
Applications for an Essay extension via https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension, or 'My requests' on your my.UQ dashboard.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 3: Case Study
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 2000 words (excluding References)
- Due date
10/11/2025 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST)
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Case Study of a student with learning difficulty
The case study requires you to demonstrate that you can identify the critical characteristics of the child’s learning and have an idea of how to address their needs.
The following prompts can be used to write the case study.
Based on the description of the student suggest how you think the difficulty might impact in success in the nominated subject.
Generate what assessment measures or techniques you would use to explore the student’s achievement. In other words, indicate the observations, tests or assessments you would use to check your initial understanding of his difficulties. Your assessment should guide your decision-making in developing an intervention for the child rather than be aimed at categorising or classifying the child as having some form of difficulty. It is not necessary to use a formal assessment measure such as a standardised test. However, when using these assessment measures or techniques you should be able to collect information in a systematic way that will tell you precisely why the student is failing to learn.
Assuming that you are correct in your analysis, develop an intervention plan to address the student’s difficulties. The plan should include the content or skills you would teach as well as the teaching strategies you would use. You do not have to give a detailed programme, just a general overview of the skills and understandings which the student needs to develop.
Describe how you would monitor the student’s progress.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. Fail (F) = Fails to satisfy most or all of the basic requirements of the course. |
| 2 (Fail) | 25 - 39 |
Minimal evidence of achievement of course learning outcomes. Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. Fail (F) = Fails to satisfy many of the basic requirements for the course. |
| 3 (Marginal Fail) | 40 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. Fail (F) = Superficial or partial or faulty understanding of the fundamental concepts of the field of study displayed with limited ability to apply these concepts. Undeveloped or inappropriate or unsupported arguments presented. Information or ideas communicated with lack of clarity and inconsistent adherence to the conventions of the discipline. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. Pass (P) = Satisfies all of the basic learning requirements for the subject, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate in the subject. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. Credit (C) = Demonstrates ability to use and apply fundamental concepts and skills of the subject, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, and some use of analytical skills. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. Distinction (D) = Demonstrates awareness and understanding of deeper and subtler aspects of subject, such as ability to identify and debate critical issues or problems, and ability to use analytical skills. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: This grade would be assigned on the basis of the marked Assessment Tasks. High Distinction (HD) = Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the subject; interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades:
The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Research Paper: Assessment (A1): grade of 5 at 30% weighting
Research Paper: Planning and Instruction (A2): grade of 6 at 40% weighting
Case Study (A3): grade of 6 at 30% weighting
The final grade for this student taking into account the weighting of each assignment would be: (A1) + (A2) + (A3)
(0.30 x 5) + (0.40 x 6) + (0.3 x 6) = 1.5 + 2.4 + 1.8 = 5.7
The final grade would be rounded to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 5.49 would become 5).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
Tutorial |
Workshop Students will be engaging in follow up activities on ideas and concepts presented in lecture Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 1 (28 Jul - 03 Aug) |
Lecture |
Week 1 Introduction and course overview Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Week 2 Approaches to assessment Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 3 (11 Aug - 17 Aug) |
Lecture |
Week 3 Analysing data to inform student learning Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 4 (18 Aug - 24 Aug) |
Lecture |
Week 4 Monitoring student progress Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 5 (25 Aug - 31 Aug) |
Lecture |
Week 5 Setting learning targets and individual education plans Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 6 (01 Sep - 07 Sep) |
Lecture |
Week 6 Professional engagement to support meaningful outcomes Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Week 7 Planning for transitions Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 8 (15 Sep - 21 Sep) |
Lecture |
Week 8 Quality differentiated teaching practices Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 9 (22 Sep - 28 Sep) |
Lecture |
Week 9 Targeted interventions and supports Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 10 (06 Oct - 12 Oct) |
Seminar |
Week 10 This week is dedicated to assessment support and student presentations Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Week 11 Intensive interventions and supports Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Week 12 Selecting evidence-based interventions to support learning Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Week 13 Closing the opportunity gap Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.