Course coordinator
Dr Iffat Jahan
Consultation by appointment only. Please email to arrange a meeting.
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- 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.ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7035
Restrictions
Quota: Minimum 10 student enrolments for in person offering
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.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
identify learning difficulties and reflect on the features of the difficulties in particular content areas that should be assessed;
LO2.
plan instruction to address students needs;
LO3.
implement effective pedagogical practices for students with learning difficulties in particular content areas;
LO4.
implement methods to monitor students learning and progress;
LO5.
complete literature searches using a variety of databases to demonstrate wide reading and deep thinking;
LO6.
access, critique and synthesise theory and/or research and use contemporary literature to develop and sustain argument(s); and,
LO7.
demonstrate written communication skills (consistent with appropriate conventions of the American Psychological Association Publication Manual).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique |
Assessment 1: Research Paper Formative Assessment
|
30% 1,800 words |
23/08/2024 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST) |
| Essay/ Critique |
Assessment 2: Planning and Instruction
|
30% 1,800 words |
20/09/2024 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST) |
| Essay/ Critique |
Assessment 3: Case Study
|
40% 2,400 words |
25/10/2024 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST) |
Assessment details
Assessment 1: Research Paper Formative Assessment
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1,800 words
- Due date
23/08/2024 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
Length: 1,800 words (excluding the References)
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
Students can upload their paper on multiple occasions up until the due date. Once the due date and time has passed, only students with an approved extension will be able to upload, and only a single upload will be permitted at that time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Students can make a case for extension to the due date for assignments.
To apply, please submit the form available here: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-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.
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Once the due date has passed, there will be no further opportunity to apply for extensions, submit changes to the assignment or any supporting documentation for that assignment unless requested or approved by the Course Coordinator. In these rare and exceptional circumstances, a maximum grade of 4 will be allocated.
Assessment 2: Planning and Instruction
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1,800 words
- Due date
20/09/2024 2:00 pm
Due date and time is Australian Eastern Standard Time (AEST)
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L04, L05, L06, L07
Task description
Length: 1,800 words maximum (excluding the References)
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.
Submission guidelines
Students can upload their paper on multiple occasions up until the due date. Once the due date and time has passed, only students with an approved extension will be able to upload, and only a single upload will be permitted at that time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Students can make a case for extension to the due date for assignments.
To apply, please submit the form available here: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-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.
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Once the due date has passed, there will be no further opportunity to apply for extensions, submit changes to the assignment or any supporting documentation for that assignment unless requested or approved by the Course Coordinator. In these rare and exceptional circumstances, a maximum grade of 4 will be allocated.
Assessment 3: Case Study
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2,400 words
- Due date
25/10/2024 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
Length: 2,400 words maximum (excluding the References)
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
Students can upload their paper on multiple occasions up until the due date. Once the due date and time has passed, only students with an approved extension will be able to upload, and only a single upload will be permitted at that time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Students can make a case for extension to the due date for assignments.
To apply, please submit the form available here: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-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.
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Once the due date has passed, there will be no further opportunity to apply for extensions, submit changes to the assignment or any supporting documentation for that assignment unless requested or approved by the Course Coordinator. In these rare and exceptional circumstances, a maximum grade of 4 will be allocated.
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
All of the Assessment Tasksﾠmust be submitted in order to obtain a final grade.
ﾠ
CALCULATING FINAL GRADES
At the conclusion of the semester the weighted grade for each assessment task will be added together and the final grade will be determined based on the total. The following examples show how the final (overall) grade will be determined.ﾠ
First example of calculation
ﾠ
Assessment Task
ﾠ
Awarded Grade
Calculation
Weighted grade for overall grade
1. Research Paper: Assessment ﾠﾠ
5
30% thus 0.30 X 5 =
1.50
2. Research Paper:ﾠ Planning and Instruction ﾠﾠ
6
30% thus 0.30 X 6 =
1.80
3. Case Study
6
40% thus 0.40 X 6 =
2.40
Total:ﾠﾠ 5.70ﾠﾠﾠ Final Grade:ﾠﾠ 6 ﾠﾠ(rounded up becauseﾠﾠ> 0.5)
ﾠ
Second example of calculation
ﾠ
Assessment Task
ﾠ
Awarded Grade
Calculation
Weighted grade for overall grade
1. Research Paper: Assessment ﾠﾠ
5
30% thus 0.30 X 5 =
1.50
2. Research Paper:ﾠ Planning and Instruction ﾠﾠ
6
30% thus 0.30 X 6 =
1.80
3. Case Study
5
40% thus 0.40 X 5 =
2.00
Total:ﾠﾠ 5.3ﾠﾠ Final Grade: 5 ﾠﾠ(rounded down becauseﾠ 0.5)ﾠ
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. 6.49 would become 6).
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.che
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 generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. ﾠWhilst students may use AI 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 AI 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 tools.
All the Assessment Tasks must be submitted using the electronic submission link "Assessment Task # Submission" in the section "Assessment" on the Blackboard.
To submit your assignment upload it through Turnitin on the EDUC7240 Blackboard
For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14:00 hrs on the date the Task is due. However it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
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
Find the required and recommended resources for this course 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 |
Lecture |
Lectures Face to face (and/or zoom) lectures Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Workshop |
Tutorial Activities to complement learning from lecture and readings Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Not Timetabled |
Independent study Weekly readings and independent study activities will be posted on Blackboard each week. These are for both internal and external students, and are designed to support you with the assessment tasks. 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 - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.