Assessment task outline
Before we can give consideration to designing assessment we first need to clarify what it is that we value as educators. This assignment is designed to clarify and perhaps encourage the deepening of values for curriculum work. You are to provide an exposition of key theoretical perspectives that influence your curriculum design, its enactment and its assessment and most of all – its purposes. You are to provide a reflective synthesis of 1200 words which reference your teaching journey including these contributions and how the theoretical materials being engaged with in your studies might have changed or enabled you to better articulate your position on some matters.
Your exposition should address the following four aspects:
a. The aims and purposes for your curriculum work;
b. The characteristics of society that you are aspire towards;
c. The characteristics of educated persons that you are working towards; and
d. The nature of an educative learning experience.
Criteria
Aims and Purposes of your curriculum work Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
Characteristics of an educated society Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
Characteristics of an educated person Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
Nature of educative learning experiences Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
The paper must:
1. Refer to Economic and Business curriculum in Australia: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/economics-and-business/rationale
2. Include references and in-text references to All the readings as the attached for this order.
3. It is also preferred to reference the prescribed textbook – Curriculum theory: conflicting visions and enduring concerns – Michael Schiro c2013 (ELECTRONIC COPY NOT PROVIDED, IT WILL GOOD IF YOU HAVE ACCESS AND REFER TO THIS RESOURCE)
Questions to consider
After reading chapter 9 by Gutek, Ewing’s chapter 2, and Schiro’s chapter 1, how do you feel about the potential value of studying ideologies in order to better understand curriculum and assessment? Might the study of ideologies be a bit ‘too theoretical’ and not really related to the ‘real world’ of teaching? Does your own capacity to teach and assess become improved by engaging with such material and using technical terminologies (e.g. difference between aims, objectives and outcomes)?
What makes each subject discipline distinct from all other subject disciplines? Which knowledge disciplines are the most valuable for curriculum work? Why? What subjects do you think should comprise ‘core’ curriculum and what subjects ought to be offered as ‘extension’? What is your reasoning behind your choice? Who should determine which subject matter is represented in the curriculum?
Not all learning is educative. Some is mis-educative and some can even be indoctrinatory. Can you provide examples of indoctrination in the subjects that you teach – and these most certainly do not need to be religion, politics or morality. How do you define ‘indoctrination’? Might this happen accidently? What does Dewey mean by ‘collateral learning’? How important is this to you and your work as a teacher? As teachers do we tend to teach about things or can we also teach our students to ‘care’ as Dewey and Peters argues? Have your interests in curriculum been changed as a result of engaging with the readings?
Keywords to be used throughout the paper
– Public school ideology
– Ideology ( Such as Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology, Social Reconstruction Ideology, Public School Ideology).
– Educative Learning Versus Mis-educative Learning
– Theory
– Pedagogy
– Curriculum
– Business and Economics
– Assessment design
– Aims
– Purposes
– educated society
– educated person
– learning experiences (educative versus mis-educative)
Last Completed Projects
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