12484 (v.4) Ed 256 - Adult Learning and Assessment

Area:

Department of Education

Credits:

25.0

Contact Hours:

10.0

Individual Study:

1 x 10 Hours Weekly

Syllabus:

The developmental characteristics of adolescent and adult learners. Individual differences and teaching, learning and assessment. Models of the learning process and the effectiveness of learning strategies on student learning. Student assessment, measuring student learning and improving teaching and learning through assessment processes.

Unit Outcomes:

On successful completion of this unit, students will have- Distinguished and identified student characteristics, learning and assessment terminology and used it correctly in reference to teaching and instructional development and implementation. Identified, interpreted and analysed selected learning models in reference to student learning in their own teaching area. Recognised, categorised and generalise the student characteristics and the elements of the instructional process to their own teaching situation. Described and applied the principles of measurement and assessment to their own teaching subjects. Identified and described a variety of assessment procedures used in teaching and demonstrated how choices can be made between them. Analysed the implications of current training reform and debate on competency-based approaches to education and training within their own vocational area. Demonstrated their assimilation of research on student characteristics, learning processes and assessment issues in a major developmental project.

Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information.

Unit References:

Berger, K.L. (1994), The developing person through the lifespan (third edition). New York, Worth. Biehler, R.F. and Snowman, J. (1993), Psychology applied to teaching (seventh edition). Boston, Hougton Mifflin. Brookefield, S. (1988), Training Educators of Adults. The theory and practice of graduate adult education. London, Routledge. Candy, P.C., Crebert, G. and O'Leary, J. (1994), Developing lifelong learners through undergraduate education. Canberra, NBEET. Gronlund, N. (1991), How to write and use instructional objectives (fourth edition). New York, Macmillan. McInerney, D.M. and McInerney, V. (1994), Educational psychology: constructing learning. Sydney, Prentice Hall.

Unit Texts:

Burns, R. (1995), The adult learner at work. Sydney Business and Professional Publishing. Linn, R.L. and Gronlund, N.E. (1995), Measurement and assessment in teaching (seventh edition). Sydney, Prentice Hall. Samson, J. and Radloff, A. (1992), In writing: a guide to writing effectively at the tertiary level. Bentley, Paradigm Press. Samson, J. and Radloff, A. (1992), The essay: a guide to writing essays and reports in the faculty of education (revised edition). Bentley, Curtin University of Technology.

Unit Assessment Breakdown:

Project report 30%, Review questions 30%, Test construction paper 40%. This is by grade/mark assessment.

Year	Location	Period	Internal	Area External	Central External
2004	Bentley Campus	Semester 2			Y
2004	Esperance Community College	Semester 1	Y
2004	Esperance Community College	Semester 2	Y
2004	Kalgoorlie Campus	Semester 1	Y
2004	Kalgoorlie Campus	Semester 2	Y
2004	Northam Campus	Semester 1	Y
2004	Northam Campus	Semester 2	Y
2004	Geraldton University Centre	Semester 1	Y
2004	Geraldton University Centre	Semester 2	Y
2004	Margaret River Campus	Semester 1	Y
2004	Margaret River Campus	Semester 2	Y
2004	Pilbara TAFE Karratha	Semester 1	Y
2004	Pilbara TAFE Karratha	Semester 2	Y
2004	Pilbara TAFE Sth Hedland	Semester 1	Y
2004	Pilbara TAFE Sth Hedland	Semester 2	Y