top of page
Image by Thomas Bormans

COURSE SYLLABUS

  • SCOPE OF COURSE SYLLABUS

    Intended for students enrolling in Advanced Curriculum Design and Assessment, this syllabus contains information specific to the course. It is a definitive record of the course's primary characteristics and the learning outcomes that a typical student can reasonably be expected to achieve if he/she takes full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners, and for future course monitoring and review.


    COURSE AT A GLANCE

    Course Title

    Advanced Curriculum Design and Assessment


    Subject Area

    Education


    Course Code

    EDUC 71022


    Course Level

    Graduate


    Credits

    5.0


    Prerequisites

    EDUC 71021 or Equivalent


    Methods of Delivery

    Face-to-face

    Online


    Expected Length

    5.0 Weeks


    Class Meetings

    Dependent on the choice made during enrollment


    Faculty

    TBD


    INFORMATION TECHNOLOGY

    Computer Software: Any computer software that aids learning.


    TEXT(S)

    Text 1: DC

    Title: Developing the Curriculum

    Author(s): William R. Gordon, Rosemarye T. Taylor, and Peter F. Oliva

    Edition: 9th

    ISBN: 9780137525294


    Text 2: CA

    Title: Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation

    Author(s): James H. McMillan

    Edition: 7th

    ISBN: 9780134523309

  • SYNOPSIS

    The course is in two related parts: 1) Curriculum Design; and 2) Classroom Assessment (and there are two textbooks, one for each part of the course). Curriculum Development is in five main parts: a) theory; b) people; c) system components; d) implementation; and e) evaluation. Those sections are the most important part of designing an effective curriculum, and we use those to do a theoretical project for an ideal K-12 (High School) student, applying our knowledge gained to the specifics of the Vietnamese education system and the current social environment, to design an ideal curriculum plan. 

     

    The two halves of the course are connected by 21st century knowledge, skills and dispositions; and standards and cognitive learning targets in the classroom. Curriculum design is the “what” to teach and classroom assessment is the “how” to teach aspect of the educational task. 

     

    The second and larger half of the course is in three main parts: a) the role of assessment, standards and quality assessment; b) formative (in the class) assessment; and c) summative (end of class) assessment. Parts b) and c) are used for the two remaining parts of the project work. That involves role-playing the teacher-student relationship in the class, describing the results of various activities, and giving feedback (formative assessment); and constructing a summative assessment to test micro (e.g. accuracy) and macro (e.g. fluency) skills, as well as the various possible ways of conducting testing: e.g. multiple-choice, videos, short-story writing, or making up a project. That also covers the preparation for such tests and a framework for marking them such as a rubric. 


    LEARNING OUTCOMES

    Upon completion of the course, students are expected to be able to: 

     

    • Demonstrate an understanding of practices that promote the success of all students.  

    • Apply the necessary knowledge and skills to design and implement a language learning curriculum.  

    • Demonstrate the competencies necessary to provide an effective instructional program.  

    • Evaluate a program’s effectiveness through federal, state, and local assessment and program evaluation tools.  

    • Demonstrate an ability to provide a comprehensive professional development plan for staff.  

    • Evaluate instructional materials as a member of a team.  

    • Identify and utilize the basic principles of assessment and examine how they relate to international, national, state, and local tests.  

    • Apply test theory and design to a specific situation.  

    • Develop an instructional program to address specific learner needs.  

    • Examine the role of assessment in settings where some students might be at a disadvantage. 

    • Apply knowledge of Common Core State Standards (CCSS) and COMPASS evaluation requirements to assessment-related problems.  

    • Identify, describe, and evaluate underlying principles of T.E.S.O.L. curriculum development and assessment practices.  

    • Determine the implications of various T.E.S.O.L. curriculum design and assessment approaches for one's own teaching situation.  

    • Evaluate some available contemporary research on T.E.S.O.L. curriculum and assessment issues. 

  • WEEK 1

    Module 1

    Theoretical Dimensions in Curriculum Development

    Reference(s): DC Ch1-2


    Module 2

    Role of Personnel in Curriculum Development

    Reference(s): DC Ch3-4


    Module 3

    Components of Curriculum System Development Process I

    Reference(s): DC Ch5-6


    WEEK 2

    Module 4

    Components of Curriculum System Development Process II

    Reference(s): DC Ch7-8


    Module 5

    Curriculum Implementation

    Reference(s): DC Ch9-10


    Module 6

    Evaluation of Effectiveness and Trends in Digital Curriculum and Instruction

    Reference(s): DC Ch11-13


    WEEK 3

    Module 7

    Advanced T.E.S.O.L. Curriculum Design and Assessment I

    Reference(s): N/A


    Module 8

    High-Quality Classroom Assessment

    Reference(s): CA Ch1-3


    Module 9

    Formative and Summative Assessments

    Reference(s): CA Ch4-7


    WEEK 4

    Module 10

    Selected-Response and Constructed-Response Assessments

    Reference(s): CA Ch8-9


    Module 11

    Performance Assessment and Portfolios

    Reference(s): CA Ch10-11


    Module 12

    Assessing “Noncognitive” Dispositions and Skills

    Reference(s): CA Ch12


    WEEK 5

    Module 13

    Assessment for Students with Exceptional Needs and Culturally and Linguistically Diverse Students

    Reference(s): CA Ch13-14


    Module 14

    Grading and Reporting Student Performance

    Reference(s): CA Ch15


    Module 15

    Advanced T.E.S.O.L. Curriculum Design and Assessment II

    Reference(s): N/A


  • PROFESSIONALISM

    WEIGHT: 10.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 5

    All students are expected to participate in all types of classroom activities. Regular attendance is required since this increases opportunities to engage in classroom activities. Marks will not be based on the number of posts submitted, comments made in class, or anything similar but on the overall quality of contributions to discussions.

    Students are encouraged to exchange contact information and support one another if a class is missed. They are advised to contact the course instructor if having any concerns.


    PRACTICAL RESEARCH PROJECT I

    WEIGHT: 20.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 4

    General Information

    This must be two to four pages (approximately five hundred to one thousand words), not including references and title pages, and appendix. The purpose of this assessment is to determine the level of comprehension and mastery of the material covered, focusing on the theoretical and practical aspects of the course. The deadline to submit this assessment is on Sunday at 23:59 (GMT+0) of Week 4. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and thoroughly edit their work before attempting the graded assessment.


    Description

    Part I: create a classroom-based formative assessment targeting the listening and speaking skills of your “tutee” in your “Applied Linguistics” course. Write an assessment objective and describe assessment strategies. (1-2 pages).


    Part II: create a classroom based formative assessment targeting reading and writing skills of your “tutee” in your “Applied Linguistics” course. Write an assessment objective and describe assessment strategies. (1-2 pages).


    PRACTICAL RESEARCH PROJECT II

    WEIGHT: 35.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 5

    Formative Assessment Design

    General Information

    This should be eight to twelve pages (approximately two to three thousand words) not including references, title page, and appendix. The purpose of this assessment is to determine the level of comprehension and mastery of the material covered over five weeks, focusing on the theoretical and practical aspects of the course. The deadline to submit this assessment is on Sunday at 23:59 (GMT+0) of Week 6. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and thoroughly edit their work before attempting the graded assessment. 


    Description

    There are two parts, and these should be performed as role plays (within a group of 2 to 3 students together) in your own time, with each person acting as both a teacher and a student, in turns, one after the other. Then you can write up your results. 


    Part I: create a classroom-based formative assessment targeting the listening and speaking skills of your “student” in your “Applied Linguistics” course. Write an assessment objective and describe assessment strategies. Describe the results of your role play. (1-2 pages). 


    Part II: create a classroom based formative assessment targeting the reading and writing skills of your “student” in your “Applied Linguistics” course. Write an assessment objective and describe assessment strategies. Describe the results of your role play. (1-2 pages). 


    PRACTICAL RESEARCH PROJECT III

    WEIGHT: 35.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 5

    Final Summative Curriculum Design Project

    General Information

    This must be eight to twelve pages (approximately two to three thousand words) not including references, title page, and appendix. The purpose of this assessment is to determine the level of comprehension and mastery of the material covered over five weeks, focusing on the theoretical and practical aspects of the course. The deadline to submit this assessment is on Sunday at 23:59 (GMT+0) of Week 6. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and thoroughly edit their work before attempting the graded assessment. 


    Description

    You should design a summative assessment for your prospective students. When you do this, you should focus on: 


    • assessing the multiple macro and micro skills of listening, speaking, reading and writing; 

    • fulfilling the purpose of the assessment (e.g. unit test, final exam, exit exam, presentation); 

    • using clear language; 

    • minimizing bias, misrepresentation, error, and culturally irrelevant verbiage or examples; and 

    • meeting Brown's five principles of assessment - practicality, authenticity, validity, reliability, and wash back. 


    Please include evaluation material such as rubrics, an answer key, sample work, etc. 

    Make sure you include a rubric, or grading criteria for rating, if you are using any part of an existing source. 

  • PARTICIPATION POLICY

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    GRADING

    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    ACADEMIC INTEGRITY POLICY

    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    STUDENT WELFARE AND PRIVACY POLICY

    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email DS@TheAUS.us.


    USE OF COURSE MATERIALS AND LECTURES

    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    WEEKLY CLASS MEETINGS AND SYLLABUS

    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.

OFFICE OF ACADEMIC AFFAIRS