Faculty of Humanities and Education (Postgraduate) - The University ...

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
ASSESSMENT
Coursework Assignments -100%
The nature of the course demands that participants actively
engage in the various assessment practices/procedures over the
entire period of the course and, thus, assessment by coursework
only would be most appropriate.
Participants will complete the following pieces of coursework:
• A number of small assignments (6-8) to develop
competencies related to purposes and formats of
assessment in science, that draw on theoretical
underpinnings, as well as cultural and contextual issues.
• A major assignment to plan, design, and implement an
assessment strategy for a specified science instruction
endeavour. This is intended to be developmental, so
feedback is required at each stage to ensure that all criteria
are met.
• An assignment to demonstrate developing competence
in the collection, analysis and use of assessment data in
science with the aid of computer programs
• A reflective journal in which participants will critique their
learning experiences and document significant growth
points.
Participants will submit a portfolio at the end of the course. The
portfolio will contribute 100% of the course marks. It will include
the following compulsory components:
• Thecompletedcourseworkassignments(asdetailedabove),
properly captioned to indicate growth and development as
practitioners in the relevant skills/competencies, including
drafts, written feedback, action taken, and supporting
materials (70%)
• The reflective journal (15%)
• A scholarly reflective analysis of growth and development
in the area of assessment in science over the period of
the course (with reference to the portfolio components),
including plans for continued improvement in assessment
practices, as well as for further professional growth (15%).
REQUIRED READING
Atkin, J. M., & Coffey, J. E. (Eds.). (2003). Everyday Assessment in the
science classroom. Arlington, VA: National Science Teacher
Association Press.
Doran, R., Chan, F., Tamir, P., & Lenhardt, C. (2002). Science
educator’s guide to laboratory Assessment. Arlington, VA:
National Science Teacher Association Press.
Shepardson, D. P. (Ed.). (2001). Assessment in science: A guide to
professional development and classroom practice. New York:
Kluwer Academic.
RECOMMENDED READING
Berenson, S. B., & Carter, G. S. (1995). Changing Assessment practices
in science and mathematics. School Science and Mathematics,
95, 182-186.
Blosser, P.E. (1990). Using questions in science classrooms Research
matters – to the Science Teacher [On-line], No. 9001. Available:
http://www.educ.sfu.ca/narstsite/publications/research/
question.htm
Cain, M., Edwards-Henry, A. M., & Rampersad, J. (2005). Developing
portfolios for integrating teaching, learning and assessment.
St. Augustine, Trinidad: School of Education, UWI.
Chin, C., Brown, D. E., & Bruce, B. C. (2002). Student-generated
questions: A meaningful aspect of learning in science.
International Journal of Science Education, 24 (5), 521-549.
Costa, A. L. (Ed.). (2001). Developing minds: A resource book for
teaching thinking (3rd edition). Alexandria, VA: Association
for Supervision and Curriculum Development. (Specific
Chapters).
Doran, R., Chan, F., & Tamir, P. (1998). Science educator’s guide
to assessment. Arlington, VA: National Science Teachers
Association Press.
Fellows, N. (1994). A window into thinking: Using student writing to
understand conceptual change in science learning. Journal of
Research in Science Teaching, 31(9), 985-1001.
Shakespeare, D. (2003). Starting an argument in science lessons.
School Science Review, 85(311), 103-108.
Stein, M. (2001). Assessment models that integrate theory and best
practice. In D. R.
Lavoie & W-M. Roth (Eds.), Models of science teacher preparation:
Theory into practice, (pp. 149-162). Norwell, MA: Kluwer
Academic.
YEAR:
SEMESTER:
COURSE CODE: EDSC 6004
COURSE TITLE: INFORMATION AND COMMUNICATION
TECHNOLOGIES IN THE SCIENCE CLASSROOM
NUMBER OF CREDITS: 4
COURSE DESCRIPTION:
Rationale
Today, teaching and learning are heavily influenced by the
technological world in which we live. The industrial age has
evolved into the information age, and thus there is the need to use
information and communication technologies (ICT) effectively,
and to understand the implications of their use. This course
provides students with current theory and technological skills
needed to integrate ICT effectively into the science curriculum.
Students will be introduced to the use of both hardware (such
as the computer, multi-media devices, computer interface
devices, etc.) and software applications. They will examine the
many issues surrounding the integration of ICT into the science
curriculum, and will engage in the development of curriculum
material that incorporates ICT in meaningful ways.