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

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
H. Closure Skills
(The art of giving the learner a sense of completeness
of accomplishment by pulling together main facts and
ideas taught and providing a link between past and new
knowledge)
• Ability to reduce anxiety in learners by helping them
to arrive at solutions
• Ability to arrive at several minor closures in a step-bystep
approach to learning
• Ability to pull together threads of a complex manyfaceted
lesson or series of lessons
• Ability to summarize ideas presented by a variety of
means
• Ability to design and set useful follow-up
assignments
3. Stage III - Post-Operational (See Stage I and II under B.
Lesson Presentation Skills)
assessment Competence
Ability to:
• devise formal and informal evaluative procedures to
assess the effectiveness of instruction;
• ensure that evaluative devices are objective;
• ensure that evaluative devices are valid;
• ensure that evaluative devices are reliable;
• use assessment data effectively and appropriately.
REFERENCES
Eggen, P., & Kauchak, D. (2004). Educational psychology: Windows
on classrooms (6th ed.). Upper Saddle Rivers, NJ: Prentice
Hall.
Cooper, J. N. (Ed.). (2003). Classroom teaching skills (7th ed.).
Boston, MA: Houghton Mifflin.
CURRICULUM PROCESS COURSES
EDLA5240-EDAR 5310
COURSE DESCRIPTION: Curriculum Process is critical to
classroom practice. Through the examination of the theoretical
issues relevant to curriculum process, teachers will derive an
understanding of the theoretical underpinnings of teaching and
learning. This section of the programme, therefore, helps teachers
to develop a greater awareness of the nature of their curriculum
areas, while providing opportunities for mastering the relevant
content. Teachers are also exposed to those methodologies
that would provide effective and efficient instruction, as well as
those that promote learning in the particular curriculum area.
ASSESSMENT
A Curriculum Study (5,000 words) – 100%
SYLLABUS
Curriculum Process includes the teaching of a specific curriculum
area and the following modules: Use of Media in Education,
assessment in Education, Classroom/School-Based Research,
and Electives.
A. Teaching In The Curriculum Area
In these sessions, which are detailed for each curriculum
area, teachers are introduced to basic curriculum theory
aimed at providing them with tools to design, implement,
and evaluate curriculum in the context of all the factors
that impact on teaching and learning.
With this background, they explore methodologies and
develop strategies, materials, and resources to inform and
support their instructional practice.
B. Assessment in Education
This component of the Diploma programme is an integral
part of Curriculum Process. It will be delivered primarily
by curriculum tutors, within the context of their particular
disciplines. It will provide learning experiences that focus on
the assessment of students’ learning outcomes in specific
curriculum areas. However, core issues that are common to
all curriculum areas will be delivered in plenary sessions.
OBJECTIVES
Teachers will have an opportunity to:
1. consider issues related to the assessment of learning
and learner characteristics;
2. develop competence in designing and selecting test
items and constructing tests for the measurement of
learning;
3. become familiar with a variety of alternative
assessment strategies for assessing learning;
4. become acquainted with basic statistical techniques
for the analysis and interpretation of test scores;
5. develop skills in the collection, analysis, and
interpretation of a variety of non-test data for the
assessment of learning and learner characteristics.
CONTENT
• Traditional and alternative purposes of assessment of
learning and the problems of assessing the varieties of
learning outcomes and learner characteristics
• Techniques of assessment
i. development of test items of various types
ii. test construction
iii. performance and product assessment (group and
individual), the use of alternative data sources, e.g.,
portfolios, student interviews, observations, attitude
measures, etc.
• Statistical and other techniques for analysis and
interpretation of data
ASSESSMENT
University attendance requirements must be met (at least 75%).
In addition, students may be required to make presentations
and/or submit projects in their curriculum portfolios.