EDUC9823 Teaching, Learning and Assessment in the IB

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Overview

This topic is focussed on developing an understanding of the relationship between teaching, learning and assessment in the IB. Firstly, an overview of learning theories linked to classroom practice will be presented. Teaching and learning strategies appropriate to supporting IB outcomes will be addressed. The role of, and approaches, to assessment in IB with also be considered, together with assessment practices that support learning needs of all students in the IB. Finally, the links teaching, learning and assessment in IB unit planner will be examined. The process of reflective practice and its role in improving teaching and learning in the IB context is also considered, as is the importance of collaborative learning and collegial activities in support of the aims and objectives of the IB.

Aims

This topic aims to:

Develop an understanding of the relationship between teaching, learning and assessment in IB programmes
Build capacity to design and implement appropriate assessment strategies to ensure IB programme outcomes are achieved
Develop critically reflective practices and collaborative learning skills through collegial activities that draw upon expertise from within the University

Learning outcomes

On completion of this topic you will be expected to be able to:

Explain the relationship between teaching, learning and assessment in IB programmes

Apply assessment theories and strategies appropriate to supporting effective learning within at least one IB programme

Design authentic assessment tasks together with associated criteria and rubrics to support the achievement of IB learning objectives

Apply standardisation practices in their own context

Undertake and evaluate their own collaborative online learning practice

Requisites information

Pre-requisites:

1 Admission into GCEIB-Graduate Certificate in Education (Intl Baccalaureate Middle Yrs Prog)
1a Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1b Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1c Admission into MEDLM-Master of Education (Leadership and Management)
1d Admission into MEDSE-Master of Education (Special Education)
1e Admission into MEDWS-Master of Education
1f Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1g Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1h Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1i Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1j Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1k Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1l Admission into MEDWSP-Master of Education [1.5 years]
1m Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1n Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1o Admission into MLE-Master of Leadership in Education
1p Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1q Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1r Admission into MED-Master of Education
1s Admission into GCE-Graduate Certificate in Education
2 Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice - 1.5 years
2a Admission into MEDUA-Master of Education - 1.5 years
2b Admission into MLEA-Master of Leadership in Education - 1.5 years
2c Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education - 1.5 years
2d Admission into MWPMHE Master of Wellbeing and Positive Mental Health in Education
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study

Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s)) or ((2 or 2a or 2b or 2c or 2d)) or ((3 or 3a or 3b or 3c) and 4))

Handbook

Teaching, Learning and Assessment in the IB

EDUC9823

4.5 Units

Alert for students

Overview

Aims

Learning outcomes

Requisites information