Courses :: Module, CURRICULUM, METHODOLOGIES AND ASSESSMENT 4

	Overview
	In line with the principle of facilitating quality teaching and learning for all children, student teachers are supported in understanding, developing and using a wide range of assessment strategies to support, monitor and assess pupils� approaches to learning and their progress � including effective feedback techniques.

Overview

In line with the principle of facilitating quality teaching and learning for all children, student teachers are supported in understanding, developing and using a wide range of assessment strategies to support, monitor and assess pupils� approaches to learning and their progress � including effective feedback techniques.

	Learning Outcomes
	On successful completion of the module, students should be able to: Demonstrate knowledge and understanding of the unique role of the Froebelian student teacher as professional in providing for the holistic development of pupils, particularly through differentiated approaches Show an understanding of the theory, concepts and methods pertaining to effective teaching, learning and assessment, both summative and formative Use a range of strategies and methodologies including new and emerging technologies for teaching and learning to support, monitor and assess pupils� approach to learning and their progress � including effective feedback strategies Conduct a systematic, holistic assessment of pupil needs Collaborate with Special Education Teachers by referring pupils for specialised educational support as required and participating in the provision of that support, as appropriate Apply knowledge of the individual potential of pupils, dispositions towards learning, varying backgrounds, identities, experiences and learning styles to planning for teaching, learning and assessment Contribute to effective school self-evaluation and planning

Learning Outcomes

On successful completion of the module, students should be able to:

Demonstrate knowledge and understanding of the unique role of the Froebelian student teacher as professional in providing for the holistic development of pupils, particularly through differentiated approaches
Show an understanding of the theory, concepts and methods pertaining to effective teaching, learning and assessment, both summative and formative
Use a range of strategies and methodologies including new and emerging technologies for teaching and learning to support, monitor and assess pupils� approach to learning and their progress � including effective feedback strategies
Conduct a systematic, holistic assessment of pupil needs
Collaborate with Special Education Teachers by referring pupils for specialised educational support as required and participating in the provision of that support, as appropriate
Apply knowledge of the individual potential of pupils, dispositions towards learning, varying backgrounds, identities, experiences and learning styles to planning for teaching, learning and assessment
Contribute to effective school self-evaluation and planning

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Assignment

Autumn Supplementals/Resits

Are supplemental/resit registrations permitted? Yes
Assignment

	Additional Reading
	Moon, T.R (2005) The Role of Assessment in Differentiation Theory into Practice 44(3), 226-233. Murchan, D and Shiel, G. (2017) Understanding and Applying Assessment in Education London: Sage Publications. NCCA (2020) Draft Primary Curriculum Framework. [online] available at https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf (accessed 7.12.2021). NCCA (2007) Assessment in the Primary School: Guidelines for Schools. [online] available at https://ncca.ie/media/1351/assessment-guidelines.pdf (Accessed 13 December 2021). Sternberg, R.J. (2008) Assessing What Matters Informative Assessment 65(4), 20-26. Tomlinson, C.A., (2007) Learning to Love Assessment Educational leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A 65(4). Wiliam, D. (2011) Embedded Formative Assessment. Bloomington IN: Solution Tree Press.

Additional Reading

Moon, T.R (2005) The Role of Assessment in Differentiation Theory into Practice 44(3), 226-233.

Murchan, D and Shiel, G. (2017) Understanding and Applying Assessment in Education London: Sage Publications.

NCCA (2020) Draft Primary Curriculum Framework. [online] available at https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf (accessed 7.12.2021).

NCCA (2007) Assessment in the Primary School: Guidelines for Schools. [online] available at https://ncca.ie/media/1351/assessment-guidelines.pdf (Accessed 13 December 2021).

Sternberg, R.J. (2008) Assessing What Matters Informative Assessment 65(4), 20-26.

Tomlinson, C.A., (2007) Learning to Love Assessment Educational leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A 65(4).

Wiliam, D. (2011) Embedded Formative Assessment. Bloomington IN: Solution Tree Press.

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CURRICULUM, METHODOLOGIES AND ASSESSMENT 4

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