AET4002 Evidence Based Curriculum Recommendation Assignment Sample

• Subject Code : AET4002
• University : Victoria University My Assignment Services is not sponsored or endorsed by this college or university.
• Subject Name : Evidence Based Practice

Curriculum Design and Student Assessment

Introduction to Evidence Based Curriculum

The draft is being based on the evidence based curriculum. It consists of the tremendous research done in the arena of devising the curriculum. The effectiveness in the curriculum is based on the acquisition of skills and knowledge that are preliminary and form a crucial part associated with the significant standards. The consistency in the addressing of such standards tends to be significant (Ennis, 2016; Min et al., 2019; Smith & Kennedy, 2019; Spencer &Yuill, 2018). There are various teaching challenges that exist in the institutional curriculum. The higher education encompasses the use of theories and the research to back the sources. The elevated levels of policy framing bring about the additional challenges. With the application of the curriculum model, the Backward design can be well linked to the teaching challenges and several arguments can be devised pertaining to these models (Spencer &Yuill, 2018). The purpose is associated with constructive alignment takes place between the learning outcomes of the courses, the learning outcomes and the learning activities too. The assessment tasks also form part of the alignment. The proposed changes can be will taken into consideration and this is linked to the literature and the considerations of the issues linked to implementation.

Teaching Challenge in Institutional Curriculum Context

The challenges are associated with the educational standards that are too high and the specified learning outcomes are complex. This makes the outcomes unachievable (Ennis, 2016; Min et al., 2019; Smith & Kennedy, 2019; Spencer &Yuill, 2018). The AQF level pertaining to the higher education considers the qualifications being offered and the achievement of the students. This is well associated to the course learning outcomes that are being assessed (Ennis, 2016; Min et al., 2019; Smith & Kennedy, 2019; Spencer &Yuill, 2018). The Australian Qualification Framework has the constraints associated with the mobility issues and the engagement of the domestic and global education in a unique manner. The recognition of the qualification and the recognition policy encourages the deployment in curriculum. The engagement is closely associated to the international policies and the challenges brought in with the country’s education profiles. The guidance on the compatibility too needs to be well met (Smith& Kennedy, 2019). The overseas qualifications need to be in sync with the qualifications as that are laid with respect to the AQF. The professional development needs to be attained based on the respective standards and qualifications provided for the Australian education system. The teaching challenges with the requisite of conduct and the professional qualifications are significant. The challenges with the designing of curriculum entails the AQF compatibility.

Application of Curriculum Models

Based on the challenges that have been identified earlier linked to the teaching, the application of the curriculum models is significant. This can be well associated to the Backward Design (Ennis, 2016; Rea& Roman, 2018; Villarroel& Orlando, 2018). There are various benefits that are linked to the use and deployment of backward model. The focus of this design is primarily on the students learning along with the understanding. The teachers do design the units and the courses along with the activities being focussed rather than the output pertaining to the instruction(Ennis, 2016; Rea & Roman, 2018). The focus of the teachers is more on the teaching part rather than the learning part. As the learning part is primarily significant, the same gets ignored and the emphasis lies on the teaching only by the teachers(Villarroel& Orlando, 2018). The perspective is not healthy and it creates greater misconception with the learning activities being hampered to a greater extent. The learning needs to be well derived from the meaningful activities that should be backing such activities.

The backward design tends to be beneficial for the instructors and the encouragement tends to be more for them. The effectiveness in providing the apt guidance based on the instructions and the designing of the courses is crucial. The units along with the courses are designed based on the similar perspective. The desired results being achieved in the teachers developing the assessment and the instructions in accordance to the learning outcomes is significant(Ennis, 2016; Rea & Roman, 2018; Villarroel& Orlando, 2018). The criticism of the backward design model is based on the easier time that the instructors get to develop the significant instructions associated to the learning outcomes. The three stages of the backward design comprising of the identification of the desired results, the determination of acceptable evidence and the planning of learning experience along with the instructions is unique(Rea & Roman, 2018; Villarroel& Orlando, 2018). Although the stage one will ensure that the knowledge of the student is acquired from the lessons but the understanding of the students too needs to be apt to well understand the model. The components of the model comprise of the three stages - identification of the desired results, the determination of acceptable evidence and the planning of learning experience.

The learning by design approach is a unique model too. It was propagated by Janet Kolodner. The explanation of the model is based on the significance that the approach to the learning science and the scientific reasoning tends to be crucial. With respect to the teaching challenges discussed earlier, this model brings in greater complexity (Akeel, 2018;

Anderson, 2017; Chandra, 2017). The design challenges though can be met with the deployment of this model but the challenges associated to the teaching would still remain unresolved. The learning based on the model is specific to science arena and this poses as a greater drawback. The support required for the complex skills can however not be met with the aid of this model. The selection of the model is justified as it is closely associated to the reasoning which is crucial part in the designing of curriculum.

Proposition of Constructive Alignment

It is significant to have synchronization between the learning outcomes of the course, the learning outcomes and the activities pertaining to learning along with the assessment tasks. The constructive alignment can help prepare and design a curriculum which has the significant elements and can offer benefits upon being implemented (Akeel, 2018; Anderson, 2017; Chandra, 2017). The connection needs to be established and a framework formed which would be able to ascertain a positive relation among the learning outcomes, activities and learning tasks. The connection so established aids in the objectives linked to the performances being met in a crucial manner. The objectives are linked to the performance of the students. It specifies as the part of the curriculum as to what is expected from the student at the end of the course. The activities encompass the experiences which the students engage in and the preparation involved in achieving the set objectives (Akeel, 2018; Anderson, 2017; Chandra, 2017). The assessment being a system which is linked to the collection of evidence does aid in the learning process of the student and that which can help enhance the judgements about the learning process.

The alignment is significant as it offers an approach which can be well deployed in a right manner. In order that a direction is attained and the objectives are being met, the accurate measures need to be taken to prove the alignment in the course. The measurement of what the students are earning and as to what the outcome would be is significant. The students tend to spend more time on the activities that would not lead to the intended goals. The overestimation and the underestimation can be well channelized with the alignment. The students receive the mixed messages as to what is being taught and what they are bound to learn. The alignment helps sailing in the right direction and that the objectives are well kept in control. The ineffectiveness of the course being fragmented gets reduced considerably. The taxonomy to align the learning objectives along with the activities and the assessments is crucial. The assessments can be well matched based o the activities and the various assessments. The learning activities need to well support the learning objectives. Assessment of the learning of the student can be well taken into consideration.

Discussion of Implications

The implication of the proposed changes can have crucial results. There is signification associated with the implementation of changes done. This is with regards to the learning taxonomy. The framework is helpful as that the change brought in will assist in the implementation of a set framework based on the guidelines. The use of learning taxonomy is unique. It aids in classification of the course learning objectives along with the subject learning activities. The changes brought in would bring about the benefits upon being implemented (Akeel, 2018; Anderson, 2017; Chandra, 2017). The connection needs to be established and a framework formed which would be able to ascertain a positive relation among the learning outcomes, activities, learning tasks and the assessment tasks. The connection so established aids in the objectives linked to the performances being met in a crucial manner. The nature of thinking can be completely altered. The educational theorist Benjamin Bloom’s approach is relevant. With the implications being brought in due to the imposed changes, there is a variation observed in the nature of thinking process.

The recognition of the cognitive domains can be done in an orderly manner. The thinking process occurs based on the various levels of complexity. As brought out by theorist Benjamin Bloom, the study associated with the nature of thinking can be widely used in the arena of education and development of the curriculum in accordance. The teachers who design the units along with the courses and activities being focussed rather than the output pertaining to the instruction. The focus of the teachers is more on the teaching part rather than the learning part. As the learning part is primarily significant, the same gets ignored and the emphasis lies on the teaching only by the teachers. The perspective is not healthy and it creates greater misconception with the learning activities being hampered to a larger extent (Akeel, 2018; Anderson, 2017; Chandra, 2017). It can be mitigated with the right approach deployed in the thinking and designing of curriculum. The implications of the changes can be well observed with the enhancement in the thinking process and the goals and objectives being considerably aligned to the resources. This would also help in the classification of the course and designing of the course objectives in a significant manner. As the thinking based on the concept flow from the levels of simple to complex, the alignment of the same would be to the levels from concrete to advance levels. The crucial elements of remembering, understanding, analysing, applying, evaluating and creating can be well formed with the aid of it.

The assignment needs to be more clear read the instructions and try to re-frame the work accordingly.

References for Evidence Based Curriculum Recommendation

Akeel, U. (2018). Engineering sustainability: Devising a suitable sustainability education intervention for the Nigerian engineering curriculum (Doctoral dissertation, UCL (University College London)).

Anderson, J. (2017). Devising an Inclusive and Flexible Taxonomy of International Live Projects. ARENA Journal of Architectural Research, 2(1).

Chandra, K. R. (2017). Criteria for Language Course Design involving the Hetero-balancing Approach to Curriculum Planning.

Min, W., Frankosky, M., Mott, B. W., Rowe, J., Smith, P. A. M., Wiebe, E., ... & Lester, J. (2019). DeepStealth: game-based learning stealth assessment with deep neural networks. IEEE Transactions on Learning Technologies.

Clark, U. (2019). Devising and Implementing Whole School Literacy across the Curriculum (LAC) strategies in the 11 to 19 Secondary School Curriculum. In Developing Language and Literacy in English across the Secondary School Curriculum (pp. 89-126). Palgrave Macmillan, Cham.

Ennis, C. D. (2016). PART II Curriculum theory and development. In Routledge Handbook of Physical Education Pedagogies (pp. 53-56). Routledge.

Rea, M. O., & Román, J. L. S. (2018). Implementing backward design to improve students’ academic performance in EFL classes. Centro Sur, 2(2), 37-49.

Smith, S. B., & Kennedy, S. (2019). Authentic Teaching to Promote Active Learning: Redesign of an Online RN to BSN Evidence-Based Practice Nursing Course. Journal of Professional Nursing.

Spencer, R. L., &Yuill, O. (2018). Embedding evidence-based practice within the pre-registration midwifery curriculum. British Journal of Midwifery, 26(5), 338-342.

Vare, P., Arro, G., De Hamer, A., Del Gobbo, G., de Vries, G., Farioli, F., ... &Nijdam, C. (2019). Devising a competence-based training program for educators of sustainable development: Lessons learned. Sustainability, 11(7), 1890.

Villarroel, R., & Orlando, W. (2018). Backwards design model in English Micro Curriculum Planning (Master's thesis, Universidad Técnica de Ambato. Dirección de Posgrado. MaestríaenEnseñanza del IdiomaIngléscomoLenguaExtranjera).

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Evidence Based Practice Assignment Help