EDU60003 Curriculum Design and Assessment
Education & Teaching
5th Jul 2025
2
Assessment Title: Writing and Refining Intended Learning Outcomes
Due Date: Monday 29th August
Assessment Weighting: 25%
Assessment Length: Guideline = 2200 words
Assessment Type: Individual
Introduction
Note: Alterations to this assignment description have been made since previous runs of CDA. Therefore, please ensure you use this description and rubric for the Semester 2/2022 CDA run.
A unit’s intended learning outcomes (ILOs) are one of three inter-related components of a constructively aligned unit, the others being the assessment tasks and the teaching and learning activities.
During the preschool years, social and emotional competency (SEC) includes the capacity to disengage from parents and take part in interactive playtime with peers. SEC includes personal skills and knowledge that enable people to cope successfully with everyday various choices, difficulties, and possibilities. This relates to Will's violent actions in the classroom with no attention to the teacher or his mother.
This assessment task directly relates to the following two CDA unit intended learning outcomes.
▢ Analyse key concepts in the design of effective curricula and apply these to practice.
▢ Analyse a curriculum and apply quality assurance methods aimed at enhancing student learning and the development of teachers as reflective practitioners.
Please note that in addition to considering the topic notes and readings contained within the CDA Modules, within the Canvas site, it is an expectation that your engagement in asynchronous Discussion Forums will help in developing your assignment attempt.
Assessment Task
This assessment has two parts – Part A and Part B. Both parts must be completed.
Part A
Part A is to be completed using a unit outline for an existing unit, with the preference being a unit that you either have, or are likely to have, some responsibility for teaching. Ideally it is the same unit that you choose to focus on in Assignment 2. It is fine if you decide to choose a unit that you have not had any teaching responsibility for. However, in that case it is your responsibility to seek out the required information and insights to support you in meeting the Assignment 1 criteria. This is likely to involve you talking with someone that has responsibility for your chosen unit.
First, a critique of all the existing intended learning outcomes is required. This involves commenting on the appropriateness of the outcomes and the extent to which they are consistent with your institution’s guidelines and better practice as articulated in the teaching and learning literature.
Second, the outcomes are then modified to better reflect the unit’s intentions, with reference to guidelines and the literature. If you believe no modification is required a strong defence, including comprehensive literature citations, of that position is required.
The following assessment criteria will be used when assessing your Part A work.
▢ The quality of the critique of the existing intended learning outcomes. This includes evidence of you reflecting on: teaching and learning experiences, student feedback, alignment with assessment tasks and the aim of the unit. [weighting 20%]
▢ The extent to which the critique is supported by reference to your institution’s guidelines and the teaching and learning literature. [weighting 30%]
▢ The extent to which modified intended learning outcomes are consistent with your institution’s guidelines and the teaching and learning literature. [weighting 10%]
▢ The extent to which the assignment (i.e. Part A and Part B) is presented in a professional style, with citations and referencing in accordance with the APA (7th Edition) referencing style. [weighting 10%]
Part B
Place yourself in the following scenario:
You are a teacher in the physical movement discipline. Your manager informs you that a proposal is being put together to introduce a stand-alone module designed to teach people that will be responsible for developing the cycling skills of the public.
You are asked to write between three and five intended learning outcomes as part of the proposal. It will be considered by an institutional panel that determines what new modules will be developed. The module is being designed to be stand-alone. That is, whilst it could be part of a course(s) it aims to also attract people wanting to complete professional development so that they can offer short courses to the public.
Here is the proposal. Your task has two parts.
▢ First, write between three and five intended learning outcomes.
▢ Second, write a 150-word (maximum) rationale explaining why you have used certain verbs in your ILOs for the Teaching Commuter Road Cycling module.
Module Title: Teaching Commuter Road Cycling
Module Aim: This module aims to teach a person, that wants to offer short public training courses, the skills and knowledge required to ensure members of the public can safely engage in commuter bike riding, individually and in a group. A bike commuter is someone that regularly travels to work, school, or to complete other tasks using the road network and paths shared with pedestrians.
Intended Learning Outcomes:
At the completion of this module the student should be able to achieve the following intended learning outcomes:
1. [ILO 1 to be added]
2. [ILO 2 to be added]
3. [ILO 3 to be added]
4. [ILO4 may be added]
5. [ILO5 may be added]
General Student Demographics: People that are already experienced commuting road cyclists and want to develop their ability to teach members of the public to safely cycle for commuting reasons.
Teaching and Learning Mode: Blended Learning – Practice-focused workshops in the same geographical space. All other materials and interactions online.
▢ Practice-focused workshops (3 x 4 hours): One workshop using indoor cycling trainers. Two workshops on public roads. Students supply their own bicycle.
▢ Online Materials and Interactions (Approximately 24 hours): Materials will include text, images, simulations, case studies, quizzes and a discussion board.
▢ Assessment Workshop (1 x 2 hours): On public roads, in a group cycling environment, with assessors being part of the group.
Two online quizzes (2 x 15%), Written 60-minute examination after last practice-focused workshop (30%), Assessment workshop (40% weighting) in a group ride.
Rationale for the Module
With the advent of the pandemic cycling has significantly increased as a form of commuting. Given the pandemic will exist for the foreseeable future it is likely that cycling will continue to increase in popularity. There is a need for a significant increase in the number of cycling teachers who can train cyclists about commuter cycling principles. Market analysis has indicated that many people that work in the cycling industry want to integrate offering short training courses into their offerings to the public. For example, a bike shop sells a bicycle and offers as a paid extra service a short training course taught by someone who has completed this module – Teaching Commuter Road Cycling. This module is designed to enable teachers (i.e. those enrolled in the module) to develop a public cyclist that is a novice (e.g. learnt how to ride when a child, but not practiced in commuter riding) to be someone confident in commuter cycling. The module is not designed for people that want a career as a trainer of competitive cyclists.
The following assessment criteria will be used when assessing your Part B work
▢ The extent to which your ILOs for the ‘Teaching Commuter Road Cycling’ module accurately reflect the proposal for the stand-alone module. [weighting 15%]
▢ The extent to which your ‘Teaching Commuter Road Cycling’ ILOs constitute well-written ILOs as articulated in the CDA materials, including the readings. [weighting 15%]
▢ The extent to which the assignment (i.e. Part A and Part B) is presented in a professional style, with citations and referencing in accordance with the APA (7th edition) referencing style. [weighting 10%]
The Phase A modules in Curriculum Design and Assessment are relevant to this Assignment. These modules are:
▢ Knowing Me, Knowing You – Embarking on the Journey;
▢ Constructive Alignment (CA) – The Hub; and
▢ Intended Learning Outcomes.
Referencing
Please read the section on referencing in the Unit Outline.
You must use the APA (7th edition) referencing style throughout your assessment and include a reference list, not a bibliography, at the end of the assessment. A reference list only includes the source details of materials that are cited in your submission.
Forms of Submission
The form(s) that your submission takes is your decision. For example, you can submit using any combination of the following:
▢ a document in a report form using word processing software (e.g. Microsoft Word, Apple Pages);
▢ a Microsoft PowerPoint or Apple Keynote presentation, with or without narration;
▢ visual representation software, such as Miro, Padlet, etc.;
▢ any of the Adobe suite of tools available to Swinburne students and staff; or
▢ any other form(s) that the teacher – Dr Williams – can consider your work in without having to purchase software.
It is for this reason that the word count for this assignment is a guideline only. That is, it is guidance about what a ‘traditional’ Word document form would contain in the submission, excluding the Reference list and any appendices. You do not need to only submit in a traditional format. You decide.
Please do not hesitate to prepare your submissions using tools that either meet your current skill set or through using them will extend your skills.
Submission Requirements
Assessments must be submitted via the Canvas unit site through the ‘Assignments’ facility.
Do not email the assessment to either the convenor or tutor.
Keep a backup of your submission. If your assessment goes astray, whether your fault or ours, you will be required to reproduce it.
It is expected that all work submitted has been edited for spelling, grammar and clarity.
The guideline word count does not include the reference list or appendices. It does include in-text citations.
Any appendices are only to contain supplementary/supporting material. They are not to contain material that is essential to achieving the assessment criteria.
Marking Criteria
A rubric, provided at the end of this document, will be used to assess your work.
Extensions and Late Submission
Please read the section on extensions and late submission in the Unit Outline.
Plagiarism
Please read the section on plagiarism in the Unit Outline.
Assessment Help
If you have any queries or concerns you may discuss them with the convenor and/or tutor in the Canvas discussion board in the appropriate discussion forum or by email.
Technical Help
Technical assistance can be obtained from the Swinburne Service Desk: servicedesk@swin.edu.au or (03) 9214 5000.