The course is compulsory for all students completing pedagogical studies for subject teachers (60 cr).
The courses belonging to the Pedagogical Studies for Subject Teachers and offered in the fall semester must be completed prior to this course.
General objectives for the course
Students who have completed the course will have good knowledge of
- curriculum ideologies, types of curricula, and the task of curriculum as part of the social guidance system
- regulations in their own field of teaching, and the core curricula
Students who have completed the course will know how to
- critically assess and develop the curricula for early childhood and basic education as a planning tool for teaching
- use the curriculum as a pedagogical development tool of the educational institution in the multiprofessional work community
Objectives for subject teachers
Students who have completed the course will
- understand the dimensions of society and education policy that are related to assessment in developing teaching and education
- understand the principles and types of multifaceted formative and summative assessment of learning and apply them purposefully as well as assess one’s own solutions critically
- understand the curricular justifications for multidisciplinary learning modules and be able to implement integrative multidisciplinary learning modules
- have preparedness to network with associates and social agents important for the teaching of their subject when implementing and developing teaching within and outside educational institutions
This course is completed during the one year of STEP studies in the same spring semester as Advanced Practice. This course is organized in the spring semester in Period 3.
This course familiarizes students in a holistic development of the teaching of one’s own teaching subject as part of a comprehensive understanding of the curricula. The group teaching sessions discuss a deeper understanding of a theoretical approach to assessment and consider the curricular foundations of the multidisciplinary learning modules. The students are also guided to consider various themes related to the assessment of teaching and learning and the implementation of multidisciplinary learning modules from the perspective of one’s own subjects, also with the use of information and communication technology. Interaction skills related to the teaching of one’s own subject are practiced simultaneously.
Literature for all:
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press. Chapter on assessment (pp. 177–196). Available at http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
FNBE. (2016) National Core Curriculum for Basic Education 2014. Publications 2016:5. Finnish National Board of Education. Chapter 6 and pages related to assessment in language education in chapters 13–15.
FNBE. (2016). National Core Curriculum for General Upper Secondary Schools 2015. Publications 2016:8. Finnish National Board of Education. Chapter 6 and pages related to assessment in language education in chapter 5.
Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374.
Selected articles from web journals:
- Language Testing
- Language assessment quarterly
- Educational Measurement
- Language Learning and Technology.
ONE of the following books:
Gass, S. M., Gass, S. M., & Mackey, A. (2012). The Routledge handbook of second language acquisition. Milton Park, UK: Routledge. (Selected chapters). Available as an eBook through the University Library.
Green, A. (2013). Exploring Language Assessment and Testing. Language in Action. New York: Routledge. Available as an eBook through the University Library.
Piller, I. (2011). Intercultural Communication: A Critical Introduction. Edinburgh, UK: Edinburgh University Press. Available as an eBook through the University Library.
Long, M.H. & Doughty, C. (Eds.) (2009). The handbook of language teaching. Chichester, U.K.: Wiley- Blackwell. Available as an eBook through the University Library. Chapters:
- Teaching and Testing Speaking, M. Bygate (pp. 412-433/440)
- Teaching and Testing Grammar, D. Larsen-Freeman (pp. 518-535/542)
- Teaching and Testing Vocabulary, P. Nation and T. Chung (pp. 543-556/559)
- Teaching and Testing Pragmatics, C. Roever (pp. 560-573/577)
- Task-Based Teaching and Testing, J. M. Norris (pp. 578-591/594)
Beaven, A., Harjanne, P. & Baten, L. (2011) Training materials Background to CEFcult. Heverlee: CEFcult, pp. 1-19. Available online: http://cefcult.eu/data/Training_material_backgroundCEFcult.pdf
First European Survey on Language Competences. Final Report. Available online: http://ec.europa.eu/dgs/education_culture/repository/languages/policy/strategic-framework/documents/language-survey-final-report_en.pdf
Selected articles from web journals: (available through Helka)
- Language Testing
- The Modern Language Journal
- Language Assessment Quarterly
- Educational Measurement
- Language Learning and Technology System
Chemistry and Physics
Atkin, J. M., Black, P. & Coffey, J. (Eds.) (2001). Classroom assessment and the National Science Education Standards. Washington, D.C.: Committee on Classroom Assessment and the National Science Education Standards, Center for Education, National Research Council. Available at http://www.nap.edu/openbook.php?record_id=9847
Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. (2003). Assessment for learning: Putting it into practice. Berkshire, UK: Open University Press. Available as an eBook through the University Library.
Gorgorió, N. & Planas, N. (2001). Teaching mathematics in multilingual classrooms. Educational Studies in Mathematics, 47, 7–33. Available at http://www.springerlink.com/content/urqra54aqc46y876/fulltext.pdf
Jaworski, B. (1998). Mathematics teacher research: Process, practice, and the development of teaching. Journal of Mathematics Teacher Education, 1, 3–31. Available at http://math.unipa.it/~grim/YESS-5/Jaworski,%201998%20JMTE.pdf
Jaworski, B. (2004). Grappling with complexity: Co-learning in inquiry communities in mathematics teaching development. Proceedings of the 28th PME Conference. Bergen: Bergen University College. Available at http://emis.icm.edu.pl/proceedings/PME28/PL/PL003_Jaworski.pdf
Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at the American Educational Research Association (2000 Annual Meeting), New Orleans, LA. Available at http://www.lessonresearch.net/aera2000.pdf
OECD (2010). PISA 2012 mathematics framework. Draft subject to possible revision after the field trial. Available at http://www.oecd.org/pisa/pisaproducts/46961598.pdf
Pehkonen, E. (1998). International comparison of pupils' mathematical beliefs. In E. Pehkonen & G. Törner (Eds.), The State-of-art in mathematics-related belief research, results of the MAVI activities (pp. 249–276). Research Report 195. Department of Teacher Education: University of Helsinki.
This course offers both theoretical and practical approaches to address curriculum work and the development of the curriculum and teaching and learning. Self-directed group work develops students’ group work skills and taking responsibility of their own learning. Students get practice in using both self- and peer-assessment during the course.
Assessment of the course is based on the completion of an academic essay and/or other assignments and active participation, graded on the scale 0–5. Self-assessment and peer-assessment are also part of the final course assessment.
Huom. Ilmoittaudu ryhmien lisäksi OTR-kerralle.
The course is completed by attending and actively participating in group teaching sessions of versatile subject didactics. Teaching is organized partly in joint sessions for both Arts and Science students and partly in separate groups for Arts and Science students. Tasks and assignments in this course include familiarizing students with diverse assessment methods and the use of ICT in education, familiarizing oneself with literature and other material as well as completing written assignments individually or in groups.
STEP: University Lecturer Kaisa Hahl