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What is Quality Assurance?

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QA in 3 minutes Australia Awards 2017 Fellows, Royal University of Phnom Penh, Cambodia

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QA felt like …

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QA: Processes for course and unit design Structured learning Active learning Teacher presence and role Collaboration Feedback Inclusiveness

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Glossary …

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Purpose Knowledge Skills Application of knowledge & skills Volume of work Accreditation requires also compliance with the rules specified by industry accreditation bodies Step 1 Developing course outcomes

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Step 2 Identifying students’ needs Purpose – Identify the key problem to be solved. What does this purpose involve? What experiences need to be provided to address this purpose? What needs to be provided for these experiences to be addressed? The skills most likely to assist students to attend to the key problem of a unit Critical and creative thinking Analytical skills (evaluate) Problem-solving (design, develop) Research skills Ethical development Intercultural competence Collaboration and teamwork Communication Social responsibility Industry knowledge and skills Industry experience Networking People’s skills Professional attitude

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Step 3 Identifying learning outcomes in units What are the competencies that students need to harness to address the key difficulty of the unit?

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What activities allow students to engage the competencies that students need to harness to address the key difficulty of the unit? Step 4 Identifying assessment tasks

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Relate the competencies that students need to demonstrate to assessment activities. Step 4 Assessment criteria

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QA to be used with care Statistics are a map, not the territory QILT

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Tao Nary Kim Dinath Mam Socheath Sreng Soknet Dan Vournpheng Pauv Ampor Khon Munty Mech Samphors Se Bunleng Duong Chanmettachampavieng Spoann Vin Seng Molika Nhoung Sovoan Om Sokha Vong Chorvy CDU Ania Lian Greg Shaw (Head of School of Education) Australia Awards 2017 Fellows, RUPP, Cambodia

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THANK YOU

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Appendix

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Course learning outcomes: Master of Teaching (9) Review and critically analyse, consolidate and synthesise knowledge relevant to teaching and learning in Early Childhood and Primary School education, Primary School education, or Secondary School education. Critically apply cognitive and technical skills to investigate and analyse theories and apply theories to understand and critique a broad understanding of curriculum area discipline knowledge with depth in Early Childhood and Primary School education, Primary School education, or Secondary School education. Apply cognitive and creative skills to exercise and review critical thinking and judgment in identifying and solving problems in the field of education with regard to teaching and learning. Interpret, present and justify clear, coherent and independent exposition of knowledge and ideas within the field of education with regard to teaching and learning in Early Childhood and Primary School education, Primary School education, or Secondary School education. Use theories, initiative and critical judgment in planning, problem solving and decision making in the professional practice of teaching. Adapt and critique knowledge and skills in the diverse contexts of teaching and learning in Early Childhood and Primary School education, Primary School education, or Secondary School education. Collaborate with others by demonstrating technical and communication skills to evaluate and implement own learning and professional practice within the broad parameters of Early Childhood and Primary School education, Primary School education, or Secondary School education.

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Undergraduate YEAR 2 (7) Analyse pedagogical approaches for reading across the curriculum with particular reference to the needs of students within the teaching and learning context Describe the elements of literacy approaches and how they are applied to diverse classroom environments Examine the role of assessment, including providing timely formal and informal feedback, in teaching and learning for reading development Demonstrate the capacity to design a literacy program in relation to the Australian Curriculum or Early Years Learning Framework for a specific context. Express an informed view of the role of the teacher in establishing reading environments in diverse classroom contexts . Teaching literacy in Australian schools unit On successful completion of this unit the student should be able to: Master of Teaching Level (9) Identify the main pedagogical approaches for reading and writing, and critically evaluate their relevance to the Australian Curriculum. Apply pedagogical knowledge and critical thinking to identify and discuss contemporary issues in literacy pedagogy, including concepts like student-centredness, exploration, play-based learning, direct instruction and explicit teaching. Engage your professional knowledge, experiences and the literature to identify innovative and equitable support in reading and writing development and assessment. Demonstrate initiative, creativity and critical judgment in designing an innovative reading and writing program that responds to contemporary issues in literacy pedagogies and the learning goals of the Australian Curriculum. Engage collaboratively to systematically implement and evaluate pedagogical strategies that cater for student diversity and inclusion.

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Linking Course Learning Outcomes with the Unit Learning Outcomes Master of Teaching level

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CL01 CL02 CL03 CL04 CL05 CL06 CL07 Linking Course Learning Outcomes with the Unit Learning Outcomes Master of Teaching level

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Working with Bloom’s taxonomy

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