TLS3003 (07E, 17E) 2024-2025 Sem 2
Curriculum and Assessment (TLS3003, 07E, 17E)
Lecturer
as of 28 December 2024
Dr. CHIU, Suk Mei Eva (Tel: 69765750; email: esmchiu@eduhk.hk)
Venue
D4-G/F-01
Date & Time
7 January 2025 - 8 April 2025 (Tue); 12:30-15:20
Course Schedule
Session
Date
Mode
Content
Images of curriculum
Curriculum orientations
Global trends in curriculum and assessment
Context of curriculum construction
Current curriculum and assessment reform policies, priorities and
practices
Directions of ongoing curriculum reform
Models of curriculum design and planning
Curriculum implementation & evaluation
Information Literacy and Curriculum Integration
Guest Speaker: Mr. Kelvin On, Kam Tin Mung Yeung Public School
Curriculum integration
Curriculum organisation
Definitions and functions of assessment
Traditional and alternative assessment
Assessment Literacy (Assessment of/ for/ as learning)
School-based assessment
Online National Security Education
(Completion of Moodle Assignment by 18 Mar 2025)
learning Assignment 1 Planning Tool
Preparation for Assignment 1
1
7 Jan
ML-1
2
14 Jan
ML-2
3
21 Jan
ML-3
4
28 Jan
ML-4
5
11 Feb
ML-5
6
18 Feb
ML-6
7
25 Feb
8
4 Mar
9
11 Mar ML-8
Assignment 1 (Group presentation)
10
18 Mar ML-9
Assignment 1 (Group presentation)
11
25 Mar ML-10
Catering for diversity
12
1 Apr
ML-7
Tutorial
Preparation for Assignment 2
Use of assessment data to improve learning, teaching and
curriculum
Roles of teachers in changing school curriculum and assessment
End of course evaluation
ML = mass lecture
Tutorial: individual/group
(attendance requirement: at least 8 mass lectures + online learning + 1 tutorial)
13
8 Apr
ML-11
Note: The minimum attendance requirement for full-time students is 80%. Students who fail to fulfill the
minimum attendance requirement will be given an F (fail) grade for the course.
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TLS3003 (07E, 17E) 2024-2025 Sem 2
Assignments
Assignment 1:
Assignment 2:
Group Presentation
Extended Paper (Individual Essay)
Class participation: Participation in class and online learning tasks
(30%)
(60%)
(10%)
Assignment 1 – 30% of course grade
Group Presentation
Working with group members, identify a policy related to curriculum and/or assessment released by
the Hong Kong government. Create a presentation and PowerPoint slides about the policy’s
implications to school contexts. To gain exposure to the broad range of topics covered by the
presentations, you are expected to be present for all the presentations by the other groups and
engage in discussions following the presentations.
Students will be organized into major/discipline groups (5 students per group) to give a 20 to 25minute presentation.
To prepare for the presentation, groups will read about the selected policy, focusing on specific
aspects (for example, catering to student diversity). Groups will draw on the references listed in the
course outline, as well as other resources, to expand knowledge of the topic. They will collect
resources (handouts, worksheets, videos or other media) that can be shared with the class. The
group presentation will be comprised of two parts:
A) Demonstration
Present an overview of the topic, addressing the following as appropriate:
1. The approach/model’s purpose
2. Principles related to curriculum and/or assessment
3. The role of teachers and students
4. A brief evaluation. Students can draw upon and reflect on their own school experiences (e.g., in
alma mater) to discuss the model’s implementation in the local context.
B) Discussion
The purpose of the discussion is to enable the audience to clarify the model’s features and reflect on
how these converge with their personal understanding of teaching, learning, assessment, and the
role of schools in society. Towards this end, the group is expected to (a) prepare reflective questions
and (b) respond to questions from the audience.
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TLS3003 (07E, 17E) 2024-2025 Sem 2
Assignment 1 Rubrics
Grade
(global grade
descriptors)
Understanding of
topics/key concepts
(40%)
Group Work
(20%)
Critical and
creative
thinking
(20%)
Organization and
skills of
presentation (10%)
Discussion:
Responses to
questions &
suggestions (10%)
A
1. Thorough
understanding and
interpretation of
topics/arguments
and underlying
theories
2. Makes good
references to
support arguments
3. Provides suitable
examples to
facilitate
understanding
The group
effectively
utilized on-line
and/or face- toface platforms to
collaborate on the
project and build
on each other’s
knowledge and
understanding.
There is much
evidence of
exchange of ideas.
Innovative,
logical, good
reasoning
1. Well-organized
and structured
2. A good flow is
witnessed
3. Good
presentation skills
with clarity,
interaction and
articulated tone
1. Outstanding
responses to
students’ and tutor’s
queries
2. Well-thought
suggestions made to
address curriculum
problems
The group utilized
on-line and/or
face-to-face
platforms to
collaborate on the
project and build
on each other’s
knowledge and
understanding.
The group utilized
on-line and/or
face-to-face
platforms to
collaborate on the
project.
Logical,
good
development
1. Presents an
effective synthesis
of the topics
2. The flow is
sometimes
stagnant
3. Sometimes
interaction and
clarity is lacking
Fair presentation
skills
1. Sensible
responses to
students’ and tutor’s
queries
2. Reasonable
suggestions made to
address curriculum
problems
C-D
1. A high level of
understanding and
interpretations
2. Some references
are made but not
exhaustive
3. Some examples
are given but not
exhaustive
1. Adequate
understanding and
interpretation of
topics/ arguments
and underlying
theories.
2. A few references
are given but they
lack breadth
3. Examples given
do not support the
main argument.
Partial
Weak
Disjointed and
ineffective
No evidence
F (Fail)
No evidence
The group barely
utilized on-line
and/or face-toface platforms to
collaborate on the
project.
No evidence of
collaboration.
No evidence
Poor organization/
extrapolation
No evidence
(Outstanding)
B
(Good)
C
(Satisfactory)
1. Lacks
extension
2. Flaws in
logical
sequence
3
1. Some of the
responses made are
irrelevant
2. Some of the
suggestions made
are off the focus
TLS3003 (07E, 17E) 2024-2025 Sem 2
To facilitate your preparation for Assignment 1, please refer to the following examples of policy
documents (dated 2000 or afterwards) related to curriculum and/or assessment.
Curriculum Development Council. (2001). Learning to Learn: the way forward in curriculum
development. (Accessible by chapters) URL: http://www.edb.gov.hk/en/curriculumdevelopment/cs-curriculum-doc-report/wf-in-cur/index.html
Curriculum Development Council. (2014). Basic Education Curriculum Guide – Building on
Strengths (P1-P6) URL: https://cd.edb.gov.hk/becg/english/intro.html
Education Commission. (2000). Learning for life, learning through life: Reform proposals for the
education system in Hong Kong. HKSAR. URL: https://www.ec.edu.hk/doc/en/publications_and_related_documents/education_reform/Edu-reform-eng.pdf
Education Bureau. (2009). New Academic Structure “334” bulletin. URL:
https://334.edb.hkedcity.net/new/en/index.php
Assignment 2 – 60% of course grade (deadline: 11:59pm on 29 April 2025 )
Extended Paper (1800 words +/-15%)
This assignment builds on your learning from Assignment 1. Write an essay on a topic relevant to a
curriculum and/or assessment issue that you are likely to deal with as a new teacher in Hong Kong.
You may select one of the following topics to focus the assignment discussion.
1.
2.
3.
4.
5.
6.
7.
Identify different concepts, definitions, or orientations of “curriculum” and show how
they can be related to what you do as a teacher in the classroom.
Select one aspect of the current curriculum reforms and show what its implications are
for changing classrooms in Hong Kong.
What is the current and future situation for developing integrated curriculum in
kindergarten/ primary school /secondary school?
Select one aspect of the current assessment reforms and discuss its implementation in
classrooms in Hong Kong.
As a prospective teacher in primary/secondary schools, how would you go about
establishing an “assessment for learning” culture in your classroom?
In the course of curriculum or assessment development, why is it necessary to cater for
diversity in Hong Kong classrooms? What are some practical ways you can do this?
What role will you play as a teacher in curriculum and assessment reform? What
changes do you think a beginning teacher can make to support curriculum reform in the
current situation in Hong Kong?
OR
You may like to discuss with the lecturer if you would prefer to write about other topics. Please
refer to the assignment instructions to decide the topic in the case of self-initiated topics.
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TLS3003 (07E, 17E) 2024-2025 Sem 2
Reminders:
A. The topic of Assignment 2 must be approved by the lecturer.
B. The topic of Assignment 2 can be a topic relevant to your own group’s presentation (i.e.,
Assignment 1).
C. Must not use the same case(s) presented by your group or other groups in Assignment 1.
D. Refer to the citation system in the student handbook. Use APA (7th ed.).
E. Times New Roman font 12, 1.5-line spacing is recommended. Please submit a PDF file.
F. Refer to the rubrics when writing the essay.
G. Your file name should be ‘TLS3003Assignment 2_(name)_(student no.)’
e.g., TLS3003Assignment 2_Chan Tai Man_11199888
H. Leave ample time for Turnitin and declaration of using AI-enabled tool.
I. In the Turnitin report, the percentage of similarity should be less than 15%.
J. Students are responsible for ensuring that their utilization of AI-enabled generative tools
complies with EdUHK's policies on academic honesty. The relevant policies can be found at this
link: https://www.eduhk.hk/re/Current-Students/Assessment/Student-Conduct-And-AcademicHonesty.html
K. Submit your PDF file via moodle with Turnitin checking and declaration of using AI-enabled
tool.
L. Submit a completed AI-enabled tools declaration form. Students who fail to submit this form
will result in mark deduction.
M. Late submission without filling out the ‘Application for Late Submission of Assignment’ form
and getting the lecturer’s approval BEFORE the deadline will result in an ‘F’ grade.
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TLS3003 (07E, 17E) 2024-2025 Sem 2
Assignment 2 Rubrics
Grade
A+
A
Understanding
Analysis &
Critical
Research/
Language/
of Theories &
Synthesis
Thinking
Literature
Organization
Concepts 25%
20%
20%
Review 15%
20%
Thorough
Outstanding and
Innovative and
Relevant research/
Well- organized,
understanding &
thorough analysis
original
literature,
fluent and correct
interpretation
and synthesis
comprehensive
coverage
AB+
B
General
Good and
understanding &
interpretation
Evidence of
Organized, fluent
appropriate
relevant
and correct
analysis and
research/literature
synthesis
BC+
Reflective
Superficial grasp
Little or no
of interpretation
C
Logical
Some errors in
Reasonably fluent
attempt at
documentation of
with some
analysis and
relevant research
mistakes
Little evidence of
Frequent errors
synthesis
C-
Partial grasp of &
Illogical analysis
interpretation
and ineffective
D
Weak
relevant research
organization of
materials
F
Little
Interpreted
understanding &
interpretation
No evidence
Little or no
Major and
incorrectly and
evidence of
frequent errors
poorly organized
relevant research
materials
Guidelines for Criteria:
Understanding of
Does the work demonstrate an understanding of the topics? Does it demonstrate the use of relevant
topics/ arguments
readings/literature to support the arguments?
Analysis &
Does the work demonstrate sound analysis of issues and synthesis of ideas from various sources or
synthesis
perspectives?
Critical thinking
Does the work represent the student’s own thinking and critical reflection to come to grips with the
problem or to sort out the issue? Does the work demonstrate reflective application of educational
concepts?
Research/
Does the work include references and citations to pertinent sources? Are the cited sources credible? Does
Literature review
the work reflect a range of sources and media (i.e. journal articles, books, textbooks. web-based sources)?
Language/
Does the work show systematic organization, and fluent and proper use of language? Does it have a clear
Organization:
rational structure in synthesizing the arguments?
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TLS3003 (07E, 17E) 2024-2025 Sem 2
Teaching and Learning Platform
You may enter Moodle at: Home | Moodle Y2024 (eduhk.hk)
Personal login ID and password are required to enter moodle. After login moodle, you are able to:
•
•
•
•
•
Communicate with the lecturer and group members;
Read and download relevant course information;
Take part in online discussions and learning tasks;
Receive feedback from the lecturer;
Use Turnitin to check if there is plagiarism in your assignment. You should make appropriate
revision to your assignment if there is plagiarized content to avoid disciplinary consequences.
Please make use of moodle to enrich your learning.
General Academic Regulations
⚫ Students are to follow the attendance requirement set by C&I Dept. –
i.e. 80% of attendance requirement should be observed (please refer to C&I T&L
Handbook);
⚫ For Leave of Absence, participants should submit the “Leave Notification Form” for
endorsement by the course lecturer concerned and approval by Programme Leader via the
Programme Office;
⚫ Students are reminded to observe the regulations/guidelines set by EDUHK regarding late
submission, plagiarism and academic honesty (also refer to C&I T&L Handbook)
Attendance Tracking
The attendance reader (beside the door inside the room) is designed to capture the number of
participants using the room. Participants simply present their EdU Cards over the attendance reader
to take record.
Academic Honesty and Copyright
Students are required to carry out all academic activities honestly and in good faith. Any act
that contravenes standards of academic honesty such as plagiarism, impersonation, cheating in
examinations and collusion is strictly prohibited by the University.
Please visit the session “Academic Honesty and Copyright” in the Student Handbook:
https://www.eduhk.hk/re/student_handbook/en/Academic-Honesty-And-Copyright.html
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