QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER: Curriculum and Assessment EDUC312 (3CRH)
SEMESTER AND YEAR: Fall/Spring
INSTRUCTOR:
EMAIL:
OFFICE HOURS:
PHONE:
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COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES
Teaching
1. 1. Content: Demonstrate understanding of the key theories and concepts of the subject
matter.
2. 2. Pedagogy: Plan effective instruction to maximize student learning.
3. Technology: Use current and emerging technologies in instructionally powerful ways.
4. Diversity: Foster successful learning experiences for all students by addressing
individual differences.
Scholarship
5. Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to
the knowledge base in education.
6. Problem Solving: Arrive at data-informed decisions by systematically examining a
variety of factors and resources.
Leadership
7. Ethical Values: Apply professional ethics in all educational contexts.
8. Initiative: Lead positive change in education
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COURSE DESCRIPTION
The course introduces students to the study of the curriculum and identifies its main components
and the bases on which teaching is established in all educational stages. In addition, learners will
identify the basic skills for lesson planning which will help them to form a comprehensive overview
of the teaching process—its concepts, planning processes, and evaluation in light of the National
Curriculum Standards, students' needs, and learning styles. This course includes 6 hours of field
experiences at Qatari independent schools.
Prerequisites:
None
COURSE OBJECTIVES
1. Acquiring key educational concepts related to curriculum, its components, research skills and
how to design effective learning experiences.
2. Understanding learners’ differences in motivation in order to create appropriate educational
opportunities for students.
3. Recognize a variety of instructional strategies.
4. Acquiring information related to the use of technology that contributes to lesson planning in
order to enhance the research process and the active cooperative interaction in the classroom.
5. Acknowledging different assessment and evaluation methods in order to pursue continuous
evaluation process for developing the learners’ various skills.
6. Familiarized with the national curriculum standards in the specialty area of the student and
transform it into educational objectives.
COURSE LEARNING OUTCOMES
By the end this course, students are should be able to:
1. Acquire central concepts and skills related to curriculum and its components in order to
design effective learning experiences
2. Apply the educational concepts included in the course (curriculum, learning, evaluation,
assessment, planning, etc.)
3. Identify components of curriculum design.
4. Create a lesson plan addressing all elements appropriately and accurately in light of student
differentiation and learning principles.
5. Explain the relationships between the curriculum, instruction, assessment, and learning.
6. Use varied and appropriate assessment strategies and tools to measure student learning—
according to subject curriculum standards and learners’ differences.
7. Analyze students’ test results to suggest ways of modifying instruction to improve student
learning.
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TEXTBOOKS & READINGS:
Required text:
Students are required to study the designated sections of the following texts:
‫ عالم الكتب‬:‫ القاهرة‬.‫ تعليم وتعلم مهارات التدريس في عصر المعلومات‬.)5002( ‫صالح الدين محمود عرفة‬.
‫ مكتبة الفالح‬:‫ الكويت‬.‫ أساليب التدريس العامة المعاصرة‬.)5002( ‫صبحي حمدان أبو جاللة ومحمد مقبل عليمات‬.
‫ والدراسات االجتماعية‬،‫ العلوم‬.‫ التدريس نماذج وتطبيقات في اللغة العربية والرياضيات‬.)5002( ‫محمد السيد الكسباني‬.
Supportive Texts:
Learners are required to read the following texts in addition to the printed materials.
‫ ريبنو للنشر والتوزيع‬:‫ عمان‬.‫ استراتيجيات التدريس في القرن الواحد والعشرين‬.)5002( ‫ذوقان عبيدات وسهيلة أبو السعيد‬.
‫ تطوير المناهج الدراسية‬.)2992( ‫محمود أحمد شوقي‬.
‫ سياسة التخطيط واستراتيجية التنفيذ‬:‫ بناء المناهج التربوية‬.)2991( ‫محمد هاشم فالوقي‬.
‫ إجراءات في تصميم المناهج‬.)2992( ‫افنان نظير دورزه‬.
‫ تنظيمات المناهج وتخطيطها وتطويرها‬.)5002( ‫جودت أحمد سعادة وعبد هللا محمد إبراهيم‬.
،‫ الطبعة األولى‬،‫ ترجمة عبد هللا ابو نبعه‬.‫ الدليل نحو تدريس أفضل‬،‫ استراتيجيات التعليم‬.)5002( ‫دونالد اورلنج وآخرون‬
‫ مكتبة الفالح‬:‫الكويت‬.
Resources in English
Brooks, J. & Brooks, M. (1993). The case for constructivist classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
Carr, J. & Harris, D. (2001). Succeeding with standards, Linking curriculum, assessment, and action
planning. Alexandria, VA: Association for Supervision and Curriculum Development.
Erickson, H. (2002). Concept-based curriculum and instruction: Teaching beyond the facts.
Thousand Oaks, CA: Corwin Press.
Harris, J. (1998). Design tools for the Internet-supported classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for
Supervision and Curriculum Development.
Jacobs, H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for
Supervision and Curriculum Development.
Kellough, R. D., & Kellough, N. G. (2008). Teaching young adolescents: Methods and resources for
middle grades teaching (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. E.
(1999). Student assessment that works: A practical approach. Boston, MA: Allyn & Bacon.
Wiggins, G. & McTighe, J. (2000). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development.
Burke, K. (1999). How to assess authentic learning (3rd ed.) Arlington Heights, IL: SkyLight
Professional Development.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction: Understanding by
design. Alexandria, VA: Association for Supervision and Curriculum Development.
Supportive Websites
Tools for developing lessons: www.4teachers.orgTools
Learning Designs: www.learningdesins.uow.eduau
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Guidebook for Curriculum Design: www.ljmu.ac.uk/lid/lstweb/ldu_12/0000.htm
The Thinking Classroom: Tools of Curriculum Design:
www.learnweb.harvard.edu/ALPS/thinking/design.cfm
Concept Maps and Curriculum Design:
www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/ConceptMappin
g/
Teaching in the 21st Century, Marco Polo: www.marcopolo-education.org/home.aspx
COURSE REQUIREMENTS

Each Student is expected to attend class and contribute to the community of learners by being
an active participant in discussions, presentations, and hands-on projects.

All assignments should be submitted on the specified due date. Assignments turned in later
are subject to point deductions.

All written assignments should have a cover sheet with assignment title, student name, course
title, and date.

All written assignments should be word processed, double spaced, and in 12-point standard
font.

All written assignments shall use appropriate citations and references in APA style.

All written assignments should use correct grammar and spelling.

An in-class final exam will be given in this course. Each student is expected to be present for
this exam except in cases of certified emergency.
Notes about Assignment Evaluations:

Homework assignments will not be considered unless submitted on time. Emergency cases
will be considered when formal documents are submitted according to Qatar University
regulations and policies.

Assignments that are incomplete or not aligned with the task requirements will have score
deductions.
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Use of Blackboard
All learners are expected to use Blackboard for communication. All content will be posted on, and
all assignments should be sent through, Blackboard. You should check Blackboard at least once a
day, or you might miss important information.
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COURSE MATRIX
Unit
Learning
Outcomes
Course Objectives
Course
Learning
Outcomes
QNPS
1. Acquiring key educational concepts related to curriculum, its components, research
skills and how to design effective learning experiences.
Content
1, 4, 5, 6,
7, 8, 9
2. Understanding learners’ differences in motivation in order to create appropriate
educational opportunities for students.
Assessment (Tasks/Artifacts)
Educational objectives
1, 2, 3, 4, 5
Lesson plan
Mid-term and final exams
5. Acknowledging different assessment and evaluation methods in order to pursue
continuous evaluation process for developing the learners’ various skills.
1. Acquiring key educational concepts related to curriculum, its components, research
skills and how to design effective learning experiences.
Pedagogy
1, 2, 4, 6, 9
3. Recognize a variety of instructional strategies.
4. Acquiring information related to the use of technology that contributes to lesson
planning in order to enhance the research process and the active cooperative
interaction in the classroom.
Class discussion
2, 4
Lesson plan
Exams
6. Familiarized with the national curriculum standards in the specialty area of the
student and transform it into educational objectives.
Technology
Diversity
2, 4, 5, 6,
12
4. Acquiring information related to the use of technology that contributes to lesson
planning in order to enhance the research process and the active cooperative
interaction in the classroom.
1, 3, 5, 8
2. Understanding learners’ differences in motivation in order to create appropriate
educational opportunities for students.
2, 4
Lesson plan
Exams
Lesson plan
2, 4, 6
Exams
Assessment analysis
Scholarship
ProblemSolving
1, 2
5. Acknowledging different assessment and evaluation methods in order to pursue
continuous evaluation process for developing the learners’ various skills.
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4, 5, 6
4. Acquiring information related to the use of technology that contributes to lesson
planning in order to enhance the research process and the active cooperative
interaction in the classroom.
5. Acknowledging different assessment and evaluation methods in order to pursue
5, 6, 7
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Assessment analysis
Technology lesson
Field experience
continuous evaluation process for developing the learners’ various skills.
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COURSE OUTLINE
Week
1
Topic
Assignment
Introduction to the syllabus, objectives, and requirements
Opening terms and concepts (curriculum, learning,
evaluation, assessment, planning)
Nature of learning, learning theories, and implications for
learning.
Readings
Discussions
Curriculum components
(Objectives, Bloom’s Taxonomy)
Content (Concepts and elements of students’ subject
area)
Instructional methods (Lecture, discussion, problem
solving, inquiry, cooperative learning)
Discussions
Exams
Discussion
Readings
Develop educational
objectives from QNCS
Class activity (Analysis of
textbook lesson)
Class discussion
Concept map
9
Mid term Exam
Mid-term Exam
10
Lesson components and lesson planning
Prepare a lesson plan
Assessment; Definition, strategies, relation between
assessment and instruction
Assessment: Evaluating the cognitive aspect
Evaluating the affective /psychomotor aspects
Observation forms
Rubrics
Class discussion
Readings
Analyze assessment data and explain results
Assessment analysis
15
General Course review
Class discussion
16
Final Term Exam
Final Exam
2
3
4&5
6
7&8
11
12 & 13
13 & 14
The basis of curriculum
Preparing achievement tests
Prepare an observation form
Create a rubric
Note: Students will also visit local schools to observe lessons in progress. (Dates to be announced)
Field Experiences:
The course includes 6 hours field experiences where students visit primary, preparatory, or
secondary independent schools.
ASSESSMENTS
Assignment
Score Value
Lesson Plan
15
A = 100 – 90
Lesson Observation
10
B = 84.99 – 80
B+ = 89.99 - 85
Objectives
10
C = 74.99 – 70
C+ = 79.99 - 75
Assessment Analysis
10
D = 64.99 – 60
D+ = 69.99 – 65
Mid-term Exam
25
Final Exam
30
UNIVERSITY GRADING SYSTEM
F = 59.99 - 0
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SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar:
"Education is the right of all.” and "the State shall extend efforts to achieve fair and appropriate
access in education for all". Qatar University seeks to ensure fair and appropriate access to programs,
services, facilities, and activities for students with special needs. Any student who feels s/he may
need an accommodation based on the impact of a disability should contact the instructor privately to
discuss your specific needs. Please contact the Office for Disability Services to coordinate
reasonable accommodations for students with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other
students. The nature of the complaints may be either academic or non-academic. For more
information about the policy and processes related to this policy, you may refer to the students’
handbook.
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of
this community, students are expected to recognize and honor standards of academic and intellectual
integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all
dishonest work when it is submitted for academic credit. Qatar University encourages students to be
responsible and accountable for their decisions and actions. Any attempt by students to present the
work of others as their own or to pass an examination by improper means is regarded as a most
serious offense and renders those students who do so liable to disciplinary action. Assisting another
student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered
a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the
Qatar University Student Handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students
to supplement their in-class instruction and ability to meet course requirements. These services
include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment
(in conjunction with the Counseling Center), and writing labs and workshops. Information about the
Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/
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Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
Students in effective learning
1.
Structure innovative and flexible learning experiences for individuals and groups of students.
2.
Use teaching strategies and resources to engage students in effective learning.
3.
Foster language literacy and numeracy development.
4.
Create safe, supportive, and challenging learning environments.
5.
Construct learning experiences that connect with the world beyond school.
6.
Apply information and communication technology in managing student learning.
7.
Assess and report on student learning.
8.
Apply knowledge of students and how they learn to support student learning and
development
9.
Apply teaching/subject area knowledge to support student learning.
10.
Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
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