QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE TITLE (CRH): Curriculum and Assessment (3CRH)
COURSE NUMBER: EDUC 312
SEMESTER AND YEAR:
INSTRUCTOR:
OFFICE NUMBER:
PHONE:
EMAIL:
OFFICE HOURS:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (CHECKED IF ADDRESSED IN THIS COURSE)
Teaching (mark on the box as appropriate)
1
Content: Apply key theories and concepts of the subject matter.
√
2
Pedagogy: Plan effective instruction to maximize student learning.
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3
Technology: Use current and emerging technologies in instructionally powerful ways.
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Diversity: Foster successful learning experiences for all students by addressing
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4
individual differences.
Scholarship
Problem Solving: Arrive at data-informed decisions by systematically examining a
5
variety of factors and resources.
Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to
6
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the knowledge base in education.
Leadership
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Ethical Values: Apply professional ethics in all educational contexts.
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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.
2.
3.
4.
5.
6.
Acquiring key educational concepts related to curriculum, its components, research skills and how to design
effective learning experiences.
Understanding learners’ differences in motivation in order to create appropriate educational opportunities for
students.
Recognize a variety of instructional strategies.
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.
Acknowledging different assessment and evaluation methods in order to pursue continuous evaluation
process for developing the learners’ various skills.
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.
TEXTBOOKS & READINGS:
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.
‫ التدريس نماذج وتطبيقات في اللغة العربية والرياضيات والعلوم والدراسات االجتماعية‬.)5002( ‫محمد السيد الكسباني‬.
REFERENCES (ADDITIONAL REFERENCES)
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.
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‫ سياسة التخطيط واستراتيجية التنفيذ‬:‫ بناء المناهج التربوية‬.)2991( ‫محمد هاشم فالوقي‬.
‫ تنظيمات المناهج وتخطيطها وتطويرها‬.)5002( ‫جودت أحمد سعادة وعبد هللا محمد إبراهيم‬.
‫ مكتبة الفالح‬:‫ الكويت‬،‫ الطبعة األولى‬،‫ ترجمة عبد هللا ابو نبعه‬.‫ الدليل نحو تدريس أفضل‬،‫ استراتيجيات التعليم‬.)5002( ‫دونالد اورلنج وآخرون‬.
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
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/
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 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:
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
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.
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.
TaskStream Assignment(s): TaskStream assignments must be loaded onto your TaskStream page. All TaskStream
assignments are graded on the TaskStream system, In this course, the TaskStream assignment is: Lesson Plan.
COURSE MATRIX
Unit Learning Outcomes
Content
Pedagogy
QNPS
1, 4, 5, 6,
7, 8, 9
1, 2, 4, 6, 9
Course
Objectives
Course Learning
Outcomes
Educational objectives
1, 2, 5
1, 2, 3, 4, 5
1, 3, 4, 6
2, 4
Technology
2, 4, 5, 6,
12
4
2, 4
Diversity
1, 3, 5, 8
2
2, 4, 6
1, 2
5
Scholarship
Problem-Solving
4, 5, 6
Assessment (Tasks/Artifacts)
6-7
4, 5
5, 6, 7
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Lesson plan, Mid-term and final
exams
-
Lesson Observation
-
Lesson plan, Exams
Lesson plan, Exams
Lesson plan, Exams
Assessment analysis
Assessment analysis
Technology lesson
Field experience
COURSE OUTLINE
Week
Topic
Assignment
1
Introduction to the syllabus, objectives, and requirements
Opening terms and concepts (curriculum, learning, evaluation,
assessment, planning)
Readings
Discussions
2
Nature of learning, learning theories, and implications for learning.
Discussions
Exams
3
The basis of curriculum
Discussion
Readings
Curriculum components
(Objectives, Bloom’s Taxonomy)
Develop educational objectives
from QNCS
Content (Concepts and elements of students’ subject area)
Class activity (Analysis of textbook
lesson)
Instructional methods (Lecture, discussion, problem solving, inquiry,
cooperative learning)
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
4&5
6
7&8
11
12 & 13
13 & 14
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)
ASSESSMENTS
Assignment
Score Value
UNIVERSITY GRADING SYSTEM
Lesson Plan
10
A = 100 – 90
Lesson Observation
5
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
30
Final Exam
35
F = 59.99 - 0
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. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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.
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: 44022224, Fax: 44222952; 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.
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/
Rubrics for the assignments will be posted on the Blackboard course site.
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. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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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. The instructor reserves the right to modify the syllabus in response to the best interests of the students.