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M.Ed. Curriculum and Learning Design( CLD): EDUCLD7 - Innovative Classroom Assessment for Student Learning


In this course, students will develop comprehensive advanced specialised knowledge and critical understanding that inform measurement and assessment in learning. They will research and critically reflect on the different types of assessments used globally to improve learning in the UAE classrooms. They will have the opportunity to evaluate and critique the role of technology in designing and implementing various types of assessments. Finally, students will create and present a valid and reliable innovative assessment that includes detailed implementation procedures.

eJournal Articles


Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66(1), 68- 85.

Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of educational and Psychological Consultation, 26(4), 325-353.

Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329-334.

Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347-360.

Simón, C., & Alonso-Tapia, J. (2016). Positive classroom management: Effects of disruption management climate on behaviour and satisfaction with teacher. Revista de Psicodidáctica, 21(1).

Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121.

Muenks, K., Wigfield, A., Yang, J. S., & O'Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599.

Reinke, W. M., Stormont, M., Herman, K. C., & Newcomer, L. (2014). Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioural Education, 23(1), 150-167.

Griffin, P. (2014). Performance assessment of higher order thinking. Journal of applied measurement, 15(1), 53-68.

Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 5-13.

Liem, G., & Ching, W. H. (2017). Fostering student engagement in schools: International best practices. School Psychology International, 28 (2), 121-130.

Povey, J., Campbell, A. K., Willis, L. D., Haynes, M., Western, M., Bennett, S., Antrobus, E. & Pedde, C. (2016). Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership. International Journal of Educational Research, 79, 128-141.

Roehl, T. (2015). What PISA measures: Some remarks on standardized assessment and science education. Cultural Studies of Science Education, 10(4), 1215-1222.

Carnoy, M., & Rothstein, R. (2015). What international test scores tell us. Society, 52(2), 122-128.

Garcia, E., & Hoang, D. (2015). Positive Behavoir Supports: Using class dojo as a token economy point system to encourage and maintain good behaviours. Online Submission.

Chiarelli, M., Szabo, S., & Williams, S. (2015). Using ClassDojo to help with classroom management during guided reading. Texas Journal of Literacy Education, 3(2), 81-88.

Suto, I. (2013). 21st century skills: Ancient, ubiquitous, enigmatic. Research Matters: A Cambridge Assessment Publication, 15, 2- 8. 21st-century-skills-ancient-ubiquitous-enigmatic-.pdf

Arens, A. K., & Möller, J. (2016). Dimensional comparisons in students' perceptions of the learning environment. Learning and Instruction, 42, 22-30.