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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDM8000 Assessment for Learning

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 30 June 2022

Staffing

Examiner: Mark Butlin

Requisites

Pre-requisite: EDM5000

Overview

As the assessment of learning is an integral part of effective learning and teaching, it is important that preservice teachers have an advanced and integrated understanding of the principles and practices of quality assessment. Assessment information informs key stakeholders including parents, teachers, students and education systems. For educators, assessment provides the basis for key decisions affecting student learning and informing teaching practices. As educators are required to critically analyse a range of information and make expert judgment about student learning, it is important that they are competent in data analysis and interpretation as well as being familiar with relevant state and national policies and practices.

This course provides preservice teachers with opportunities to develop knowledge, skills and practices that will enable them to constructively assess student learning. It begins with an exploration of the main theoretical components of quality assessment informed by contemporary literature, investigates data analysis, and requires preservice teachers to demonstrate an advanced and integrated understanding of the alignment between curriculum, learning, assessment and reporting processes. Creation of a unit plan using the backward design method, incorporating literacy and numeracy general capabilities will be addressed, before the planning and creating of summative assessment task sheets and rubrics based on the principles of quality summative assessment. Preservice teachers will learn to provide relevant and targeted feedback to a range of stakeholders, through analysis and interpretation of student data. They will participate in moderation processes and work collegially to inform future learning directions and improve assessment practices. This course builds on curriculum and pedagogy knowledge gained from completing first year courses and professional experience.

Course learning outcomes

On successful completion of this course preservice teachers should be able to:

  1. elucidate the purposes of informal, formal, diagnostic, formative and summative assessment in informing teacher practices in designing a unit plan, with an aligned assessment task and criterion rubric utilising data, curriculum, assessment and reporting knowledge (Australian Professional Standards for Teachers (Australian Professional Standards for Teachers (APST) 2.3, 5.1);
  2. interpret and apply to the learning process a full range of assessment strategies, including demonstrating an understanding of the importance of providing timely and appropriate feedback to students about their learning (APST 5.1, 5.2);
  3. evaluate assessment tasks that support consistent and comparable judgements and participate in a moderation process (APST 5.3);
  4. analyse and interpret student assessment data to evaluate student learning and modify teaching practices (APST 5.1, 5.4);
  5. justify the purpose of timely and appropriate feedback to students about their learning and demonstrate an understanding of a range of strategies to report to students, parents and other key stakeholders, and the purpose of accurately and reliably recorded student achievement (APST 5.2, 5.5);
  6. investigate and apply literacy and numeracy teaching strategies in planning for relevant teaching area (APST 2.5).

Topics

Description Weighting(%)
1. Introduction to concepts the principles of quality assessment and reporting and related concepts 20.00
2. Purposes and models of Assessment and reporting strategies and the purpose of assessment in informing teaching practice 10.00
3. Align curriculum planning (including the application of literacy and numeracy general capabilities), assessment and reporting based on student data and needs Interpreting and analysing data for assessment 20.00
4. Interpret student responses to identify evidence of learning 10.00
5. Make consistent and comparable judgements through moderation practices 10.00
6. Analyse and interpret student assessment data to evaluate student learning and teaching practices 10.00
7. Provide feedback to students and report to key stakeholders on student achievement 20.00

Text and materials required to be purchased or accessed

Butlin, M & Maden, N 2018, Assessment and Reporting in Australian Schools, Pearson, Melbourne.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%) Course learning outcomes
ASSIGNMENT 1 50 1,2,3,4,6
ASSIGNMENT 2 50 1,2,3,5
Date printed 30 June 2022