| Semester 1, 2021 Online | |
| Short Description: | Assessment for Learning |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070199 - Teacher Education not elsewher |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDM5000
Rationale
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.
Synopsis
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.
Objectives
On successful completion of this course preservice teachers should be able to:
- 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);
- 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);
- evaluate assessment tasks that support consistent and comparable judgements and participate in a moderation process (APST 5.3);
- analyse and interpret student assessment data to evaluate student learning and modify teaching practices (APST 5.1, 5.4);
- 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);
- 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
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=01&subject1=EDM8000)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Independent Study | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 20 Apr 2021 | 1,2,3,4,6 | (see note 1) |
| ASSIGNMENT 2 | 50 | 50 | 25 May 2021 | 1,2,3,5 | (see note 2) |
Notes
- Backward Design, Assessment, Justification
- Portfolio and Moderation
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. Conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. Forms part of the Master of Learning and Teaching and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
- professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
Other requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .