EDBED3027 Curriculum Assessment and Reporting
Questions:
Presentations, learning activities, and readings: This learning material is available online, which allows you to choose where and when you will view and complete this aspect of the course. This approach gives you the flexibility to work around other commitments, however, the material within this course is scaffolded, and therefore to maximise your learning, we recommend that you allocate some time to this course on a weekly basis.
Face-to-face tutorials or online seminars: Depending on your mode of enrolment, you will either complete face-to-face tutorials or engage in online seminars. These tutorials/seminars include practical activities and interactive discussions that are designed to assist in the completion of assessment tasks and the attainment of the knowledge, skills and values listed within this course description.
Please see personal timetable for this course as tutorial and practical times will vary depending on enrolment method and campus. The on-campus blended learning course combines face-to-face tutorials with some online learning elements, whilst the online course includes seminars to complement the online learning elements. As a professional responsibility of being a university student in the School of Education, it is expected that students will actively participate in their learning by attending all timetabled classes and regularly accessing and working through online learning material. It is common courtesy for students to inform the course coordinator/tutor if they are unable to attend a class. An email message is all that is required, and you should notify your lecturer/tutor (in advance if possible). A student should also outline their plan for making up the missed session.
K1. Understand a range of strategies that can be used to evaluate teaching programs to improve student learning.
K2. Comprehend different purposes and strategies for assessing student learning through diagnostic,formative (including peer and self-assessment) and summative assessment.
K3. Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
K4. Understand processes for moderation and the importance of providing consistent and comparable judgements of student learning.
K5. Plan for the collection, interpretation and use of a variety of student data and evidence to evaluate student learning and modify teaching practice.
K6. Become familiar with a range of reporting processes and strategies for keeping accurate and reliable records of student achievement.
Skills
S1. Identify suitable adjustments to teaching programs based on evidence to improve student learning.
S2. Select and use a range of assessment tools and practices, addressing fitness for purpose.
S3. Research, examine and use a range of feedback strategies.
S4. Design assessment rubrics and construct explicit criteria for assessing achievements in a range of learning tasks.
S5. Identify moderation procedures to support consistent and comparable judgements of student learning.
S6. Identify a range of strategies to report to students and parents/caregivers Application of knowledge and skills.
A1. Analyse the alignment among curriculum, teaching, learning and assessments.
A2. Provide evidence-based feedback to learners to inform self-assessment, goal-setting and to progress learning.
A3. Justify approach to collect, organise and interpret assessment data to support consistent and comparable judgements of student learning for reporting purposes.
A4. Implement differentiated teaching, learning and assessment for student learning on the basis of ongoing student data gathering and analysis.
A5. Demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate commensurate with professional teaching standards.
Understanding and critically examining assessment and feedback principles, policies, purposes and research Investigation of various philosophic psychological and sociological perspectives which provide frameworks for curriculum construction and assessment Familiarisation with a wide variety of forms of assessment, evaluation and reporting, and their role in interpreting and modifying curriculum for student learning and teaching practices; Aligning learning intentions and curriculum objectives with success criteria and assessment approaches.
Involving students actively in the process of learning through goal setting, metacognitive approaches, self and peer assessment.
Interpreting different types of data including student work samples and school based performance data in order to make informed, consistent judgments and suggest possible action plans. Strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Values
V1. Design assessment and feedback strategies that are inclusive, fair and account for differences.
V2. Appreciate the importance of teaching practice that is informed by evidence-based research in teaching and learning to better understand practice, and its impact on students;
V3. Value the rich prior knowledge and experience learners bring to each learning context
V4. Develop information and feedback that is valid, reliable, non-judgmental, constructive and respectfully expressed.
