ED7070 Assessment, Data and Reporting
Unit Description
Pre-requisites
ED6040 Curriculum and Assessment
Co-requisites
Learning Outcomes
On successful completion of this unit, the student will be able to:
Integrate curriculum, assessment and reporting knowledge to create engaging learning sequences and lesson plans, utilising various teaching strategies and resources, including ICT, and the multi-tiered framework catering to students’ diverse abilities and characteristics.
Design and implement effective strategies for consistent and fair evaluation of student learning, including assessment moderation and collaborative assessment design.
Understand and apply, from a Christian perspective, diverse assessment strategies, including informal and formal, diagnostic, formative, and summative approaches to student assessments, while providing timely feedback to promote student learning.
Develop and evaluate reliable assessment tools to gather evidence of student learning effectively and use them to inform teaching practice and curriculum design for improving student learning.
Demonstrate proficiency in reporting student progress and achievements to students, parents/carers, and stakeholders, while maintaining accurate and reliable records of student achievements.
Unit Description
Building on what was covered under ED6040, this unit further develops your understanding of assessment and evaluation and how they relate to curriculum, planning and improving practice and learning. The unit engages with educational theory and research related to the integration of assessment processes, evidence of learning, data interpretation and curriculum design for evaluating and improving teaching programs and students’ learning outcomes. Students will also learn how to engage with the Victorian Curriculum F-10, Senior Secondary (Years 11-12) and Australian Curriculum in designing appropriate assessments of learning and planning for teaching.
You will develop your understanding of, and capacity, to use a range of formal and informal assessment strategies, including the use and analysis of multiple forms of data, assessment moderation processes and their application to assessing and improving student learning outcomes. The unit covers the purpose and processes of designing activities that provide valid and reliable evidence of learning, designing rubrics that clearly define criteria and communicate achievement standards, and the processes of data analysis to determine student learning and needs. You will examine key issues confronting education and education policy makers, exploring a range of influences on contemporary education policy such as the role of data, and the place of national and global organisations in the policy making process, measuring impact through standardised testing at national level such as NAPLAN, and at international level including such assessments as PISA and TIMMS. The unit covers how to make evidence-based decisions, and apply differentiated practice in response to assessment outcomes.
Through this unit, you will examine the purposes of providing timely and appropriate feedback to students on their learning in order to improve their work, set learning goals and self-regulate their learning and progress. The unit covers the purposes and processes of keeping accurate and reliable records of students’ progress and learning outcomes, and a range of reporting processes in order to report learning outcomes to a range of stakeholders, including parents, students, school leaders and external professionals. You will synthesise your knowledge and understanding and relate it to professional practice and your development as a teacher.
Topics
- A Christian response to assessment, evaluation and curriculum design
- Different forms and purposes of formal and informal assessment including diagnostic, formative and summative assessment and the key elements to assessment for learning, of learning and as learning
- Instruments for measuring impact on student engagement, participation and learning
- Assessment moderation, standards and rubrics
- Understanding and using ‘big data’ such as Australian Years Development Census, NAPLAN, PAT, PISA, and TIMMS
- Theory of effective learning; quality assessment for the 21st Century and making evidence-based decisions. This includes how the use of high-quality instruction acts as a protective measure for reducing the need for further intervention.
- Data analysis, recording and reporting
- Strategies and purposes for providing timely and meaningful feedback for learning
- Using data for evaluating and improving teaching programs and modify teaching practice to improve students learning against the Victorian Curriculum F-10, Senior Secondary (Years 11-12) and Australian Curriculum
- Strategies for engaging parents/carers: what they want and need to know
Learning Experiences
Unit offerings
Please note
The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.
This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.