Pre-requisites

Methods (7-10)
OR
ES911 Primary English

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Demonstrate and apply advanced knowledge and understanding of assessment purposes and strategies including formal and informal, diagnostic, formative, and summative assessment; assessment moderation and its application to support consistent and comparable judgements of student learning; assessment rubrics; and the purpose of providing timely and appropriate feedback that promotes student learning.

• Create and critically evaluate learning activities and assessments that provide reliable evidence of student learning.

• Critically evaluate evidence of student learning through analysis of assessment data using established theories and practice to inform and modify teaching practice.

• Demonstrate and apply understanding of a range of strategies for reporting progress to students, parents/carers and other education stakeholders, and the purpose of keeping accurate and reliable records of student achievement.

• Determine learning goals that provide achievable challenges for students of varying abilities and characteristics

Unit Description

This unit engages with educational theory and research related to the integration of assessment design, evidence of learning and reporting interpretation for improving teaching programs and students’ learning outcomes. The unit addresses the need for inclusive and differentiated assessment in response to students’ learning needs. Students will also learn how to engage with Victorian and Australian Curriculums in planning units of work and appropriate assessment for, as and of learning.

The unit also focuses on assessment philosophies, strategies, and tools. It examines the purposes of diagnostic, formative, authentic and summative forms of assessment for improving and measuring student learning. 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. The unit examines the purpose and processes of assessment moderation to achieve consistent and comparable judgements of student learning.

Through this unit, students will examine the purposes of providing timely and appropriate feedback to students on their learning 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 needs, and a range of reporting processes to report learning outcomes to a range of stakeholders, including parents, students, school leaders and external professionals.

Class activities will require students to demonstrate an understanding of the purpose of providing timely and appropriate feedback to students concerning their learning and to participate in moderation processes.

Topics

1. Curriculum as a contested space
2. Transformational Education
3. Assessment for, as and of learning
4. Moderation
5. Principles of Assessment
6. Assessing and Reporting Cycle (including diagnostic, formative and summative assessment)
7. Recording student progress and providing meaningful feedback
   a) Producing and using developmental rubrics
   b) Qualities of meaningful feedback (specific, honest, constructive and clear)
   c) Using feedback to inform teaching whilst learning is happening – explicit strategies, re-teach concepts, scaffold and correct misconceptions
8. High Impact Teaching Strategies

Learning Experiences

Topic 7 b) (cc2.3.5) Formative Feedback in action
In pairs or triads, PSTs are given a scenario card where a student requires feedback for a misconception (eg. Literacy error of misapplying phonics or a math misconception like confusing area and perimeter.)
Remind PSTs that feedback needs to be specific, honest, constructive and clear.
Role play as teacher and student the scenario
1) Teacher ‘teaches 2-3 minute mini lesson’ and student introduces misconception.
2) The teacher provides feedback to the student as learning unfolds, including explicitly re-teaching, scaffolding etc.
3) Swap roles.
4) Debrief and Reflection. As a class, each pair provides an example of strong feedback and a growth area.

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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.