Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.

• Unit Title

  Assessment and Reporting in Teaching

• Unit Code

  EDU6333

• Year

  2020

• Enrolment Period

  2

• Version

  2

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

• Unit Coordinator

  Ms Sarah JEFFERSON

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Description

This unit provides instruction and opportunity for reflection in regards to assessing, providing feedback and reporting on student learning. Assessment for learning is about both teachers and students, deciding on where the learners are in their learning, where they need to go and how best to get there. This requires teachers to be able to demonstrate understanding of a variety of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning as well as a broad range of strategies for involving parents/carers in the educative process. This unit will assist pre-service teachers in their understanding of these dimensions of assessment and how best to use each to further a student's learning.

Prerequisite Rule

Must have completed EDU6231

Equivalent Rule

Unit was previously coded EDU4233, EDU4333

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate an advanced understanding of the purpose of communicating timely and appropriate feedback to students about their learning.
2. Demonstrate understanding of a range of strategies for involving parents/carers in the educative process and keeping them informed of their child's progress.
3. Review, analyse and synthesise various assessment strategies to assess student learning and modify teaching practices.
4. Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
5. Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
6. Think critically and reflect ont the role of the National Professional Standards for Teachers to generate and evaluate professional learning needs.

Unit Content

1. Current research on feedback and how to use it most effectively in the classroom.
2. Strategies to include parents/carers in the educative process including recording and reporting on student learning.
3. Learning intentions/goals, success criteria and rubrics.
4. Assessment strategies and techniques for the secondary classroom including questioning, and peer and self assessment.

Learning Experience

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

Additional Learning Experience Information

Lectures and tutorials, collaborative learning experiences, workshops and reflective practice.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Core Reading(s)

• Wiliam, D., & Leahy, S. (2015). Embedding formative assessment : practical techniques for F-12 classrooms. USA: Learning Science International. Retrieved from https://ecu.on.worldcat.org/oclc/905525093?databaseList=638
• Glasson, T. (2009). Improving student achievement : a practical guide to assessment for learning. Carlton South, Vic: Curriculum Corporation. Retrieved from https://ecu.on.worldcat.org/oclc/298704906

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