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  2. Assessment in Education: Policies, Pedagogy and Equity [EDU6340]

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.

  • Unit Title

    Assessment in Education: Policies, Pedagogy and Equity

  • Unit Code

    EDU6340

  • Year

    2021

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

  • Unit Coordinator

    Dr Kirsten LAMBERT

Description

This unit explores contemporary issues associated with assessment relevant to all phases of education and learning areas. It critically explores current assessment policies, frameworks and established practices from global, national, state and local perspectives and introduces theoretical perspectives and research from a range of scholars that provides a basis for challenging thinking about issues of learning and assessment.

Non Standard Timetable Requirements

Students undertake one unit at a time in the fully online, accelerated delivery mode (7 weeks).

Equivalent Rule

This unit was previously coded as EDU6170

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate knowledge of and critically examine the intended and unintended consequences of assessment practices for students, teachers and schools.
  2. Critically examine the messages that formal and informal assessment practices communicate to students, parents and others about what and who is valued in and educational setting.
  3. Explore and analyse how students can be empowered and enabled through assessment pedagogies that foreground student ownership of learning.
  4. Examine and critique the contribution that digital technologies can make to advancing quality and equity in assessment.

Unit Content

  1. The national and local impact of global assessment frameworks.
  2. Assessment for learning.
  3. Authentic assessment.
  4. Formative, summative and high stakes assessment.
  5. Formal and informal feedback from assessment.
  6. Grading and moderation processes.
  7. Digital assessment and on-line marking systems.

Learning Experience

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

Lectures, workshops, online support.

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 School Progression Panel.

ONLINE
TypeDescriptionValue
Literature ReviewAssessment policies, frameworks and practices50%
Case StudyAssessment practices and data pertinent to a professional context50%

Core Reading(s)

  • McTighe, J., & Wiggins, G. P. (2013). Essential questions : opening doors to student understanding. Alexandria, Va: ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/900037532
  • McTighe, J., & Wiggins, G. P. (2013). Essential questions : opening doors to student understanding. Alexandria, Va: ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/900037532
  • Pearsall, G. (2018). Fast and effective assessment: How to reduce your workload and improve student learning (pp. ix, 212). Alexandria, Virginia : ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/1025360602
  • Pearsall, G. (2018). Fast and effective assessment: How to reduce your workload and improve student learning (pp. ix, 212). Alexandria, Virginia : ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/1025360602
  • Lingard, R., Thompson, G., & Sellar, S. (2015). Whole Book. National Testing in Schools: An Australian Assessment. Routledge. Retrieved from https://doi-org.ezproxy.ecu.edu.au/10.4324/9781315659312
  • Lingard, R., Thompson, G., & Sellar, S. (2015). Whole Book. National Testing in Schools: An Australian Assessment. Routledge. Retrieved from https://doi-org.ezproxy.ecu.edu.au/10.4324/9781315659312

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU6340|1|1

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.

  • Unit Title

    Assessment in Education: Policies, Pedagogy and Equity

  • Unit Code

    EDU6340

  • Year

    2021

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

  • Unit Coordinator

    Dr Kirsten LAMBERT

Description

This unit explores contemporary issues associated with assessment relevant to all phases of education and learning areas. It critically explores current assessment policies, frameworks and established practices from global, national, state and local perspectives and introduces theoretical perspectives and research from a range of scholars that provides a basis for challenging thinking about issues of learning and assessment.

Non Standard Timetable Requirements

Students undertake one unit at a time in the fully online, accelerated delivery mode (7 weeks).

Equivalent Rule

This unit was previously coded as EDU6170

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate knowledge of and critically examine the intended and unintended consequences of assessment practices for students, teachers and schools.
  2. Critically examine the messages that formal and informal assessment practices communicate to students, parents and others about what and who is valued in and educational setting.
  3. Explore and analyse how students can be empowered and enabled through assessment pedagogies that foreground student ownership of learning.
  4. Examine and critique the contribution that digital technologies can make to advancing quality and equity in assessment.

Unit Content

  1. The national and local impact of global assessment frameworks.
  2. Assessment for learning.
  3. Authentic assessment.
  4. Formative, summative and high stakes assessment.
  5. Formal and informal feedback from assessment.
  6. Grading and moderation processes.
  7. Digital assessment and on-line marking systems.

Learning Experience

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

Lectures, workshops, online support.

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 School Progression Panel.

ONLINE
TypeDescriptionValue
Literature ReviewAssessment policies, frameworks and practices50%
Case StudyAssessment practices and data pertinent to a professional context50%

Core Reading(s)

  • Wyatt-Smith, C., Lingard, B., & Heck, E. (2021). C. Wyatt-Smith, B. Lingard, & E. Heck (Eds.), Digital disruption in teaching and testing: assessments, big data, and the transformation of schooling. Routledge. Retrieved from https://ecu.on.worldcat.org/v2/oclc/1237649844
  • Wyatt-Smith, C., Lingard, B., & Heck, E. (2021). C. Wyatt-Smith, B. Lingard, & E. Heck (Eds.), Digital disruption in teaching and testing: assessments, big data, and the transformation of schooling. Routledge. Retrieved from https://ecu.on.worldcat.org/v2/oclc/1237649844
  • Wiliam, D. (2017). Embedded Formative Assessment : (Strategies for Classroom Assessment That Drives Student Engagement and Learning). Solution Tree. Retrieved from https://ebookcentral.proquest.com/lib/ECU/detail.action?docID=5105912
  • McTighe, J., & Wiggins, G. P. (2013). Essential questions : opening doors to student understanding. Alexandria, Va: ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/900037532
  • McTighe, J., & Wiggins, G. P. (2013). Essential questions : opening doors to student understanding. Alexandria, Va: ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/900037532
  • Pearsall, G. (2018). Fast and effective assessment: How to reduce your workload and improve student learning (pp. ix, 212). Alexandria, Virginia : ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/1025360602
  • Pearsall, G. (2018). Fast and effective assessment: How to reduce your workload and improve student learning (pp. ix, 212). Alexandria, Virginia : ASCD. Retrieved from https://ecu.on.worldcat.org/oclc/1025360602
  • Lingard, R., Thompson, G., & Sellar, S. (2015). Whole Book. National Testing in Schools: An Australian Assessment. Routledge. Retrieved from https://doi-org.ezproxy.ecu.edu.au/10.4324/9781315659312
  • Lingard, R., Thompson, G., & Sellar, S. (2015). Whole Book. National Testing in Schools: An Australian Assessment. Routledge. Retrieved from https://doi-org.ezproxy.ecu.edu.au/10.4324/9781315659312

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU6340|1|2