EDED20486 - Assessment & Reporting in Secondary
Term 2 - 2017


All details in this unit profile for EDED20486 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The unit contributes to your development of an informed personal philosophy of assessment and reporting. Professional knowledge and skills are developed using contemporary literature, policy and good practice. How to design quality assessment instruments and make professional assessor judgments on the standards evidenced in student works and using that information to inform learning and teaching is the unit focus.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Residential Schools

This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Mixed Mode
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%
3. Off-campus Activity Pass/Fail

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Keep the look and feel of resources on Moodle site with ease of navigation. Students Continue quality improvements for the intuitive navigation and ease of access to resources.
Continue to provide timely contemporary updates on new initiatives in assessment and reporting such as videos. Students Continue to provide contemporary updates on new initiatives in assessment and reporting including videos.
On successful completion of this unit, you will be able to:
  1. Identify and utilise the different kinds and forms of assessment
  2. Critically evaluate how assessment can contribute to educational success for different learners
  3. Design and use a range of assessment tasks that demonstrate understanding of links between curriculum, pedagogy and assessment
  4. Use relevant reporting mechanisms to record learning progress and communicate with different stakeholders about student achievement
  5. Recognise and respond to the accountability of teachers within assessment and reporting as it is applied to secondary school contexts.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Written Assessment
3 - Off-campus Activity          

Prescribed Textbooks

There are no prescribed textbooks

Other Resources

These are not compulsory, but may assist you:
Assessment and reporting: Celebrating student achievement
Author/s: Laurie Brady and Kerry Kennedy Year: 2011
Edition: 4 Publisher: Pearson
City: Sydney State: NSW
Country: Australia
Other resources may be available at CQUniversity Library. Note:

It is fine to have access to this text or an earlier edition.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKen Purnell (k.purnell@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Topic 1: Assessment of student learning (AITSL 5.1)

Brady and Kennedy (2012) Chapters 1, 2, 4 and 5

Week 2 17-07-2017

Topic 1: Assessment of student learning (AITSL 5.1)

Brady and Kennedy (2012) Chapters 1, 2, 4 and 5

Week 3 24-07-2017

Topic 2: Make consistent and comparable judgments (AITSL standard 5.3)

Brady and Kennedy (2012) Chapters 3 and 8

Week 4 31-07-2017

Topic 2: Make consistent and comparable judgments (AITSL standard 5.3)

Brady and Kennedy (2012) Chapters 3 and 8

Week 5 07-08-2017

Topic 2: Make consistent and comparable judgments (AITSL standard 5.3)

Brady and Kennedy (2012) Chapters 3 and 8

Assessment task 1 – Assessment strategies and comparable judgments Due Thursday (10 Aug 17) 11:45 PM AEST
Vacation Week 14-08-2017
Week 6 21-08-2017

Topic 3: Provide feedback to students on their learning (AITSL standard 5.2), and Report on student achievement (AITSL standard 5.5)

Brady and Kennedy (2012) Chapters 6, 7 and 10

Week 7 28-08-2017

Topic 3: Provide feedback to students on their learning (AITSL standard 5.2), and Report on student achievement (AITSL standard 5.5)

Brady and Kennedy (2012) Chapters 6, 7 and 10

Week 8 04-09-2017

Topic 4: Interpret student data (AITSL standard 5.4)

Brady and Kennedy (2012) Chapter 9

Week 9 11-09-2017

Topic 4: Interpret student data (AITSL standard 5.4)

Brady and Kennedy (2012) Chapter 9

Assessment task 2 – Interpret student assessment data, provide feedback and report on student achievement Due Thursday (14 Sep 17) 11:45 PM AEST
Week 10 18-09-2017
Week 11 25-09-2017
Week 12 02-10-2017
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Assessment task 1 – Assessment strategies and comparable judgments
Task Description

Assessment task 1 – Assessment strategies and comparable judgments

There are two parts to this assessment task. The first requires two short Discussion Forum Posts and feedback on the Post of another student from the Forum. The second is an extended response providing evidence of achieving two focus areas of AITSL (2011) Professional Standard 5 for teachers at the Graduate level.

Your response to AT1 in Moodle is to be one document that has a copy of your two posts, a copy of the post of the other student that you choose to provide advice on how to improve - along with your advice, and your response to Part B.

Part A: Topics 1 & 2 Posts

(i) Create a post for Topic 1 and another for Topic 2 from the ‘Links to assessment’ activities on our Moodle site in each of those topics. Make your two posts on or before Thursday of Week 4 in the Topics 1 & 2 Posts forum on our Moodle site. Each post should be 200 - 300 words (excluding any References).

(ii) You are to select one post from another student and provide advice on how to improve the quality of that post. That advice is to be no more than 300 words (excluding any References).

Part B: Extended response

A supervising teacher where you are doing a prac. has asked you to write an essay that provides evidence of your meeting two focus areas of achieving the AITSL (2011) Professional Standards for Teachers, at the Graduate level:

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning

The supervising teacher has asked that in providing this evidence you take into account some of the key ideas that you have learnt from Topics 1 and 2 in our Unit on Assessment & reporting in secondary, examples of practices in schools that you observed, and make reference to ideas you consider of importance to your practice in the video by Professor Geoff Masters (2014) on assessment at https://www.qcaa.qld.edu.au/media/pd_vid_conf_ac_2014_s1_geoff_masters.mp4 You should show too how you have the capacity to design a range of assessment tasks that align with relevant curriculum and learning experiences.

Your written response to Part B is to be 2000 – 2500 words (excluding References). Write your response with the possibility of it being used with a professional audience such as teaching colleagues who are keen to learn from you so that may further inform their own practices. Ensure that in your response the in-text citations and References use the APA (2010) style to provide clear evidence of using (citing – direct or indirect) relevant resources such as those in our Moodle website and textbook and other resources that you have drawn upon to inform your response.

Assessment Due Date Week 5 Thursday (10-Aug-2017) 11:45 PM AEST
Return Date to Students Week 7 Friday (01-Sep-2017)
Return of marked responses follows internal moderation processes and allows for student extensions.
Weighting 50%
Assessment Criteria

Summary of marking guide:

Criteria Outcomes Marks of up to
Identify 1 10
Evaluate 2 10
Design 3 5
Communicate 4 & 5 15
Total 50

CQUniversity (2016) descriptors

High Distinction 85 to 100%

Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84%

Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.

Credit 65 to 74%

Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.

Pass 50 to 64%

Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.

References

APA. (2010). APA Style. Retrieved from http://www.apastyle.org

CQUniversity. (2016). Grades and results procedure.

Retrieved from:

https://www.cqu.edu.au/search-cqu?query=GRADES+AND+RESULTS+PROCEDURE&Search=Search&collection=cqu-meta&form=rest

The Task Specific Marking Guide is available on our Unit Moodle site

Referencing Style American Psychological Association (APA)
Submission Online

Submit online in moodle

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify and utilise the different kinds and forms of assessment

2. Critically evaluate how assessment can contribute to educational success for different learners

3. Design and use a range of assessment tasks that demonstrate understanding of links between curriculum, pedagogy and assessment

4. Use relevant reporting mechanisms to record learning progress and communicate with different stakeholders about student achievement

5. Recognise and respond to the accountability of teachers within assessment and reporting as it is applied to secondary school contexts.



2 Written Assessment

Assessment Title Assessment task 2 – Interpret student assessment data, provide feedback and report on student achievement
Task Description

Assessment task 2 – Interpret student assessment data, provide feedback and report on student achievement

There are two parts to this assessment task. The first requires two short Discussion Forum Posts and feedback on the Post of another student from the Forum. The second is an extended response providing evidence of achieving three focus areas of AITSL (2011) Professional Standard 5 for teachers at the Graduate level.

Your response to AT2 in Moodle is to be one document that has a copy of your two posts, a copy of the post of the other student that you choose to provide advice on how to improve - along with your advice, and your response to Part B.

Part A: Topics 3 & 4 Posts

(i) Create a post for Topic 3 and another for Topic 4 from the ‘Links to assessment’ activities on our Moodle site in each of those topics. Make your two posts on or before Thursday of Week 4 in the Topics 3 & 4 Posts forum on our Moodle site. Each post should be 200 - 300 words (excluding any References).

(ii) You are to select one post from another student and provide advice on how to improve the quality of that post. That advice is to be no more than 300 words (excluding any References).

Part B: Extended response

A supervising teacher where you are doing prac. asks you to consider the new Senior Assessment System in Queensland (see https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te), and in particular good practice ideas that you gain from that (including design of assessment tasks), as well as our Moodle site resources for Topics 3 and 4.

Drawing upon those resources and others that you may locate, in an essay you are to provide evidence of your achieving AITSL (2011) Graduate standards 5.2, 5.4 and 5.5:

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Demonstrate understanding of range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Your written response to Part B is to be 2000 - 2500 words (excluding References). Write your response with the possibility of it being used with a professional audience such as teaching colleagues who are keen to learn from you so that may further inform their own practices. Ensure that in your response the in-text citations and References use the APA (2010) style to provide clear evidence of using (citing – direct or indirect) relevant resources such as those in our Moodle website and textbook and other resources that you have drawn upon to inform your response.

Assessment Due Date Week 9 Thursday (14-Sep-2017) 11:45 PM AEST
Return Date to Students Review/Exam Week Friday (13-Oct-2017)
Return of marked assessment responses is after relevant moderation processes and allows for students with extensions
Weighting 50%
Assessment Criteria

Summary of marking guide:

Criteria Outcomes Marks of up to
Identify 1 10
Evaluate 2 10
Design 3 5
Communicate 4 & 5 15
Total 50

CQUniversity (2016) descriptors

High Distinction 85 to 100%

Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84%

Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.

Credit 65 to 74%

Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.

Pass 50 to 64%

Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.

References

APA. (2010). APA Style. Retrieved from http://www.apastyle.org

CQUniversity. (2016). Grades and results procedure.

Retrieved from:

https://www.cqu.edu.au/search-cqu?query=GRADES+AND+RESULTS+PROCEDURE&Search=Search&collection=cqu-meta&form=rest

The Task Specific Marking Guide is available on our Unit Moodle site

Referencing Style American Psychological Association (APA)
Submission Online

Submit online in moodle

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify and utilise the different kinds and forms of assessment

2. Critically evaluate how assessment can contribute to educational success for different learners

3. Design and use a range of assessment tasks that demonstrate understanding of links between curriculum, pedagogy and assessment

4. Use relevant reporting mechanisms to record learning progress and communicate with different stakeholders about student achievement

5. Recognise and respond to the accountability of teachers within assessment and reporting as it is applied to secondary school contexts.



3 Off-campus Activity

Assessment Title Embedded Professional Learning (EPL) component
Task Description

To be eligible to pass this unit, you must:

· Complete 8 Embedded Professional Learning days to a satisfactory standard (see below)

· Attend the compulsory Residential School (see below)

· Submit all assessment items by the due date, or with a formally approved extension

· Achieve an average passing grade across all assessment items

Embedded Professional Learning component

This unit has been designed to take advantage of the considerable time students spend in schools/learning sites, thus ensuring the authenticity of the learning experiences in which they participate where knowledge is demonstrated through actual performance. This concept is emphasised in not having discrete units for the professional experiences component of this course pre-Internship. Instead each unit, including this unit, has an Embedded Professional Learning (EPL) component. In addition to the assessment components listed in this unit profile, students must complete 8 Embedded Professional Learning Learning (EPL) days to a satisfactory standard in order to achieve an overall pass grade for this unit. The applied learning (portal) task/s for this course are completed during the Embedded Professional Learning days.

Residential School Attendance

Each unit in the GDLT has a compulsory Residential School for all students held on the Rockhampton Campus.

Failure to attend the Residential School may result in a grade of Fail for this unit. The dates for the Residential Schools are published in the on-line CQUniversity Handbook. It is the responsibility of each student to:

· ensure they are in attendance at each Residential School;

· organise their own transport to and from Rockhampton for the Residential School; and,

· organise their own accommodation whilst in Rockhampton for the duration of the Residential School.

Assessment Due Date As per EPL calendar
Return Date to Students As per EPL calendar
Weighting Pass/Fail
Assessment Criteria

As per EPL calendar

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Hard copy

The EPL booklet must be returned the university upon completion of the EPL




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