EDSE14004 - Assessment and Reporting in Secondary Schools
Term 1 - 2017


All details in this unit profile for EDSE14004 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

Quality assessment and reporting in a secondary school context requires professionally informed judgement using relevant knowledge, skills and dispositions. This unit enhances the capacity to interpret student assessment data to evaluate student learning and modify teaching practice as well as select and apply timely and appropriate types of feedback to improve students’ learning. Drawing upon contemporary literature, theory, policy and good practice to achieve this is the focus of this unit.

Details

Career Level Undergraduate
Unit Level Level 4
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

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 1 - 2017
  • Distance

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 Undergraduate 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%

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.

On successful completion of this unit, you will be able to:
  1. Critically evaluate how assessment can contribute to educational success for the diverse range of students in secondary schools.
  2. Apply theory, principles and practice to design and critically evaluate assessment instruments and programs to ensure alignment between curriculum, assessment and learning experiences.
  3. Use quality exemplars, feedback and reporting mechanisms to communicate student achievements, learning progress and future learning needs.
  4. Recognise and respond to the accountability of teachers in assessment and reporting in secondary school contexts including moderation processes.

Australian Professional Standards for Teachers (Graduate Level) demonstrated:

1.2 Understand how students learn

2.3 Curriculum, assessment and reporting

3.6 Evaluate and improve teaching programs

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

5.5 Report on student achievement

7.2 Comply with legislative, administrative and organisational requirements

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment    
2 - Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work        
6. Information Technology Competence        
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment    
2 - Written Assessment    

Prescribed Textbooks

Assessment and Reporting: Celebrating Student Achievement
Author/s: Brady, L. & Kennedy, K. Year: 2012
Edition: 4th Publisher: Pearson Australia
City: Frenchs Forest State: NSW
Country: Australia
View textbooks at the CQUniversity Bookshop

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 CoordinatorJoanne Dargusch (j.dargusch@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 06-03-2017

Contexts for assessment

Chapter 1, Brady and Kennedy

Week 2 13-03-2017

Principles of assessment

Chapter 2, Brady and Kennedy

Week 3 20-03-2017 Alignment of curriculum, pedagogy and assessment

CRO

Week 4 27-03-2017

Data, accountability and improvement

Chapter 8, Brady and Kennedy

Week 5 03-04-2017

Assessment for learning Part 1

Chapter 3, Brady and Kennedy

Vacation Week 10-04-2017
Week 6 17-04-2017

Assessment for learning Part 2

Chapter 5, Brady and Kennedy

Week 7 24-04-2017

Designing quality assessment tasks

Chapter 4, Brady and Kennedy

Written Assessment: Analysis of data and evidence Due Monday (24 Apr 17) 11:00 PM AEST
Week 8 01-05-2017

Alignment in assessment: from outcomes to rubrics

CRO

Week 9 08-05-2017

Making judgements and writing good feedback

Chapter 6, Brady and Kennedy

Week 10 15-05-2017

Moderation and reporting

Chapter 6, Brady and Kennedy

Week 11 22-05-2017

Working in the system

CRO

Week 12 29-05-2017

Review week: Moderation meetings

Review/Exam Week 05-06-2017
Written Assessment: Assessment and reporting package Due Monday (05 Jun 17) 11:00 PM AEST
Exam Week 12-06-2017

Please note that the following changes have been made to the alignment of the Assessment Task to Learning Outcomes for T1, 2017:

Assessment Task 1: Analysis of data and evidence will meet Learning Outcomes 1, 2, and 3.

Assessment Task 2: Assessment and reporting package will meet Learning Outcomes 2, 3 and 4.

1 Written Assessment

Assessment Title Written Assessment: Analysis of data and evidence
Task Description

Your task is to demonstrate essential classroom assessment knowledge including the ways in which teachers use data and evidence to know and support students in the classroom. To do this you will prepare a written analysis informed by theory of the ways in which data and evidence would be collected and used to inform the teaching and learning cycle in a unit of work.

In preparation for the task you must:

Access an existing unit of work. This can be a unit that was designed and taught by you, or designed by your mentor teacher. Any existing work drawn upon MUST be acknowledged (eg. if you prepared this unit of work for another course, or the unit was designed by your mentor teacher). **Ensure that you understand the full range of requirements of Assessment Tasks 1 and 2 before choosing your unit**

You are required to collect an appropriate range of system and school data about a class to which this unit has been or could be delivered (this can be a class that you have taught or will be teaching in your next practicum). If you did not collect a range of such data during PP3, you will need to return to your school to access this data. PLEASE NOTE: YOU MUST USE PSEUDONYMS FOR THIS DATA BEFORE INCLUDING IT AS AN APPENDIX IN YOUR ASSIGNMENT.

1. Theoretical understandings and analysis of planning – 1600 words (excluding the matrix)

Begin your written assessment with a discussion of the purposes of assessment and your understanding of the roles of teachers and students in assessment in classrooms. Draw on key theories and use examples from the unit of work to illustrate your point.

Discuss how you would align curriculum, pedagogy and assessment with a focus on learning in the delivery of this unit of work. Discuss the process of front-ending assessment. Draw on key theories and use examples from the unit of work to illustrate your point.

Include a matrix of the different system and school data sets and methods of collecting evidence that would inform the teaching of this unit of work. Discuss the need to identify suitable data sets and methods to collect evidence of learning in order to establish students’ learning needs and current levels of performance. In your discussion draw on key theories and use examples of the data sets and the methods for collecting evidence of learning that you would use in this unit of work to meet the needs of all learners in your class.

Referring to the matrix, explain how you would support diverse learners in the unit by identifying 2 students of contrasting needs: 1 should be a high achieving student, the other should be a student who is not achieving at the required level. Describe how you would analyse the data sets and evidence about these 2 students to inform ‘in-the-moment’ decision-making.

2. Practical examples of assessment for learning strategies

Prepare a sample of selected formative assessment tools that you would use in this unit to engage students with understandings about quality and improvement and to gather evidence about student learning:

1. A section of an annotated exemplar of the final/culminating (summative task) the students are asked to complete. The exemplar is to be used to demonstrate features of quality performance.

Describe the differentiated pedagogical strategies you might use to engage the two focus learners with the exemplar and gather further evidence of learning. (300 words max, not including the exemplar)

2. A formative assessment instrument designed to find out about students’ understanding at a key point in the unit of work.

Describe your assumptions about how ready the students are to proceed in their learning at this point. Describe the next steps in teaching for the two focus learners if one demonstrates understanding and the other does not. (300 words max, not including the instrument)

3. A self-assessment or peer assessment tool designed for students to reflect/get feedback on their performance during preparation for their summative task.

Describe how this tool would be used to assist students’ working knowledge of quality criteria and inform next steps in individual improvement for the two focus students. (300 words max, not including the tool)

Assessment Due Date Week 7 Monday (24-Apr-2017) 11:00 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria

1. Critically evaluate how assessment can contribute to educational success for the diverse range of students in secondary schools;

2. Apply theory, principles and practice to design and critically evaluate assessment instruments and programs to ensure alignment between curriculum, assessment and learning experiences;

3. Use quality exemplars, feedback and reporting mechanisms to communicate student achievements, learning progress and future learning needs

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Critically evaluate how assessment can contribute to educational success for the diverse range of students in secondary schools.

4. Recognise and respond to the accountability of teachers in assessment and reporting in secondary school contexts including moderation processes.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Written Assessment: Assessment and reporting package
Task Description

Assessment and reporting package

Create an assessment and reporting package for the unit of work you referred to in Assessment Task 1.

The package will include two components: 1. Design of tasks; 2. Marking and moderation.

1. Design of tasks

Include the task sheet for the final or culminating (summative) task for the unit to be distributed to students. If this is an existing task sheet (i.e. you got it from a school site), you must ensure that the task sheet meets all of the requirements outlined on the Moodle site (assessment section). This means you may need to ‘improve’ the task sheet so that it meets requirements. You MUST acknowledge if this is a task sheet created by the school and modified by you.

Design an accompanying marking criteria and standards rubric for this task (based on the QCAA standards elaborations, or the Senior School syllabus exit criteria depending on the focus year level). If you base your criteria and standards rubric on an existing tool used by the school, you MUST acknowledge this.

Critically reflect on the validity of these assessment decisions, including the design of the final or culminating task that you have developed or modified, the design of formative tasks (mentioned in task 1) and the accompanying marking criteria and standards rubric. Draw on key theories and provide examples from the unit, the task sheet and marking criteria and standards rubric in your justification. You should also refer to the official curriculum in your discussion. (600 words, excluding task sheet and criteria and standards rubric)

2. Marking and Moderation

Create a full response to the final or culminating task (you may develop further the exemplar that you wrote for Assessment Task 1).

Using the marking criteria and standards rubric, you will mark the response to the task, applying the relevant standards and criteria to inform your judgement of the quality of the work and award a grade. Annotate the response with targeted feedback that is informed by the assessment criteria and which is aimed at informing student learning for further improvement.

Provide an explanation (think aloud, or cognitive commentary) in which you present how you arrived at the overall judgement of the quality of the student work. Discuss how you identified both strengths and limitations of the work in making your judgement. (300 words)

Engage in a moderation conversation with a small group of peers from the course in Week 12 of the term (identify these peers and the date of your moderation meeting). Referring to key theories, describe the process of moderation and discuss what you learned about professional judgement practice including the use of standards. Indicate whether your judgements made prior to moderation (as described in your cognitive commentary) remained the same or changed through moderation. (300 words)

Describe how this final or culminating task, the feedback and the grade would inform reporting to parents. (200 words)

Assessment Due Date Review/Exam Week Monday (05-Jun-2017) 11:00 PM AEST
Return Date to Students Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
Weighting 50%
Assessment Criteria

1. Apply theory, principles and practice to design and critically evaluate assessment instruments and programs to ensure alignment between curriculum, assessment and learning experiences;

2. Use quality exemplars, feedback and reporting mechanisms to communicate student achievements, learning progress and future learning needs;

3. Recognise and respond to the accountability of teachers in assessment and reporting in secondary school contexts including moderation processes.

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Critically evaluate how assessment can contribute to educational success for the diverse range of students in secondary schools.

2. Apply theory, principles and practice to design and critically evaluate assessment instruments and programs to ensure alignment between curriculum, assessment and learning experiences.

3. Use quality exemplars, feedback and reporting mechanisms to communicate student achievements, learning progress and future learning needs.

4. Recognise and respond to the accountability of teachers in assessment and reporting in secondary school contexts including moderation processes.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice




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