EDED13433 - Assessment and Reporting
Term 1 - 2017


All details in this unit profile for EDED13433 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

Assessment and Reporting builds students' knowledge and understanding of the purposes of assessment and processes for using assessment techniques and tools for monitoring, informing, improving and enhancing student learning. Students develop formats for recording assessment data and information to meet reporting and accountability standards in contemporary educational contexts. Students understand curriculum, pedagogy and assessment as inter-related components that need to be considered together in the creation of effective learning programs and use principles of effective design to create formative, diagnostic and summative assessment that is responsive to the needs of different students and educational contexts.

Details

Career Level Undergraduate
Unit Level Level 3
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
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • 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 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. Group Work 50%
2. Practical and 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.

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
Students appreciated the importance and relevance of the type of work required of the assessment (interpreting data, creating assessment tasks). Student evaluation feedback Maintain a focus on application to classroom contexts
Assessment clarification - some details were unclear or ammended - this occurred as tasks were being implemented for the first time. Student evaluation feedback Some of the details and requirements of the tasks will be refined now the tasks have been fully implemented.
On successful completion of this unit, you will be able to:
  1. Apply knowledge of the principles of effective assessment to critique, recommend or select practices, tools and techniques that support learning.
  2. Interpret data from various sources to inform the development of assessment.
  3. Construct and use a range of assessment tools for formative and summative assessment of elements of the curriculum.
  4. Engage in feedback and moderation processes to make consistent and comparable judgments against task criteria.
  5. Adapt assessment strategies to cater for diverse learning needs and provide opportunities for inclusive participation in assessment and the demonstration of learning.
  6. Develop recording mechanisms for reporting learner progress and communicating information about the quality of learning to students, parents and carers.

Successful completion of the unit Assessment and Reporting provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 2.3, 4.1, 5.1, 5.2, 5.3, 5.4, and 5.5. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards demonstrating the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Group Work      
2 - Practical and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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 - Group Work        
2 - Practical and Written Assessment    

Prescribed Textbooks

Assessment & Reporting: Celebrating Student Achievement
Author/s: Brady, L & Kennedy, K. Year: 2011
Edition: 4th Publisher: Pearson
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 CoordinatorJacqui Sprenger (j.sprenger@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

Assessment in the context of the learning cycle.

The purposes of assessment, for, of and as learning.

Chapter 1: Contexts for Assessment & Reporting

Week 2 13-03-2017

Principles of assessment, equity, authentic assessment

Chapter 2: Principles of Assessment for Learning

Chapter 3: Assessment & Teaching – Providing Feedback to Enhance School Learning

Week 3 20-03-2017

Assessment and accountability debates

Chapter 8: The National Curriculum & NAPLAN

Chapter 9: NAP and Other Forms of External Assessment

Week 4 27-03-2017

Diagnostic assessment and use of data for learning

Chapter 3: Assessment & Teaching – Providing Feedback to Enhance Learning

Chapter 8: The National Curriculum & NAPLAN

Week 5 03-04-2017

Assessment for learning and formative assessment

Chapter 5: Strategies for self and peer assessment

Task 1 Presentations

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

Designing quality assessment items and tasks

Chapter 4: Strategies for Assessing Student Achievement in the Classroom

Chapter 7 Davis, S. & Dargusch, J. (2010) Learning Management and Assessment. in Learning Management and its Association with the Reporting of Learner Performance. In Lynch, D. and Knight, B., (Eds), The Theory and Practice of Learning Management, Pearson Education, Frenchs Forest

Group Work - Case Study - Assessment and Student Success Due Friday (21 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Designing an aligned, balanced assessment program – from intent to criteria, rubrics and reports

Chapter 7 Davis, S. & Dargusch, J. (2010) Learning Management and Assessment. in Learning Management and its Association with the Reporting of Learner Performance. In Lynch, D. and Knight, B., (Eds), The Theory and Practice of Learning Management, Pearson Education, Frenchs Forest

Week 8 01-05-2017

Marking, moderation and feedback processes

Chapter 6: Records of Assessment

Chapter 8 Davis, S. & Dargusch, J. (2010) Learning Management and its Association with the Reporting of Learner Performance. In Lynch, D. and Knight, B., (Eds), The Theory and Practice of Learning Management, Pearson Education, Frenchs Forest

Week 9 08-05-2017

Differentiation of assessment

Tomlinson, C. A. (2012). How to differentiate instruction in mixed-ability classrooms. ASCD.

Week 10 15-05-2017

Reporting and conferencing

Chapter 7: Principles & Strategies for Reporting Student Achievement in the Classroom

Week 11 22-05-2017

Evaluation and review processes – professional, collegial & systemic

Week 12 29-05-2017
Practical and Written Assessment - Assessment Package Due Monday (29 May 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Group Work

Assessment Title Group Work - Case Study - Assessment and Student Success
Task Description

Part A (Group)

1. Work together in small groups (maximum of 4) to research and create a case study presentation that identifies a specific learning need scenario (for an individual or group of students) in relation to an assessment task or issues emerging from assessment data. The case may relate to a year level, a class, group of students with a particular learning need or disability or an individual (e.g. a dip in year 5 writing data, an ASD student whose grades do not reflect his apparent intelligence. See other examples of scenarios on moodle).

2. The group must collect authentic primary data or source materials from a specific school to illustrate and contextualise the case. Research for the presentation should also be informed by an academic exploration of the issues and make use of policy documents and contemporary literature in the field of assessment and reporting.

3. You should interpret the data, and evaluate the ways in which assessment and other relevant practices may be adapted to improve student success or learning.

4. Finally you must propose a strategy for addressing the identified issue/s.

5. The group needs to present their case study (for approximately 10-15 minutes) in a format as appropriate for a professional development session for peers, it should be informative and engaging and may include the stimulus for collegial discussion. (Distance students will be presenting using the zoom platform and times negotiated with your lecturer/tutor. Each group will also need to be present for the group presentation that they will provide feedback to.)

Documentation: The case study must be written up and submitted (approx. 2500 words), accompanied by a set of questions that could be used with the case study to promote peer professional learning. Also upload source data (with identities of individuals and schools removed) and some evidence of your problem solving process. An overview of the presentation and reference list must also be included. While one person per group may upload the main documentation, all students must upload a word document including their group members names and who in their group is uploading the main documentation, as well as their own peer review sheets.

Part B Peer feedback and moderation (Individual and group)

Each group member will peer assess another presentation using the criteria for this task.

The group members will then engage in a group moderation process to determine a group rating and written feedback to be shared with the presenting group.

Each group members should upload their individual response and the final group feedback (templates provided on moodle).

Each group member will also engage in a group and self-evaluation process before submitting a self assessment profile for the task (templates provided on moodle).

NB: Case studies depict real-life situations in which problems need to be solved. Case study work involves reasoning, problem-solving and decision-making skills. In your case you should draw on a real life situation, but present it as a fictionalized case to protect the identity of individuals and schools it may be based on.

Presentations during week 5-6, documentation submitted week 6


This task addresses aspects of the following Australian Professional Standards for Teachers:

1.1, 1.2, 2.1, 3.5, 3.6, 4.5, 5.1, 5.4.

Assessment Due Date Week 6 Friday (21-Apr-2017) 11:45 PM AEST
Week 6 Friday (21-04-2017) 11:45 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

· Demonstrated knowledge and understanding of a learning and assessment issue that impacts upon student success and identified within a case study. (APST 1.1, 1.2)

· Demonstrated understanding of relevant current policy and initiatives in education and use of contemporary theory and research. (5.1)

· Demonstrated skills in data gathering, analysis, interpretation and development of appropriate learning and assessment strategies. (1.2, 5.1, 5.4)

· Communicating effectively with presentation utilising appropriate technology/strategies to help engage & inform the audience. (3.5, 4.5)

· Effective engagement in reflection, moderation and feedback processes. (5.2, 5.3)

Referencing Style American Psychological Association (APA)
Submission Online

Presentation times to be negotiated with course tutor prior to submission.

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

1. Apply knowledge of the principles of effective assessment to critique, recommend or select practices, tools and techniques that support learning.

2. Interpret data from various sources to inform the development of assessment.

4. Engage in feedback and moderation processes to make consistent and comparable judgments against task criteria.

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

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work



2 Practical and Written Assessment

Assessment Title Practical and Written Assessment - Assessment Package
Task Description

Create an assessment and reporting package for a unit of work or learning sequence (this can be based on an existing one but MUST be acknowledged).

The package must include evidence of assessment for, of and as learning and incorporate the development of formative and summative assessment tools that show clear alignment with the curriculum intent.

The package should also incorporate specific modifications to enable the participation of a diverse range of students in the assessment and demonstration of learning.

A reporting framework and sample reporting comments will also be created.

Assessment design choices must be justified in terms of the principles of effective assessment.

Documentation that is required includes:

  • Introductory statement — this should show your understanding of the purposes of assessment and incorporate references to relevant reading and policy documents. Links should then be made to the unit being focussed on, learning focus and the way assessment will be incorporated through using knowledge meaningfully. (500-1000 words)
  • An overview of curriculum focus, relevant checks for learning, and learning experiences/pedagogy that scaffold the assessment with clear alignment across all demonstrated
  • A culminating authentic assessment task for the unit. This should include a justification which details how the task has met the principles of effective assessment (500 word justification).
  • Assessment for and as learning/formative assessment strategies (minimum of three) which link specifically to the unit with an explanation of what data can be drawn from these and how it will be used to feed into the learning journey
  • Rubric/criteria sheet/guide for making teacher judgements for that culminating task or the unit
  • Details about any modifications or considerations that may be required to meet the specific learning needs of individual students (if not possible, you must identify the range of diversity which is present in most school contexts)

A sample student report including an explanation of what data would be generated and drawn upon for the teacher to be able to complete the report. Please write sample teacher comments for a student for that unit of work that would draw on data gathered from the assessment tools (e.g. use a blank school report and fill in relevant parts for a fictional student).

This task addresses aspects of the following Australian Professional Standards for Teachers:

1.1, 1.2, 2.3, 3.5, 4.1, 5.1, 5.2, 5.5

Assessment Due Date Week 12 Monday (29-May-2017) 11:45 PM AEST
Monday Week 12 (29-05-2017) 11:45 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

· Demonstrated knowledge and understandings about assessment and reporting with links made to own work (APST 5.1, 5.5)

· Appropriate selection of assessment strategies and creation of effective assessment tools and tasks (2.3, 5.1, 5.2)

· A range of appropriate modifications made to cater for specific learner needs (1.1, 1.2, 4.1)

· Reporting framework and comments (2.3, 5.2, 5.5)

· Effective written communication skills (3.5)

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Apply knowledge of the principles of effective assessment to critique, recommend or select practices, tools and techniques that support learning.

2. Interpret data from various sources to inform the development of assessment.

3. Construct and use a range of assessment tools for formative and summative assessment of elements of the curriculum.

5. Adapt assessment strategies to cater for diverse learning needs and provide opportunities for inclusive participation in assessment and the demonstration of learning.

6. Develop recording mechanisms for reporting learner progress and communicating information about the quality of learning to students, parents and carers.

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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