| Semester 1, 2020 On-campus Springfield | |
| Short Description: | Assessmnt Practices for Scndry |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070100 - Teacher Education |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: ESP1200 or EDC1400 and Students must be enrolled in one of the following Programs: BEDU or BSED
Other requisites
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Rationale
Assessment and reporting are an integral part of the teaching and learning process. The fundamental purpose of assessment and reporting is to improve student learning at the system, school and classroom levels. Pre-service teachers must develop and apply a range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support student learning. Educators are required to continually assess and make consistent judgements about the quality of student learning based on evidence presented in student work. Pre-service teachers need to develop an appreciation of the role of moderation in achieving consistent and comparable judgements. Pre-service teachers must learn how to use data collected through assessment to determine what students know, understand and can do, which in turn facilitates development of future strategies for teaching and learning. Pre-service teachers need to understand the purpose of timely and appropriate feedback to students and other stakeholders about their learning.
Synopsis
Pre-service teachers will develop an understanding of the purpose of undertaking assessment as an integral part of the learning process. In this course pre-service teachers will learn about authentic assessment strategies and the necessity of alignment between curriculum, learning, assessment and reporting. Pre-service teachers will learn to provide relevant and targeted feedback to a range of stakeholders, through analysis and interpretation of student data. They will participate in moderation processes and work collegially to inform future learning directions and improve assessment practices. This course builds on curriculum and pedagogy knowledge gained from completing first year courses and professional experience.
Objectives
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- explain the purposes of informal, formal, diagnostic, formative and summative assessment in informing teacher practices in designing a sequence of learning, with an aligned assessment task and criterion rubric utilising curriculum, assessment and reporting knowledge (APST 2.3, 5.1);
- interpret student responses to identify evidence of learning (APST 5.1, 5.2);
- evaluate assessment tasks that support consistent and comparable judgements (APST 5.3);
- analyse and interpret student assessment data to evaluate student learning and teaching practices (APST 5.4);
- provide feedback to students and report to key stakeholders on accurately and reliably recorded student achievement (APST 5.2, 5.5);
- incorporate literacy and numeracy strategies in planning for relevant teaching area (APST 2.5).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Assessment strategies and the purpose of assessment in informing teacher practices | 20.00 |
| 2. | Align curriculum assessment and reporting | 20.00 |
| 3. | Interpret student responses to identify evidence of learning | 15.00 |
| 4. | Make consistent and comparable judgements through moderation practices | 15.00 |
| 5. | Analyse and interpret student assessment data to evaluate student learning and teaching practices | 15.00 |
| 6. | Provide feedback to students and report to key stakeholders on student achievement | 15.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDC2300)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
(This is a custom publication for EDC2300 compiled for the 精东传媒app of Southern Queensland and is only available from the USQ Bookshop.)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed 精东传媒app | 80.00 |
| Independent 精东传媒app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 40 | 40 | 23 Apr 2020 | |
| ASSIGNMENT 2 | 20 | 20 | 14 May 2020 | |
| ONLINE EXAM | 40 | 40 | End S1 | (see note 1) |
Notes
- This will be an online exam. Students will be provided further instruction regarding the exam by their course examiner via 精东传媒appDesk. The examination date will be available via UConnect when the Alternate Assessment Schedule has been released.
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
Due to COVID-19 the requirements for S1 2020 are: To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
Due to COVID-19 the requirements for S1 2020 are: To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
To be assured of receiving a passing grade a student must obtain at least 50% of the total weighted marks available for the course (i.e. the Primary Hurdle), and have satisfied the Secondary Hurdle (Supervised), i.e. the end of semester examination by achieving at least 40% of the marks available for that assessment item.
Supplementary assessment may be offered where a student has undertaken all of the required summative assessment items and has passed the Primary Hurdle but failed to satisfy the Secondary Hurdle (Supervised), or has satisfied the Secondary Hurdle (Supervised) but failed to achieve a passing Final Grade by 5% or less of the total weighted Marks.
To be awarded a passing grade for a supplementary assessment item (if applicable), a student must achieve at least 50% of the available marks for the supplementary assessment item as per Section 4.4.2 of the Assessment Procedure. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course. -
Examination information:
Due to COVID-19 the requirements for S1 2020 are: There is no examination in this course.
This is a restricted examination. The only materials that candidates may use in the examination for this course are:- writing materials. These must be non-electronic and free from material which could give the student an unfair advantage in the examination.
- an unmarked non-electronic translation dictionary (but not technical dictionary). A student whose first language is not English may take a translation dictionary into the examination room. A translation dictionary with any handwritten notes will not be permitted. Translation dictionaries will be subject to perusal and may be removed from the candidate's possession until appropriate disciplinary action is completed if found to contain material that could give the candidate an unfair advantage.
- a calculator which cannot hold textual information (students must indicate on their examination paper the make and model of any calculator(s) they use during the examination).
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Examination period when Deferred/Supplementary examinations will be held:
Due to COVID-19 the requirements for S1 2020 are: There is no examination in this course, there will be no deferred or supplementary examinations.
Any Deferred or Supplementary examinations for this course will be held during the next examination period. -
精东传媒app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the 精东传媒app鈥檚 aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.