精东传媒app

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.

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.

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:

1. 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);
2. interpret student responses to identify evidence of learning (APST 5.1, 5.2);
3. evaluate assessment tasks that support consistent and comparable judgements (APST 5.3);
4. analyse and interpret student assessment data to evaluate student learning and teaching practices (APST 5.4);
5. provide feedback to students and report to key stakeholders on accurately and reliably recorded student achievement (APST 5.2, 5.5);
6. incorporate literacy and numeracy strategies in planning for relevant teaching area (APST 2.5).