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As the assessment of learning is an integral part of effective learning and teaching, it is important that preservice teachers have an advanced and integrated understanding of the principles and practices of quality assessment. Assessment information informs key stakeholders including parents, teachers, students and education systems. For educators, assessment provides the basis for key decisions affecting student learning and informing teaching practices. As educators are required to critically analyse a range of information and make expert judgment about student learning, it is important that they are competent in data analysis and interpretation as well as being familiar with relevant state and national policies and practices.

This course provides preservice teachers with opportunities to develop knowledge, skills and practices that will enable them to constructively assess student learning. It begins with an exploration of the main theoretical components of quality assessment informed by contemporary literature, investigates data analysis, and requires preservice teachers to demonstrate an advanced and integrated understanding of the alignment between curriculum, learning, assessment and reporting processes. Creation of a unit plan using the backward design method, incorporating literacy and numeracy general capabilities will be addressed, before the planning and creating of summative assessment task sheets and rubrics based on the principles of quality summative assessment. Preservice 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.

On successful completion of this course preservice teachers should be able to:

1. elucidate the purposes of informal, formal, diagnostic, formative and summative assessment in informing teacher practices in designing a unit plan, with an aligned assessment task and criterion rubric utilising data, curriculum, assessment and reporting knowledge (Australian Professional Standards for Teachers (Australian Professional Standards for Teachers (APST) 2.3, 5.1);
2. interpret and apply to the learning process a full range of assessment strategies, including demonstrating an understanding of the importance of providing timely and appropriate feedback to students about their learning (APST 5.1, 5.2);
3. evaluate assessment tasks that support consistent and comparable judgements and participate in a moderation process (APST 5.3);
4. analyse and interpret student assessment data to evaluate student learning and modify teaching practices (APST 5.1, 5.4);
5. justify the purpose of timely and appropriate feedback to students about their learning and demonstrate an understanding of a range of strategies to report to students, parents and other key stakeholders, and the purpose of accurately and reliably recorded student achievement (APST 5.2, 5.5);
6. investigate and apply literacy and numeracy teaching strategies in planning for relevant teaching area (APST 2.5).