In this unit university students will examine past and current assessment and reporting standards for individuals with diverse abilities. They will investigate educational theories of learning as well as evaluative practices for assessing learning. Consideration will be given to how teachers and professional staff use formal and informal assessments tasks to cater for the needs of learners from diverse backgrounds, including students who are 'gifted'. Assessment and reporting tools commonly used in educational settings that are aligned with early intervention will also be explored. Historical approaches to assessment and 'testing' of children with special needs will be critiqued. This unit will also investigate how teachers use diagnostic, formative and summative assessment tools and how they report on the personal, social, psychological and physical needs of learners with diverse abilities. 

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Critically analyse diagnostic, formative and summative assessment tasks that are used by teachers and professional teams to report on the learning outcomes of students with diverse abilities;  
  2. Critically review assessment methods including standardised tests, student work samples and teacher observation tools and their impact on learners;  
  3. Evaluate how teachers and professional staff make reasonable adjustments on assessment tasks to accommodate the specialised needs of individuals who have a disability; and  
  4. Create an innovative assessment strategy.  


Assessment type Description Grade
Case Study Case and commentary. 30%
Report Propose an assessment approach and its impact on a student/s with a disability 60%
Review Peer review of case study 10%
Effective word limit of 3000 words in total, or equivalent.

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