Specialisation Assessment and Reporting

Unit code:ETS5005Study level:Postgraduate

Credit points

12
(Generally, 1 credit = 10 hours of classes and independent study.)

Location

City Campus
Online Real Time
VU Online

Prerequisites

ETS5003 - Specialisation Curriculum and Pedagogy A; and
ETS5004 - Specialisation Curriculum and Pedagogy B; and
Successful completion of the Literacy and Numeracy Test (LANTITE)
(Or equivalent to be determined by unit coordinator)
Co-requisites
(Corequisite units must be studied concurrently with this unit)

Overview

In this unit Pre-Service Teachers are focusing on both of their specialisations in the understandings around assessment and reporting. They are looking at how policy theory and practice are informing 7-12 assessment and reporting approaches, as well as the pedagogical understandings around those practices. This unit is designed at looking at the three main areas of assessment and reporting:

Analysing student data to inform future planning including sample assessments
Different types of feedback in the specialisations such as rubrics in their specialisation area
The way teachers collaborate and moderate

These areas will be developed through in-class experiential activities, DET policy and standards, study guides, different theoretical practices and approaches, and evening workshops lead by experienced teachers. This unit has a unique focus and design, which is different to its preceding units. The main focus is the way in which the learning is undertaken which models assessment practices teachers carry out in schools. This content will provide graduates with the skills and capacities to participate as competent and reflective members of the teaching profession.

Learning Outcomes

On successful completion of this unit, students will be able to:

Design formative and summative assessment tasks to evaluate students’ existing knowledge, misconceptions and learning progress in years 7-12.
Analyse student achievement against rubrics and standards specific to the teaching specialisation, and construct high-quality, developmental feedback that clarifies expectations and addresses learning needs.
Collaborate with colleagues to facilitate moderation to enable consistent and comparable judgements of student achievement.
Articulate student achievement and learning in reporting to parents and carers, and contribute to accurate and reliable records of student achievement.