Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EBTS100 Teaching, Learning and Context OR EBTS102 Teaching and Classroom Management
Unit rationale, description and aim
Effective learning and teaching requires educators to make judgements around student learning throughout the learning cycle. In order to facilitate learning, teachers must be able to deploy effective assessment strategies. This unit focuses on assessment as an essential part of the teaching and learning cycle. Assessment encompasses all activities undertaken by teachers, and/or by their students which provide evidence of student learning. Participants will build their understanding of assessment strategies to enable students to demonstrate what they know and can do. Attention will focus on planning, formative and summative assessments and feedback within a collaborative learning community in the local educational setting. This will culminate in the development and trialing of a range of assessments and developing follow-on activities for a unit of work.
This is one of four units within the mission-focused Certificate in Teaching and Learning which is delivered offshore.
The aim of this unit is to help teachers to develop the ability to design and implement best-practice assessment strategies.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe types of assessment used in the learning cycle. | GC1, GC2, GC9, GC11 |
| LO2 | Collect and evaluate evidence of student learning | GC1, GC2, GC3, GC4, GC7, GC9, GC11 |
| LO3 | Develop a variety of assessment tasks | GC1, GC2, GC3, GC4, GC6, GC7, GC9, GC11 |
| LO4 | Develop and implement activities that build upon student knowledge to achieve learning intentions | GC1, GC2, GC3, GC4, GC7, GC9, GC11, GC12 |
Content
Topics will include:
- The importance of assessment within teaching and learning cycle
- Linking learning to curriculum documents
- Types of assessments and assessment strategies
- Designing assessment tasks – aligning to outcomes, types of tasks, creating rubrics
- Collecting and evaluating evidence of learning
- Using evidence to develop and implement lessons/activities
Learning and teaching strategy and rationale
A variety of learning and teaching approaches are sequenced and integrated to comprise a progressive and developmental learning and teaching strategy emphasising collaborative learning and cultural sensitivity. Culturally relevant pedagogies accompanied by new pedagogies and critical reflection are explored. Students are encouraged to share experiences and challenges with each other in order to develop a community of practice in their schools. The unit employs stimulating adult learning strategies to maximise student engagement and critical reflection. These include:
- Face to face learning – seminars, tutorials and workshops
- Collaborative learning
- Practical activities
- Lesson study
- Self-directed study
- Required reading
- Multi-media sources and viewing
Assessment strategy and rationale
The underpinning assessment strategy relates to the need for:
- Knowledge of context
- Implementation of pedagogical practices that are culturally appropriate
- Critical evaluation of teaching and student learning
Therefore, Assessments include practical activities, presentation of findings and a reflective report.
The assessment for this unit develops students’ knowledge and skills of both the practical and theoretical aspects of assessment for teaching and learning.
The assessments encourage students to engage with the scholarship and theory of assessment. The three tasks are constructively aligned with the learning outcomes and facilitate the gradual development of assessment strategies.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Report or Presentation on Self-evaluation of Practices Self-evaluation of current assessment practices in reference to curriculum expectations, learning outcomes, and effectiveness of the practices in identifying student learning for two subject areas. | 30% | LO1, LO2 |
Field Report or Presentation on Assessment Development In groups of three (subject area would be an advantage), participants undertake research of the different types of assessment and their benefits. Sharing their findings from the self-evaluation, the group develops two formative assessments and one summative assessment (not tests), for a unit of work they are currently teaching or about to teach. Demonstration of how the assessments are linked the learning intentions/outcomes and a plan for student feedback for each assessment should be included. | 40% | LO2, LO3 |
Written report on Assessment Implementation Participants implement one of the assessments developed in their class with a colleague observing. A report of the assessment implementation will include an analysis of :
A background to the report will include a brief description of the class, the curriculum content to be addressed within the lesson and learning objectives. | 30% | LO2, LO3, LO4 |
Representative texts and references
Bartlett, J. (2015). Outstanding assessment for learning in the classroom (eBook).
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2007). Assessment for Learning. Maidenhead: McGraw-Hill Education.
Cengage Learning Australia, K., Barker, Nosworthy, Humphries, & Sinclair. (2015). Learning for Teaching, Teaching for Learning with Student Resource Access 12 Months. Melbourne: Cengage Learning Australia.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership, 63(3), 18-24.
Pritchard, A. (2013). Ways of learning : learning theories and learning styles in the classroom (eBook). Retrieved from https://ebookcentral-proquest-com.ezproxy2.acu.edu.au
Rieger, A., Radcliffe, B., & Doepker, G. (2013). Practices for Developing Reflective Thinking Skills Among Teachers. Kappa Delta Pi Record, 49(4), 184-189.
Spendlove, D. (2009). Putting assessment for learning into practice (eBook).
Wiliam, D. (2007). Changing classroom practice.(Informative Assessment). Educational Leadership, 65(4), 36-42.