Evaluation and Improvement in Education PG (9792.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UCI - Hangzhou Normal University, Hangzhou
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of the unit, students will have:
1. Displayed an understanding of the traditional roles of evaluation in educational contexts from a global perspective through an analysis of contemporary international literature;
2. Critically examined the improvement benefits and relevance of different forms of developmental evaluation in education;
3. Compared and contrasted the role and implications of evaluation at national, provincial, institutional and individual levels; and
4. Examined the nature and effectiveness of evaluation used in their own context and explored the potential for future innovation.
Graduate attributes3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
The University of Canberra provides a high-quality, innovative educational experience. Our courses are designed to equip our graduates to be leaders of their profession, to be outward-looking global citizens and to value lifelong learning.
UC graduates are professional, global citizens, and lifelong learners. Our graduates are passionate about being at the forefront of their profession, staying in touch with the latest research, news and technology.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UCI - Hangzhou Normal University, Hangzhou||Period 4||02 August 2021||On-Campus||Dr Kym Simoncini|
|2022||UCI - Hangzhou Normal University, Hangzhou||Period 2||04 April 2022||On-Campus||Dr Kym Simoncini|
Smith, N.L. (2009). Fundamental Evaluation Issues in a Global Society. Chapter 3 in Ryan, K. & Bradley-Cousins, J. (2009). The SAGE International Handbook of Educational Evaluation. Thousand Oaks: Sage Publications, pp. 37-51
OECD (2013), Synergies for Better Learning: An International Perspective on Evaluation and Assessment. OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, pp 1-16.
Santiago, Paulo, et al. (2011), 'The evaluation and assessment framework", in OECD Reviews of Evaluation and Assessment in Education: Australia 2011, OECD Publishing, Paris.
TRANSLATION Reading 4
Pai, P., Hochweber, J., & Klieme, E. (2013). Test Score or Student Progress? A Value-Added Evaluation of School Effectiveness in Urban China. Frontiers Of Education In China, 8(3), 360-377. doi:10.3868/s110-002-013-0024-0
TRANSLATION Reading 5
OECD (2009a) Teacher Evaluation: a conceptual framework and examples of country practices. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
TRANSLATION Reading 6
David Nevo. Accountability and Capacity Building: Can They Live Together? Chapter 12 in Ryan, K. & Bradley-Cousins, J. (2009). The SAGE International Handbook of Educational Evaluation. Thousand Oaks: Sage Publications.
Marzano, R. J. (2012). Teacher evaluation. Educational Leadership, 70(3), 14-19.
PRACTICAL EXAMPLE Reading 8
Australian Institute for Teaching and School Leadership (AITSL) The Essential Guide to Professional Learning Series, https://www.aitsl.edu.au/tools-resources/resource/essential-guide-to-professional-learning-series
Gerry McNamara , Joe O'Hara , Penelope L. Lisi & Sigurlina Davidsdottir (2011) Operationalising self-evaluation in schools: experiences from Ireland and Iceland, Irish Educational Studies, 30:1, 63-82, DOI: 10.1080/03323315.2011.535977
PRACTICAL EXAMPLE Reading 10
New Zealand Ministry of Education, Education Review Office (2016), Effective School Evaluation, https://www.ero.govt.nz/assets/Uploads/ERO-15569-Effective-School-Evaluation-June16-FULL-WEB-002.pdf
PRACTICAL EXAMPLE Reading 11
Australian Council for Educational Research (2016) National School Improvement Tool, https://www.acer.org/au/school-improvement/improvement-tools/national-school-improvement-tool
Submission of assessment items
Extensions & Late submissions
All assessment items must be uploaded to Canvas – see above
Students will be asked to confirm the following online declaration at the point of submission. I certify that:
• the attached assignment is my own work and no part of this work has been written for me by any other person except where such collaboration has been authorised by the lecturer/s concerned;
• material drawn from other sources has been fully acknowledged as to author/creator, source and other bibliographic details according to unit-specific requirements for referencing; and
• no part of this work has been submitted for assessment in any other unit in this or another Faculty except where authorised by the lecturer/s concerned.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit.
The unit convener or delegate reserves the right to question students orally on any of their submitted work.
Use of text matching software
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
The workload for this unit is expected to be 150 hours:
1. Online reflections and engagement 15 hours
2. Attendance and engagement in workshops 25 hours
3. Prescribed readings and private study 50 hours
4. Research and assignment preparation 60 hours
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Basic computer literacy is assumed, and students should be able to perform the following before commencing the unit:
- Use a standard word processing package
- Use a standard spreadsheet package
- Manage files
- Access the Internet and use an email package
- Students will also be required to utilise a virtual online learning package which will be determined and communicated prior to beginning the unit
Work placement, internships or practicums
Provision of information to the group
Notifications through the CANVAS Announcements Forum or the CANVAS Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements. Students should also ensure they check their student email regularly.
Additional information will be conveyed through the co-teacher in country as required.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact email@example.com if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).