Evaluation and Improvement in Education PG (9792.2)

Required texts

Readings will be made avaiable via Canvas and through Hangzhou Normal University services. 

Day 1: Introduction and Overview
 

5 Essentials for Effective Evaluation. (n.d.). https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/5-essentials-for-effective-evaluation

Ghate, D. (2018). Developing theories of change for social programmes: co-producing evidence-supported quality improvement. Palgrave Communications, 4(1), 1–13. https://doi.org/10.1057/s41599-018-0139-z

OECD (2013), Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/9789264190658-en.

Nevo, D. (2009). Accountability and Capacity Building: Can They Live Together? In J. Bradley. Cousins (Ed.), The SAGE international handbook of educational evaluation [electronic resource]  (pp. 291–304). SAGE.

Day 2: Systems level analysis

Evaluation models in Educational Programs. (n.d.). https://js.vnu.edu.vn/FS/article/view/4252

Bourke, R., & MacDonald, J. (2018). Creating a space for student voice in an educational evaluation. International Journal of Research & Method in Education, 41(2), 156–168. https://doi.org/10.1080/1743727X.2016.1256983

AITSL. (n.d.). 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

The evaluation and assessment framework. (2011). In P. Santiago, OECD reviews of evaluation and assessment in education¿: Australia 2011. (pp. 25–46). OECD Pub. https://doi.org/10.1787/9789264116672-en

Dahler-Larsen, P. (2009). Chapter 17. Learning-Oriented Educational Evaluation in Contemporary Society. In Katherine Ryan, J. Cousins, J. B. Cousins, & K. E. Ryan (Eds.), The SAGE International Handbook of Educational Evaluation (p. 608). SAGE Publications, Inc. https://doi.org/10.4135/9781452226606.n17

Levin-Rozalis, M., Rosenstein, B., & Cousins, J. B. (2009). Chapter 11. A Precarious Balance: Educational Evaluation Capacity Building in a Globalized Society. In Katherine Ryan, J. Cousins, J. B. Cousins, & K. E. Ryan (Eds.), The SAGE International Handbook of Educational Evaluation (p. 608). SAGE Publications, Inc. https://doi.org/10.4135/9781452226606.n11

Day 3: Teachers and professional learning analysis

Marzano, R. J. (2012). The Two Purposes of Teacher Evaluation. 70(3), 14–19.

By Linda Darling-Hammond Ann Jaquith,  and M. H. (n.d.). Creating a Comprehensive System for Evaluating and Supporting Effective Teaching sc e. https://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching_1.pdf

AITSL - Evaluation. (n.d.). AITSL - Evaluation. https://www.aitsl.edu.au/tools-resources/resource/the-essential-guide-to-professional-learning-evaluation

Santiago, P. (2009). Teacher Evaluation: A conceptual framework and examples of country practices (F. Benavides, Ed.; p. 37). OECD Secretariat. http://www.oecd.org/education/school/44568106.pdf

Darling-Hammond, L. (2012). Teacher education around the world: changing policies and practices  (Ann. Lieberman, Ed.). Routledge.

Day 4: School level analysis

 

Peng, 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. https://doi.org/10.1007/BF03396980

National school improvement tool. (2016). Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1019&context=tll_misc

McNamara, G., O, apos, Hara, J., Lisi, P. L., & Davidsdottir, S. (2011). Operationalising self-evaluation in schools: experiences from Ireland and Iceland. Irish Educational Studies, 30(1), 63–82. https://doi.org/10.1080/03323315.2011.535977

Effective school evaluation: How to do and use internal evaluation for improvement. (2016). Education Review Office (New Zealand Ministry of Education). https://www.ero.govt.nz/publications/effective-school-evaluation/

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section.Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

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

Normally 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.

Provision of valid documentation

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.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

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

Participation requirements

Your participation and attendance in class is compulsory. Participating in class will also enhance your understanding of the unit content and therefore the quality of your other assessment responses. Lack of participation may result in your inability to satisfactorily pass other assessment items.

Required IT skills

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

• its use is authorised by the unit convener as part of a specified 
  assessment task, and
• it is used in the way allowed in the assessment instructions and/or unit outline, and
• its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

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

             Not applicable

Additional information

Theoretical foundations:  This unit draws on contemproary literature of evaluation to explore the topic from teacher, school, organizational, and system levels.

Research Led Education: there are active researchers teaching the unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.

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 servicedesk@canberra.edu.au 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).

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