Planning Assessing and Reporting (9894.4)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Analyse and design learning area specific assessment strategies (informal, formal, diagnostic, formative and summative) to inform future teaching;
2. Design learning area specific quality outcomes and directions for a unit of work that aligns with Australian curricula and utilises elements of quality pedagogy;
3. Interpret student assessment data to evaluate student learning and modify teaching practice;
4. Demonstrate use of principles for effective feedback;
5. Use their knowledge of at least one context, describe strategies used for reporting to students and parents/care givers and the purpose of keeping accurate and reliable records of student achievement; and
6. Demonstrate, within a classroom context, macro and micro planning of learning experiences using knowledge of content, the teaching and learning cycle, and effective teaching strategies.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
PrerequisitesStudents in the Bachelor of Primary Education (Graduate Entry) course must have passed 24 credit points. All other students must have passed the unit Implementing the Australian Curriculum (9877 or 10426).
Assumed knowledgeFirst two years of Bachelor of Education.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Dr Maya Gunawardena|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Maya Gunawardena|
Wiliam, D. & Leahy, S. (2015). Embedding formative assessment. Victoria: Hawker Brownlow Education.
Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units (2nd ed.). Virginia, USA: Association for Supervision and Curriculum Development (e-copy of the book will be provided)
Access to the Australian Curriculum either through the Australian Curriculum app (free) or the website www.australiancurriculum.edu.au
Brady, L. & Kennedy, K. (2018). Assessment and Reporting (5th Edition), Pearson; Australia. (Library will have a few copies of this publication)
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a difference (2nd ed.). Milton, QLD: John Wiley & Sons Australia.
Clarke, S. (2005). Formative assessment in action: weaving the elements together. London, UK: Hodder Education
Griffin, P. (2014). Assessment for teaching. Melbourne, Australia: Cambridge University Press.
Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.
New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.
New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.
Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids.Alexandria, USA: Association for Supervision and Curriculum Development.
Educational Assessment, Evaluation and Accountability
Curriculum and Teaching
Early Childhood Education Journal
Journal of Curriculum and Supervision
Phi Delta Kappan
Review of Educational Research
Additional resources will be made available on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
Given the preparation needed to be ready for the professional experience component of the unit, students must pass Assessment Task 1 prior to the placement. Overall, it is a requirement that the coursework components and the professional experience placement must be passed to gain a pass in the unit.
Special assessment requirements
All assessment items required to be submitted online must be submitted via the appropriate Canvas dropbox. 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, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
As it is a course requirement that all ITE students complete the LANTITE test the result for the test is to be submitted to Canvas site. Submission must be within one week (seven day) of the April, June, September or December LANTITE results release date.
Use of text matching software
The University supported text-matching software is URKUND, which is now available to all units via Canvas. For further information, please see the description of how to use the URKUND tool in the UCLearn (Canvas) Staff Support site.
Please be aware that submission of fraudulent documentation will incur serious consequences including suspension and/or exclusion from the university and all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority. Please complete the Academic Integrity Module to avoid problems of unintentional plagiarism ¿
In order to get the most out of your studies, it is strongly recommended that you plan your time commitments, actively engage in class discussions (online or face-to-face) and work with your peers as part of your study. The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3 credit point unit the total notional workload over the semester or term is assumed to be 150 hours. The total workload for units of different credit point value should vary proportionally. For example, for a 6 credit point unit the total notional workload over a semester or term is assumed to be 300 hours.
class contact: 24 hrs
preparation for weekly classes: 48 hrs
preparation for assignments: 78 hrs
Professional Experience Placement: 15 days
Inclusion and engagement
It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and Engagement Office as soon as possible so that reasonable adjustment arrangements can be made.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate). Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011). It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
It is expected that students undertaking this unit will have a basic level of information technology competence that includes electronic manipulation of documents, PowerPoint, photographs, videos, slideshows, e-books, websites and apps.
For online delivery, students should have access to their own computer with a camera and a microphone
Students are required to have access to a reliable Internet source and be able to meet the cost of this.
Work placement, internships or practicums
This unit involves clinical placement and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Client /patient confidentiality must always be maintained (see policy 3335), including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you meet with your Course Convener to schedule this unit for a future teaching period.
A Working with Vulnerable People (WWVP) background check is required to undertake a placement for this unit. Please ensure that you register with Access Canberra, www.accesscanberra.act.gov.au/app/answers/detail/a_id/1804/~/working-with-vulnerable-people-(wwvp)-registration to obtain your card. The WWVP only applies to ACT, and students undertaking placements in NSW will need to register with the NSW Office of the Children's Guardian, www.kidsguardian.nsw.gov.au/working-with-children to obtain a Working with Children Check, in order to be able to undertake their placement.
Students are also required to complete and submit a 'UC Student Placement/ Internship Agreement Form' to the relevant dropbox on the Canvas site, before commencing Professional Experience.
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 on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
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.