Specialisation Assessment and Reporting

Unit code: ETS5005 | Study 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
(Or equivalent to be determined by unit coordinator)
Overview
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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:


  1. Analysing student data to inform future planning including sample assessments

  2. Different types of feedback in the specialisations such as rubrics in their specialisation area

  3. 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:

  1. Design formative and summative assessment tasks that can be used to assess students’ learning in years 7-12
  2. Demonstrate strategies for differentiating teaching and assessing for students of varying abilities and characteristics.
  3. Analyse student achievement against specialisation specific rubrics and standards and construct high quality feedback.
  4. Collaborate with colleagues to facilitate moderation to enable consistent and comparable judgements of student achievement.
  5. Articulate student achievement and learning in reporting to parents and carers, and contribute to accurate and reliable records of student achievement.

Assessment

For Melbourne campuses

Assessment type: Review
|
Grade: 30%
Secondary Specialisation Assessment Review
Assessment type: Project
|
Grade: 40%
Data evaluation with subsequent planning to improve student outcomes
Assessment type: Project
|
Grade: 30%
Reflection of the moderation process and its impact on student achievement

Minimum effective word limit of 5000 words in total.

Required reading

Links to recommended readings and resources for this unit will be provided to students via the Learning Management System (VU Collaborate)

Learning for Teaching: Teaching for Learning
Whitton, D et al., (2016)| Sydney, Cengage Learning Australia

As part of a course

This unit is studied as part of the following course(s):

Master of Applied Teaching (Secondary Education)
EMAT | Masters (coursework) degree | Duration: 1.5 years
Master of Teaching (Secondary Education)
EMES | Masters (coursework) degree | Duration: 2 years

Refer to the course page for information on how to apply for the course. VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.

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