Assessment and Reporting (IB)

Subject 472-644 (2008)

Note: This is an archived Handbook entry from 2008.Search for this in the current handbook

Credit Points: 12.500
Level: Graduate/Postgraduate
Dates & Locations:

This subject has the following teaching availabilities in 2008:

Semester 1, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Semester 2, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 18 hours and 125 additional study hours
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Patrick Griffin
Subject Overview: This subject investigates the integral role of assessment and reporting for learning and teaching. Participants will develop a theoretical and practical understanding of the principles of assessment, focussing on assessment as a tool to promote student learning and methods of evaluation that contribute to the ongoing effectiveness of the teaching program. Topics covered include formative and summative assessment strategies and different tools and strategies for reporting student learning and their role in monitoring the IB learner profile. The use of portfolios, practical work, projects, and oral work will be addressed, including student-led conferences, reports, the student exhibition and parent/teacher/student conferencing as strategies to assess and report on student learning.
Assessment: Written assignment equivalent to 4,000 words (100 per cent).
Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

This subject will enable students to:

  • Demonstrate knowledge and understanding of assessment of student learning and its contribution to assessing the effectiveness of the learner profile;
  • Recognise the difference between knowledge, attitudes and skills, meaning and understanding, and how these can be assessed in inclusive settings;
  • Explore the different tools and strategies for assessing student learning and the extent to which these encourage critical thinking and meet the diverse needs of students;
  • Evaluate a range of assessment tools and styles and reporting strategies and the rationale for using them in the area of teaching and learning.
  • Demonstrate an understanding of formative and summative assessment approaches and how they are used to improve learning.
  • Demonstrate the relationship between feedback to students and improved student learning.

Generic Skills

On completion of this subject, students should be able to:

  • Demonstrate an understanding of essential knowledge and skills to perform competently as a specialist teacher;
  • Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
  • Understand key concepts of assessment and reporting and their role in curriculum development and monitoring learning;
  • Evaluate and use constructive criticism of their own work and of the institutions in which they teach.
Links to further information: www.edfac.unimelb.edu.au
Related Course(s): Postgraduate Certificate in Educational Studies (Intern.Baccalaureate)

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