Assessment & Reporting for Student Learn
Subject EDUC90205 (2011)
Note: This is an archived Handbook entry from 2011.
| Credit Points: | 25 | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Level: | 9 (Graduate/Postgraduate) | ||||||||||||||||||||||||
| Dates & Locations: | This subject has the following teaching availabilities in 2011: January, Parkville - Taught online/distance.
January, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here. | ||||||||||||||||||||||||
| Time Commitment: | Contact Hours: 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours. Total Time Commitment: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject. | ||||||||||||||||||||||||
| 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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H |
Coordinator
Prof Patrick GriffinContact
Education Student Centre| Subject Overview: |
This subject examines judgement based assessment of competency in a range of settings from Vocational to Early Childhood. Various approaches to assessment data collection are examined including tests, observation, portfolios and the development and application of rubrics. The underlying theory is based on developmental learning and assessment. How assessment practices can be used to improve learning outcomes at individual, school, and system level are explored. |
|---|---|
| Objectives: | Develop understanding and skills in systemic assessment in education. |
| Assessment: | Tasks totalling 6,400 words (80 per cent) on matters related to a critical implementation of assessment and reporting policy and practices, plus the equivalent of 1,600 words on an assessment and reporting issue (20 per cent). |
| Prescribed Texts: | None |
| Breadth Options: | This subject is not available as a breadth subject. |
| Fees Information: | Subject EFTSL, Level, Discipline & Census Date |
| Links to further information: | www.education.unimelb.edu.au |
| Related Course(s): |
Master of Assessment and Evaluation (Stream 100A) Coursework and ThesisA Master of Assessment and Evaluation (Stream 100B) Coursework Master of Assessment and Evaluation (Stream 150A) Coursework & Thesis A Master of Assessment and Evaluation (Stream 150B) Coursework Master of Assessment and Evaluation(Stream 150)Coursework & Major Thesis |
Download PDF version.