Note: This is an archived Handbook entry from 2013.
| Course Overview: | The course is a program of professional development catering for the needs of those who wish to take a leadership role in assessment and evaluation practice. Such people are normally employed as policy and program planners, trainers, teachers, performance auditors, managers and consultants. They are drawn from public sector organizations (in areas such as education, welfare and health), non-government agencies, business, or from consultants offering assessment and evaluation services. The course aims to enable students to become familiar with the key concepts and theories underlying policy and program development, the roles of various types of evaluation, key concepts and theories of assessment and appraisal of individuals in process and outcome terms. It will encourage critical review of important issues in the conduct of evaluation, assessment and implementation. |
| Objectives: | Students who have completed the Postgraduate Certificate of Assessment and Evaluation course should be able to: - demonstrate knowledge and understanding of assessment and/or evaluation theory and practice
- demonstrate competence in the management of assessment and evaluation programs;
- make effective use of the assessment and evaluation literature and research;
- demonstrate a level of knowledge and understanding that will enable them to support colleagues
- regarding assessment and evaluation in professional situations.
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| Course Structure & Available Subjects: | Students complete 50 points of study |
| Subject Options: | Students are required to undertake 50 points of coursework Subject Study Period Commencement: Credit Points: Semester 1, Semester 2 25 |
| Entry Requirements: | An applicant may be eligible for entry into the Postgraduate Certificate of Assessment and Evaluation, if the applicant has completed an: - appropriate undergraduate degree and an appropriate teaching qualification or
- appropriate four-year teaching degree or
- appropriate degree or graduate diploma in a social or human science and either a record of research and/or publication equivalent to year four in education or at least two years of documented relevant professional experience.
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| Core Participation Requirements: |
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
- The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit. |
| Graduate Attributes: | Not available |
| Links to further information: | www.education.unimelb.edu.au |