Assessment & Reporting in the IB Diploma

This subject has the following teaching availabilities in 2016:

170 hours

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

This subject investigates the integral role of assessment and reporting for learning and teaching. Participants will develop theoretical and practical understanding of the principles of assessment, focussing on assessment as a tool to promote student achievement and experiential learning, and methods of evaluation that contribute to the ongoing effectiveness of the curriculum and support different learning needs. Topics include norm and criterion-based assessment and referencing, internal and external components of the IB Diploma Programme, the use of formative and summative assessment and reporting strategies, and the use of guiding and essential questions. The role of teacher self-evaluation and the school self-study in relation to the Learner Profile and the Diploma Programme will be addressed.

On completion of this subject students should be able to:

• Demonstrate knowledge and understanding of assessment of student learning and its contribution to the evaluation of the effectiveness of an educational programme;
• Recognise the difference between knowledge, attitudes, skills and understanding and how these constitute challenges and/or opportunities for assessment as a means of supporting teaching and learning;
• Evaluate a range of assessment tools and styles and reporting strategies including rubrics, teacher and school self-evaluation, and the rationale for them in the area of teaching and learning;
• Demonstrate an understanding of formative and summative assessment and the relationship between reporting and feedback and improved student learning;
• Explore different tools and strategies for assessing student learning and supporting the diverse learning needs of students;
• Explore challenges for administering assessment especially within an international context.

• A 2,500 word essay which critiques at least two different types of assessment processes. At least one of these must be an assessment process use by the IB. Due week 6, 50%
• A 2,500 word essay which critiques the application of principles of assessment and reporting in relation to TOK or EE. Due week 12, 50%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject students should have:

• Demonstrate essential knowledge and skills of teachers in relation to effective assessment and reporting;
• Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
• Understand the key assessment and reporting requirements of the IB Diploma Programme;
• Evaluate and use constructive criticism of their own work and of the institutions/communities in which they teach.

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