Unit Outline

This unit will help you to further develop your professional skills around planning for learning and the key roles of assessment and feedback as part of that planning. You will examine approaches for planning, assessment, and feedback and establish connections to the theories underpinning them, as well as their applicability to your own professional practice. You will begin to develop the skills to be assessment literate, connecting assessment with the learning and teaching process, interpreting data to modify teaching in response to student need, communicating your teaching decisions with stakeholders, and through reflection to evaluate your own teaching.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Critically analyse the purpose and principles of assessment and feedback as they apply to your own teaching and learning context.
2.	Examine student data, observations, and feedback to design a constructively aligned lesson sequence.
3.	Critically evaluate your own and other’s decisions around teaching and learning.
4.	Apply professional and academic skills to communicate knowledge to an intended audience

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Quiz (Hurdle Task)	See the MyLO site for the due date	0 %	LO1, LO2, LO3
Assessment Task 2:	Vignette Analysis	Week 3	20 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Development of a constructively aligned lesson sequence	Week 5	50 %	LO1, LO2, LO3, LO4
Assessment Task 4:	Reflective Learning Log and Final Reflection	Week 7	30 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Quiz (Hurdle Task)

Task Description:

Hurdle Task
This quiz is designed to consolidate learning in the unit. Further information about the quiz will be available in the unit.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5

Task Length:

Due Date:

See the MyLO site for the due date

Weight:

0 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate knowledge of key theoretical perspectives of planning, assessment, and feedback	LO1, LO3
2	Communicate an understanding of the role of data collection, feedback, and assessment as a key aspect of the planning process	LO2, LO3
3	Demonstrate an understanding of the purpose and principles of assessment	LO1

Assessment Task 2: Vignette Analysis

Task Description:

In this task, you will analyse a vignette. Vignettes will be provided in MyLO and there will be a selection that you can choose from that will relate to your own teaching context.

Your task will be to use information about the students in the vignette, alongside information pertaining to learning and assessment that will help you to consider strategies for learning, including assessment.

This task will be scaffolded in the early weeks of the unit.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.5, 2.2, 2.3, 3.1, 3.2, 3.4, 3.6, 4.1, 5.1, 5.2, 5.4

Task Length:

500 words

Due Date:

Week 3

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Interpret student data for the improvement of student learning outcomes (40%)	LO1, LO2, LO3
2	Consider a range of teaching and learning design strategies (40%)	LO1, LO3
3	Apply professional and academic skills to communicate knowledge to an intended audience (20%)	LO4

Assessment Task 3: Development of a constructively aligned lesson sequence

Task Description:

This task reflects work that you will be doing as a teacher and has two parts.

In the first part, you will search for a lesson sequence that uses curriculum content relevant to your own teaching context (proficiency/specilisation). This sequence does not need to be perfectly aligned to the Australian Curriculum, nor constructively aligned, etc. What you will be doing is making suggestions for how it can be improved.

In the second part, you will use the information from your vignette analysis in AT1, and your own learning in the unit to make recommendations for improvements to the lesson sequence. You will do this by including annotations to the sequence using tracked changes.

Your annotations/comments in tracked changes should acknowledge and provide a rationale for each of the following:
• the needs of learners in the selected vignette
• learning outcomes
• constructive alignment
• assessment as, for, and of learning
• the Australian Curriculum content, and achievement standards
• the purposes and principles of assessment
• approaches to planning
• consideration of feedback

Your final submission will include:
• your lesson sequence with all tracked changes

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 5.1, 5.4

Task Length:

2000 words

Due Date:

Week 5

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Justify own interpretation of data to improve student learning outcomes (20%)	LO1, LO2, LO3
2	Critically analyse a range of teaching and learning design strategies (40%)	LO1, LO3
3	Apply and critique a range of approaches to the assessment of learning (30%)	LO1, LO2, LO3
4	Apply professional and academic skills to communicate knowledge to an intended audience (10%)	LO4

Assessment Task 4: Reflective Learning Log and Final Reflection

Task Description:

At the end of semester, you will be required to communicate your aspirations for teaching and learning. This reflection should focus directly on your learning in the unit, and how it has contributed to your developing learning and teaching philosophy.

This reflection should tell us something about how you will teach, and why, bringing together the learning in the unit and connecting it to your own teaching context with a particular focus on planning, assessment, and reporting. More specifically it should include:
• Consideration of the principles and purposes of assessment and feedback and how they will support your teaching in the future.
• Discussion of your role in feedback as colleague, a moderator, a contributor to learning, and a reporter of assessment and learning
• Consider your developing assessment literacy alongside the teacher professional standards, the literature, and discussion with your peers.

Format:
• You should include a brief introduction outlining your own teaching context and a summary of your aspirations in relation to teaching that uses assessment as, for, and of learning.
• Your work should be supported by relevant evidence-based and theoretical literature.
• You should wrap up your reflection with a brief conclusion that outlines the contribution of your learning in the unit to your reflection.

To achieve a satisfactory result in this task, you should contribute each week to a reflective learning log shared with other students in MyLO. This activity will form part of your weekly discussions.
In this log, you will connect your learning to your own teaching context, share, discuss and critique experiences and evidence from your own or other’s practice. You will also have the chance to examine your own learning as part of activities within the unit.

Each week there will be prompts in MyLO to guide you with this task. You will find these in the summary of the weekly content.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 3.6, 3.7, 5.1, 5.2, 5.3, 5.5, 6.1, 6.2, 6.3, 6.4, 7.3, 7.4

Task Length:

1500 words

Due Date:

Week 7

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate scholarship of teaching and learning through peer feedback, the APST, and the literature (30%)	LO1, LO3, LO4
2	Elaborate on the principles and purposes of assessment and feedback as they apply to your own developing pedagogical approach (30%)	LO1, LO4
3	Demonstrate the development of assessment literacy (30%)	LO1, LO2, LO3, LO4
4	Apply professional and academic skills to communicate knowledge to an intended audience (10%)	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.