Unit Outline
EAL322
Assessment and Reporting
Semester 1, 2025
Nadia Ollington
Faculty of Education
College of Arts, Law and Education
CRICOS Provider Code: 00586B

Unit Coordinator
Nadia Ollington
Email: Nadia.Ollington@utas.edu.au
 

What is the Unit About?
Unit Description
This unit delves into the purposes and principles of assessment and feedback within a range of educational settings, including schools and vocational education and training (VET). You will begin with an exploration of diverse assessment and feedback methodologies and their significance in enhancing teaching and learning. You will develop strategies to enhance assessment for learning through the formulation of feedback plans for students and other stakeholders in your own teaching context.. The unit will also equip you with the knowledge and skills for the evaluation of learning and 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
Demonstrate knowledge of the purposes and principles of assessment in the evaluation of a co-designed assessment task
2
Apply and analyse strategies for the provision of feedback on students work
3
Plan for feedback to stakeholders in a learning community
4
Apply professional and academic communication skills to an intended audience.
Alterations as a result of student feedback
 
 
 

Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
Online
Lecture (Online)
No Description
2
Weekly
Independent Learning
Readings, tasks, discussions, assignments
8
Weekly
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
 
 
 

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
Week 5
15 %
 
Assessment Task 2:
Leveraging Generative AI to Design Feedback-Driven Assessment
Week 8
40 %
LO1, LO2, LO4
Assessment Task 3:
A Case Study for Feedback and Stakeholder Communication
Week 13
45 %
LO2, LO3, LO4
 
Assessment details
Assessment Task 1: Quiz
Task Description:
This quiz is a formative task that will help you to consolidate learning in Module One.
Task Length:
Equivalent to 500 words
Due Date:
Week 5
Weight:
15 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
 
Assessment Task 2: Leveraging Generative AI to Design Feedback-Driven Assessment
Task Description:
The purpose of this assessment task is to enable you to explore and utilise Generative AI (GenAI) to develop an innovative formative assessment task for your students. This assessment will also involve evaluating the effectiveness of the generated task in promoting the provision of feedback.

By completing this task, you will gain hands-on experience with Generative AI in educational design and develop critical insights into the role of feedback in promoting student learning.
Task Length:
1500 Words
Due Date:
Week 8
Weight:
40 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Demonstrate key knowledge of how feedback can enhance learning (45%)
LO1, LO2
2
Critically analyse the AI-generated assessment task (45%)
LO1, LO2
3
Apply professional and academic communication skills to an intended audience (10%)
LO4
 

 
Assessment Task 3: A Case Study for Feedback and Stakeholder Communication
Task Description:
This task requires you to develop a case study involving a video/audio interview, the evaluation of learning, and a plan for feedback. The purpose of this assessment task is to enhance your understanding of how feedback can promote learning and provide a platform for discussing and defending your teaching decisions with various stakeholders. By completing this task, you will gain practical experience in using feedback to promote learning.
Task Length:
1750 Words
Due Date:
Week 13
Weight:
45 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Demonstrate consideration of student need and its direct relationship to feedback on learning (30%)
LO2, LO3
2
Develop a cognitive commentary for a selected work sample (20%)
LO2
3
Develop a plan for feedback (40%)
LO2, LO3
4
Apply professional and academic communication skills 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.
Academic progress review
The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.
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.
Academic integrity
Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see
Important Guidelines & Support.
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.
 
 
 

Required Resources
Required reading materials
 
 
Recommended reading materials
Brady, L., & Kennedy, K. (2012). Assessment and Reporting: Celebrating student achievement (4th ed.). Melbourne: Pearson.  
Brookhart, S.M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD  
Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.  
Halliday-Wynes, S. & Misko, J. (2013). Assessment issues in VET: minimising the level of risk. Adelaide: NCVER.  
Hattie, J. (2012). Visible learning for teachers. Abingdon, Oxon: Routledge.  
Kivunja, C. (2015). Teaching, Learning and Assessment. South Melbourne: Oxford University Press. 
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (5th ed.). South Melbourne, VIC: Cenga.  
Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for Education: Standards, judgements and moderation. Chapter 2: Why teachers need to understand standards (pp 9-28).  
Sutton, R. M., Hornsey, M. J., & Douglas, K. M. (Ed.). (2012). Feedback: The Communication of Praise, Criticism, and Advice (Language as Social Action). NY: Peter Lang.  
 
Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website. 
 
Other required resources
Applied Learning units utilise ZOOM web-conferencing software. To ensure the best results, it is recommended that students have a USB headset. All students automatically receive a PebblePad learning portfolio account and there are embedded access links within the unit. The utilisation of this ePortfolio platform provides an opportunity for students to appreciate alternative authentic evidenced assessment approaches from the perspective of the learner. All UTAS students retain access to the portfolio for three years cost free after graduation to develop their own professional evidence records.