EDUC 7553 - Assessment & Evaluation

North Terrace Campus - Semester 2 - 2020

This course examines the purposes, paradigms and types of assessment and evaluation used in education. The key roles of assessment in learning and teaching, including feedback are discussed. The role of evaluation and the analysis of assessment data to inform practice are explored.

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Course Details

Course Code	EDUC 7553
Course	Assessment & Evaluation
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	3 hours per week
Available for Study Abroad and Exchange	N
Assessment	10 Minute presentation 15%, 2,000 word Assessment Design 50%, 500 word Peer Assessment Report 20%, 500 word Report 15%

Course Staff

Course Coordinator: Dr Igusti Darmawan

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Understand and explain the fundamental concepts of assessment and evaluation principles
2	Differentiate between assessment and evaluation in education
3	Design and construct assessments
4	Present the various forms or assessment types and how cognitive development can be measured and tracked through assessments
5	Utilise the key concepts in assessment to analyse and critique assessment and evaluation reports
6	Apply understanding of assessment and evaluation principles in evaluating individual, group and institution performance.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 6
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2, 4, 5
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3, 4, 6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 3, 4, 6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3, 4, 6
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2, 5

Learning Resources
Required Resources
1. Masters, G.N. (2013). Reforming Educational Assessment: Imperatives, principles and challenges. Australian Education Review. Camberwell, Victoria: ACER.
2. Postlethwaite, T.N., &Kellaghan, T. (2008). National assessments of educational achievement.The International Institute for Educational Planning (IIEP) Report. Paris, France: UNESCO.
3. UNESCO (2013). World Education Forum: Assessing learning achievement. Asia-PacificEducation System Review Series No. 5. Bangkok: UNESCO.
4. OECD (2013). Reviews of Evaluation and Assessment in Education: Synergies for Better Learning – An International Perspective on Evaluation and Assessment. Paris, France: OECD.
5. OECD (2011). Reviews of Evaluation and Assessment in Education: AUSTRALIA. Paris, France: OECD.
6. Porter, A.C., & Smithson, J.L. (2001). Defining, Developing, and Using Curriculum Indicators. CPRE Research Report SeriesRR-048. Graduate School of Education, University of Pennsylvania.
7. DEP. (2009). Designing Education Projects: A Comprehensive Approach to Needs Assessment, Project Planning and Implementation, and Evaluation. (2nd Ed.). National Oceanic and Atmospheric Administration, U.S. Department of Commerce.
8. Popham, J.W. (2006). Assessment for Leaders. Boston: Pearson.
9. Braun, H., Kanjee, A., Bettinger, E., & Kremer, M. (2006). Improving Educationthrough Assessment, Innovation, and Evaluation.Cambridge, MA: American Academy of Arts and Sciences.
10. The Gordon Commission Final Report: To Assess, To Teach, To Learn: A Vision for the Future of Assessment. (2013).Princeton, NJ: The Gordon Commission.
Recommended Resources
1. Please see reading/assignment list.
2. Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press.
3. Farley, T. (2009). Making the Grades: My misadventures in the standardised testing industry. San Francisco: Berrett-Koehler Publishers.
4. Meyer, J.H.F., & Land, R. (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. (Eds.). NY: Routledge / Tayloy& Francis Group.
5. Tuijnman, A.C., &Postlethwaite, T.N. (1994). Monitoring the standards of education. NY: Pergamon.
6. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. NY: Teachers College, Columbia University.
Online Learning

Occasionally, the instructor may assign readings of journal articles and selected chapters from assessment textbooks, which will be made available online via MyUni.

Learning & Teaching Modes

A balance between ‘student centred’ and ‘teacher centred’ approaches to learning with emphasis on fostering an engaging learning pedagogy will be used in this course. Lectures will be supported by discussions and problem-solving practicals which will require active participation from students.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Contact time : 36 hours
Non-contact time : 90 hours (readings, home works, and assignments)

Learning Activities Summary

Schedule
Week	Key Concepts / Themes
1	Introduction to Course A&E (in Education and the Human Sciences) Conceptualising Assessment & Evaluation
2	Learning and Assessment; Types of Learning
3	Assessment types, learning theories, and utility issues (validity, reliability, bias, bandwidth and fidelity)
4	Assignments 1 and 2: Critical Review Presentation and Peer evaluation
5	Taxonomies and Learning Objectives
6	Classical Test Theory
7	Assessment for Learning
8	CITAS, TAP
9	LERTAP, jMetrik
10	Introduction to Evaluation in Education
11	Evaluation Plans, Templates, and Research Design
12	Assessment, Evaluation, and Accountability

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assignment 1 : Critical review and presentation (Assessment & Utility)
Type : Formative and Summative (Group: 10%, Individual: 10%)
Due Date : Week 4
Weighting : 20%
Learning objectives : 1, 3, 4, 5

Assignment 2 : Peer evaluation of Critical Review presentation
Type : Summative (Individual))
Due Date : Week 5
Weighting : 10%
Learning objectives : 1, 6

Assignment 3 : CTT Presentation
Type : Formative and Summative (Group: 20%, Individual: 10%)
Due Date : Weeks 7,8
Weighting : 30%
Learning objectives : 1, 3, 4

Assignment 4 : Report
Type : Summative (Individual)
Due Date : Week 14
Weighting : 40%
Learning objectives : 1, 2, 3

Assessment Related Requirements

N/A

Assessment Detail

Assessment 1: Critical review and presentation (Assessment & Utility)
In goups, select an assessment type you believe optimally captures the ‘bandwidth’ and ‘fidelity’ of learning (you will need to indicate the year level and subject/content area). Develop an eight-slide presentation to highlight how the concepts of validity, reliability, bias, bandwidth and fidelity are addressed. You are allowed five minutes presentation time, and two minutes to address the questions your colleagues and facilitator raise.

Assignment 2: Peer evaluation of Critical review presentation
You will undertake peer evaluation of Assignment 1. We will work as a class to develop the full rubrics for evaluating the critical review and presentation

Assignment 3: CTT Presentation
In collaborative groups you will be required to learn how to use a particular software package for analysing test results based on CTT; to teach your peers how to use the software; and to design an assessment task to gauge your peers’ ability to use and apply it in their own context.

The goal of this task is to demonstrate your knowledge and understanding of assessment and evaluation in terms of the course outcomes:
• Demonstrate a critical insight into, and be able to apply the purposes, principles and paradigms of assessment.
• Evaluate current assessment policy and practices in relevant contexts from the viewpoint of various stakeholders.
• Demonstrate knowledge of assessment designs that promote learning, engage learners and provide credible evidence.

You are to write a report that addresses one or more of the above. You are to write a report that addresses one or more of the above. The word limit is 3000 word (excluding references).

Suggested issues or tasks
(a) Develop a literature review on contemporary approaches to assessment in the classroom and an implementation plan to embed that approach in your classroom.
(b) Design an innovative orientation to assessment for a subject or course in your field or for an integrated course that involves more than one field. Provide a well substantiated rationale for such an approach and trial the approach where possible.
(c) Design a policy on assessment for your educational institution and provide a rationale for the various principles of procedure.
(d) Critique an existing assessment practice in terms of three principles of assessment and redesign the assessment practice according to those principles.
(e) Develop an evaluation approach for a course you teach – how do you know it’s effective in terms of the outcomes? What evidence will you use?
(f) An independent study negotiated with the course lecturer

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator