EDUC 7553 - Assessment & Evaluation

North Terrace Campus - Quadmester 1 - 2017

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.

  • General Course Information
    Course Details
    Course Code EDUC 7553
    Course Assessment & Evaluation
    Coordinating Unit School of Education
    Term Quadmester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Available for Study Abroad and Exchange N
    Course Description 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.
    Course Staff

    Course Coordinator: Dr Igusti Darmawan

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Demonstrate critical insight into the principles, paradigms and purposes of assessment and evaluation.
    2 Utilise the various forms of assessment in learning contexts, and evaluate the appropriateness of rubrics, standards, benchmarks and cut-off scores.
    3 Demonstrate understanding of assessment designs that promote learning, engage learners and provide credible evidence of effectiveness.
    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
    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
    3
    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
    2
    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, 2, 3
    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
    2
    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
    3
  • Learning Resources
    Recommended Resources

    Thorndike, R.M. and Thorndike-Christ, T. (2010) Measurement and Evaluation in Psychology and Education (8th edition), Boston: Pearson
    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 Activities
    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.


    Contact time : 48 hours

    Non-contact time : 100 hours (readings, home works, and assignments)
    Learning Activities Summary
    Topic 1 Introduction
    Assessments and Requirements
    Assessing your assessment: your personal and professional approach to assessment
    Topic 2 · Introduction to Curriculum: The platform for assessment and evaluation 
    Topic 3 · Introduction to Educational Assessment
    · Principles and Purposes of assessment
    · Taxonomies of Objectives: Bloom Taxonomy
    · SOLO Taxonomy
    Topic 4 · Classroom Assessment
    Topic 5 · Local Examination System: SACE
    · National Curriculum: ACARA
    Topic 6 · Testing for improvements in learning in contemporary times
    · Classical Test Theory, Reliability and Validity
    Topic 7 · Purpose, Design, and Use of Cross National Assessment
    · Specific Challenges of Cross National assessment
    Topic 8 · NAPLAN
    · Wellbeing: Kid Matters
    Topic 9 · CITAS
    · TAP
    Topic 10 · LERTAP
    · JMetrik
    Topic 11 Introduction to Evaluation in Education
    Evaluation Plans, Templates, and Research Design
    Topic 12 Assessment, Evaluation, and Accountability
  • Assessment

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

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

    Assessment Summary
    1. Choose a mode or type of assessment, research its use and present your findings to the class (15%).  (Learning Outcome 1)

    2. Design a series of three assessment tasks appropriate to the teaching contexts within which you will be working. There should be one bank of 10 selected response questions, three constructed response tasks, one reflective task and one authentic assessment (55%), all complete with appropriate feedback. (Learning Outcome 3)

    3. You will analyse the results of an assessment using classical item analysis (15%) (Learning Outcomes 2 and 3)

    4. You will devise an evaluation of a course in terms of its stated learning outcomes (15%) (Learning Outcome 1)
    Assessment Detail

    Assessment 1: 5 mins Presentation and Practical Portfolio
    During the first meeting, you will be required to present briefly, in 5 minutes, your personal and professional approach to assessment. In addition, during this 8-week intensive you will also be required to respond to a set of tasks and utilise discussion board for sharing and critiquing assessment ideas as well as to reflect on what you have done for the day. 


    Assignment 2: Group 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.


    Assignment 3: Individual Report 
    The goal of this task is to demonstrate your knowledge and understanding of assessment and evaluation in terms of the course outcomes.  You are to design an assessment task for yourself that addresses all course outcomes, including the definition of your role, your audience, the format you will use to present the task and a description of the task.




    Submission
    1. Students must retain a copy of all assignments submitted.
    2. All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission.
    3. All group assignments must be attached to a Group Assignment Cover Sheet which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
    4. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism (refer to policy on plagiarism above).
    5. Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Students must apply to the lecturer concerned on the ‘Application for Extension’ form at the back of the Academic Program Handbook
    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
  • 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.