EDUC 7553 - Assessment & Evaluation

North Terrace Campus - Semester 2 - 2019

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 Semester 2
    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 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 Activities
    Learning & Teaching Modes

    No information currently available.


    No information currently available.

    Learning Activities Summary
    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 Assessment Designs: International Reports & Trends
    5 Assessment, Reporting, Curriculum surveys and renewal, leadership and policy directions
    6 Assessment Literacy Poster Preparation
    7 Poster presentation (A3 paper + e-copy); Peer evaluation of Poster Presentation
    8 Introduction to Evaluation in Education (and the Human Sciences); Problems & Flaws in Evaluation (Teacher)
    9 Evaluation Plans, Templates and Research Design(s)
    10 Insights from James Popham (Evaluation of Teachers); Assessment, Evaluation & Accountability - Misuse of data: Dr Margaret Wu
    11 Evaluation and Innovations in Education; Research and Evaluation Research [TALIS, PISA, TIMSS, PIRLS, WVS]
    12 Assignment: Proposal and Report on the Evaluation of Learning/Teaching/Performance
  • 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
    Assignment 1 : Group - Critical review and presentation (Assessment & Utility)
    Type : Summative (SGD)
    Due Date : Wednesday, 8 August 2018
    Weighting : 30%
    Learning objectives : 1, 2, 3

    Assignment 2 : Poster preparation and presentation [submit eCopy via MyUni]
    Type : Formative and Summative (Individual)
    Due Date : Wednesday, 5 September 2018
    Weighting : 20%
    Learning objectives : 1, 2, 3, 4

    Assignment 3 : Peer evaluation of Poster presentation [A3 Poster for Peers]
    Type : Formative and Summative (Individual)
    Due Date : Wednesday, 5 September 2018
    Weighting : 10%
    Learning objectives : 2, 5

    Assignment 4 : Evaluation Proposal [submit eCopy via Turnitin - MyUni]
    Type : Summative (Individual)
    Due Date : Wednesday, 31 October 2018
    Weighting : 40%
    Learning objectives : 2, 5, 6
    Assessment Detail

    No information currently available.


    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 ( 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.