Outline

Overview

Focusing on the relationship between schools and the community, EDMT6500 builds on previous study through an exploration of the ways in which student and school growth is measured and communicated to the wider community. This exploration will include consideration of the role and forms of assessment. Central to this unit will be the issues of diversity and equity in schooling. EDMT6500 connects to the final professional experience with an emphasis on pre-service teachers directing their ongoing professional learning.EDMT6500 also leads into EDMT6012 through the exploration of evidence from students and evidence from teaching practice viewed through evidence from research.

Unit details and rules

Unit code	EDMT6500
Academic unit	Education
Credit points	5
Prohibitions ?	None
Prerequisites ?	48 credit points including EDMT5502 and EDMT5681
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Nikki Brunker, nicole.brunker@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Analysing Evidence of Learning: Learning Guiding Teaching for Learning please see the description sheet on Canvas	0%	Formal exam period Due date: 29 Jun 2022 at 22:59 Closing date: 29 Jun 2022	1000 words
Outcomes assessed:
Assignment	Learning Focussed Assessment for Equity: Building your Assessment Capabilities please see the description sheet on Canvas	0%	Week 07 Due date: 08 Apr 2022 at 23:59 Closing date: 15 Apr 2022	1500 words
Outcomes assessed:
Assignment	Assessing Teaching for Learning: Evidence Informed Teaching Cycle please see the description sheet on Canvas	0%	Week 13 Due date: 25 Mar 2022 at 22:59 Closing date: 25 Mar 2022	1000 words
Outcomes assessed:
= group assignment with individually assessed component ?

Assessment summary

Task 1: Learning Focussed Assessment for Equity: Building your Assessment Capabilities – small group analysis of stage 4 interdisciplinary unit to plan assessment processes; individual persuasive text on assessment for diversity and equity

Task 2: Assessing Teaching for Learning: Evidence Informed Teaching Cycle – analyse evidence of teaching practice from PEx1; viva voce; goals for PEx2

Task 3: Analysing Evidence of Learning: Learning Guiding Teaching for Learning – collect evidence during PEx2 based on Task 2 goals; analyse evidence for learning to inform teaching

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

The Masters of Teaching is not graded, tasks are assessed as ‘meeting criteria’ or ‘not meeting criteria’. All assessment cirteria must be met in order to meet criteria for the task overall. You must meet all criteria on all tasks in order to meet requirements of the unit.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Mid-semester exam period	Diversity of Students, Diversity of Schools, Diversity of Practice - Dr Nikki Brunker	Lecture (1 hr)
	Working with a mountain of evidence - Rayanne Shakra	Lecture (1 hr)
	Analysing Evidence	Seminar (2 hr)
Week 01	Diversity, Equity & School Change - Professor Debra Hayes	Lecture (1 hr)
Week 01	Mapping Learning re Diversity Across Units	Seminar (2 hr)
Week 02	Learning Theory, Pedagogy, & Assessment - Dr Nikki Brunker	Lecture (1 hr)
Week 02	Rich. Authentic Opportunities for Learning	Seminar (2 hr)
Week 03	Learning Focussed Assessment & Equity - Dr Nikki Brunker	Lecture (1 hr)
Week 03	Learning Focussed Assessment in 'Dark Sky'	Seminar (2 hr)
Week 04	Assessment as Professional Practice or Accountability - Associate Professor Nicole Mockler	Lecture (1 hr)
Week 04	Mapping Terminology, Purpose, Strategy, Evidence & Assessment Processes in 'Dark Sky'	Seminar (2 hr)
Week 05	Using Evidence: Beyond Data Walls to Respond to Student Need - Professor Jim Tognolini	Lecture (1 hr)
Week 05	Analysing Evidence, Moderation	Seminar (2 hr)
Week 06	Differentiating Assessment - Associate Professor Nicole Mockler	Lecture (1 hr)
Week 06	Differentiating Assessment	Seminar (2 hr)
Week 08	Teacher Explanation of Assessment Processes	Seminar (2 hr)
Week 12	Self-Assessing Professional Practice - Dr Christine Grice	Lecture (1 hr)
Week 12	Selecting, Analysing, and Annotating Evidence, and Goal Setting	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 5 credit point unit, this equates to roughly 100-125 hours of student effort in total.

Required readings

There are two readings lists for EDMT6500 and both are available on Canvas.

The Annotated Required Reading List, outlines mandatory weekly readings and reasons these readings have been set.
The Extra Reading List outlines additional, optional readings that connect with and expand upon weekly required readings as well as some resources that may assist with assignment preparation.

Please note that the EDMT6500 Course Calendar that can be downloaded as an overview of the course to assist with your semester planning.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. analyse and articulate attainment of the Australian Graduate Teacher Standards to construct goals for professional learning
LO2. explain how assessment practices can inform teaching and learning
LO3. relate assessment practices to social contexts and students' learning needs for educational equity
LO4. apply evidence of student learning to inform ongoing professional learning
LO5. collaborate with peers and mentors to direct your learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to the feedback regarding EDMT6500 in 2019 and 2020, Task 2 and Task 3 have been changed and additional scaffolding activities for Task 2 have been embedded in tutorials. A fuller account of our response to student feedback regarding 2020 is available on Canvas. We welcome and respond to student feedback via informal mid and end-session activities, invitation to attend some staff events and via the unit of study survey. We also accept feedback at any time via email to the unit coordinator.

Additional information

Assessment tasks in this unit can relate to your professional experience (see Assessment Information and Support module on Canvas, especially the Task Description Sheets). If you are not undertaking a professional experience for teaching in Semester 1 of 2020, please contact the unit coordinator as soon as possible.

All criteria for each task must be met in order to meet criteria for the task, overall. You must meet all criteria on all tasks to satisfy requirements of the unit.

A significant attempt i.e. recognising the word count guidelines and assessment criteria must be submitted for every assessment task.

By submitting your work you acknowledge that your work may be de-identified and reproduced in part or in full as an example for future students and for course accreditation. If you do not wish to have your work used as an exemplar and/or as evidence of student quality please inform the unit coordinator (via email) that you wish to opt out of your task being used for such purposes.

Additional costs

n/a

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT6500: Assessing for Learning: Diversity and Equity

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect