Outline

Overview

In Australia, one of the standards within the domain of Professional Knowledge describes what teachers must know and be able to do to 'assess, provide feedback, and report on student learning' at the 4 career levels. This unit provides a basic introduction to what teachers need to know and do to meet the assessment requirements of the assessment standards for the Proficiency Career Level.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	James Tognolini, jim.tognolini@sydney.edu.au
Lecturer(s)	James Tognolini, jim.tognolini@sydney.edu.au
Tutor(s)	Chris Freeman, c.freeman@sydney.edu.au

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Formative Assessment and Engagement 1 short answer, multiple choice and true false formative assessment	5%	Week 02 Due date: 01 Mar 2024 at 23:59 Closing date: 01 Mar 2024	125 words
Outcomes assessed:
Creative assessment / demonstration	Formative Assessment and Engagement 2 short answer, multiple choice and true false formative assessment	5%	Week 05 Due date: 22 Mar 2024 at 23:59 Closing date: 22 Mar 2024	125 words
Outcomes assessed:
Skills-based evaluation	Major Assessment (2) Stage 1 Design and prepare a test for a unit of work being undertaken.	30%	Week 07 Due date: 12 Apr 2024 at 23:59 Closing date: 12 Apr 2024	2000 words
Outcomes assessed:
Creative assessment / demonstration	Formative Assessment and Engagement 3 short answer, multiple choice and true false formative assessment	5%	Week 08 Due date: 19 Apr 2024 at 23:59 Closing date: 19 Apr 2024	125 words
Outcomes assessed:
Creative assessment / demonstration	Formative Assessment and Engagement 4 short answer, multiple choice and true false formative assessment	5%	Week 12 Due date: 17 May 2024 at 23:59 Closing date: 17 May 2024	125 words
Outcomes assessed:
Skills-based evaluation	Major Assessment (2) Stage 2 Administer and analyse the test designed for Stage 1	50%	Week 13 Due date: 24 May 2024 at 23:59 Closing date: 24 May 2024	3500 words
Outcomes assessed:

Assessment summary

Formative Assessment and Engagement 1 – 125 words – 5%
Formative Assessment and Engagement 2 – 125 words – 5%
Formative Assessment and Engagement 3 – 125 words – 5%
Formative Assessment and Engagement 4 – 125 words – 5%
Major Assessment Stage 1 – Design and prepare a test for a unit of work being undertaken. – 2000 words – 30%
Major Assessment Stage 2 – Administer test and analyse responses outlining feedback – 3500 words – 50%

Assessment criteria

Formative Assessment and Engagement 1 – 5%
Formative Assessment and Engagement 2 – 5%
Formative Assessment and Engagement 3 – 5%
Formative Assessment and Engagement 4 – 5%
Major Assessment Stage 1 – Design and prepare a test for a unit of work being undertaken. – 30%
Major Assessment Stage 2 – Administer test and analyse responses outlining feedback – 50%

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

One week extention after negotiation with Supervisor.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introducing teachers to modern assessment theory.	Lecture (2 hr)
Week 02	Introducing standards-referencing.	Lecture (2 hr)
Week 03	Introducing teachers to reliability.	Lecture (2 hr)
Week 04	Introducing teachers to validity.	Lecture (2 hr)
Week 05	Constructing selected response items.	Lecture (2 hr)
Week 06	Constructing selected response (Matching and true-false), and extended response (Short answer and essay items).	Lecture (2 hr)
Week 07	Constructing performance-based items, portfolios and rubrics.	Lecture (2 hr)
Week 08	Constructing higher-order thinking skill items.	Lecture (2 hr)
Week 09	Appraising classroom assessments.	Lecture (2 hr)
Week 10	Evaluating the functioning of a test.	Lecture (2 hr)
Week 11	Examining the impact of feedback on learning.	Lecture (2 hr)
Week 12	National Literacy and Numeracy Progressions.	Lecture (2 hr)
Week 13	Exploring some further assessment techniques for schools.	Lecture (2 hr)

Attendance and class requirements

This Unit of Study is delivered Online through Canvas requiring 1x2 hour lecture per week for 13 weeks to be completed at a time to suit the student.

A 1-hour Zoom is available once per week for students to attend if they wish to discuss the week’s lecture or clarify any queries. Attendance at this is not compulsory and lecturers will be available by email or face-to-face meetings at other times if requested. Zoom meetings are scheduled on Thursdays at 4.30 pm - 5.30pm.

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Short indicative Reading List. (More readings provided in each Lecture and eReserve Tab).

Rodriguez, M (2015). Selected Response Item Development. In Lane,S., Raymond, M. and Haladyna, T. (Eds). Handbook of Test Development. New York:Routledge.
Black, P. and Wiliam, D (1998). Assessment and classroom learning, Assessment in Eduation:Principles, Policy and Practice, 5(1): 7-73.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

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.

Outcomes
Graduate qualities

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

LO1. Know, understand and be able to use assessment related terms and strategies including: reliability, validity, assessment for learning, assessment of learning, standards, performance standards and norm-referenced assessments.
LO2. Construct and use selected-response, extended-response and performance based assessments for a range of educational purposes related to student learning.
LO3. Provide timely and effective feedback to students tailored to their individual needs; and to the teachers, regarding the performance of the class and the performance of the assessment tools used.
LO4. Know and understand the meaning of terms, such as moderation and comparability, and participate in a range of moderation procedures and activities designed to produce comparable judgements across student learning.
LO5. Use student assessment data to monitor the performance of students, identify appropriate interventions, modify teaching practices and evaluate the effectiveness of the interventions on performance.
LO6. Report performance of students to various stakeholders based upon accurate and reliable records of achievement.

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

Responding to student feedback

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

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses. The last unit of study evaluation was reviewed and no changes have occurred.

Additional information

The unit meets the following Focus Areas of the Australian Professional Standards for Teachers: 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement.

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

EDPZ6011: Assessment Literacy for School Teachers

Semester 1, 2024 [Online] - 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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links