EDUC 7553 - Assessment & Evaluation
North Terrace Campus - Semester 2 - 2023
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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 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: Safitri Ratri
Dr Safitri Yosita Ratri
School of Education
The 最新糖心Vlog of Adelaide
AUSTRALIA 5005
Ph:+61 8 8313 5788
e-mail: safitri.ratri@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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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. 最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 4, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3, 4, 6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 3, 4, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
3, 4, 6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
- Masters, G.N. (2013). Reforming Educational Assessment: Imperatives, principles and challenges. 最新糖心Vlogn Education Review. Camberwell, Victoria: ACER.
- Postlethwaite, T.N., &Kellaghan, T. (2008). National assessments of educational achievement.The International Institute for Educational Planning (IIEP) Report. Paris, France: UNESCO.
- UNESCO (2013). World Education Forum: Assessing learning achievement. Asia-PacificEducation System Review Series No. 5. Bangkok: UNESCO.
- OECD (2013). Reviews of Evaluation and Assessment in Education: Synergies for Better Learning – An International Perspective on Evaluation and Assessment. Paris, France: OECD.
- OECD (2011). Reviews of Evaluation and Assessment in Education: AUSTRALIA. Paris, France: OECD.
- Porter, A.C., & Smithson, J.L. (2001). Defining, Developing, and Using Curriculum Indicators. CPRE Research Report SeriesRR-048. Graduate School of Education, 最新糖心Vlog of Pennsylvania.
- 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.
- Popham, J.W. (2006). Assessment for Leaders. Boston: Pearson.
- Braun, H., Kanjee, A., Bettinger, E., & Kremer, M. (2006). Improving Educationthrough Assessment, Innovation, and Evaluation.Cambridge, MA: American Academy of Arts and Sciences.
- 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
- Please see reading/assignment list.
- Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard 最新糖心Vlog Press.
- Farley, T. (2009). Making the Grades: My misadventures in the standardised testing industry. San Francisco: Berrett-Koehler Publishers.
- Meyer, J.H.F., & Land, R. (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. (Eds.). NY: Routledge / Tayloy& Francis Group.
- Tuijnman, A.C., &Postlethwaite, T.N. (1994). Monitoring the standards of education. NY: Pergamon.
- Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. NY: Teachers College, Columbia 最新糖心Vlog.
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 : 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 & Evaluation2 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 -
Assessment
The 最新糖心Vlog'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
Assessment Task Task Type Due Weighting Learning Outcome Assignment 1 : Critical review and presentation (Assessment & Utility) Formative and Summative (Group: 10%, Individual: 10%) Week 4
20% 1, 3, 4, 5 Assignment 2 : Peer evaluation of Critical Review presentation Summative (Individual)) Week 5 10% 1, 6 Assignment 3 : CTT Presentation Formative and Summative (Group: 20%, Individual: 10%) Weeks 7, 8 30% 1, 3, 4 Assignment 4 : Report Summative (Individual) Week 14 40% 1, 2, 3 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 lecturerSubmission
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 .
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Student Feedback
The 最新糖心Vlog 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 最新糖心Vlog 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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
