| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Curriculum Assessment and Reporting |
| Unit ID: | EDBED3027 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED4009) |
| ASCED: | 070103 |
| Other Change: | |
| Brief description of the Unit |
| This unit will examine and apply theory to evaluate curriculum, teaching programs and student learning. Students will build an understanding of the practical application of strategies for evaluating and improving student learning. A range of assessment strategies will be investigated, including assessing student learning through diagnostic, formative (including peer and self-assessment) and summative assessment to inform teaching practice. Students will examine strategies for providing timely and appropriate feedback to students about their learning and strategies for reporting to parents and carers. The unit explores approaches for keeping accurate and reliable records for reporting on student achievement. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify a range of strategies that can be used to evaluate student readiness for learning. |
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| K2. | Demonstrate understanding of assessment strategies, including diagnostic, formative and summative assessment. |
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| K3. | Identify the purpose of providing timely and appropriate feedback to students about their learning. |
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| K4. | Understand moderation processes and the importance of providing consistent and comparable judgements of student learning. |
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| K5. | Examine strategies for the collection, interpretation, and use of a variety of student data and evidence to evaluate student learning and modify teaching practice. |
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| K6. | Review a range of reporting processes and strategies for keeping accurate and reliable records of student achievement. |
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| Skills: |
| S1. | Identify and incorporate suitable adjustments to teaching programs based on evidence to improve student learning. |
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| S2. | Develop and use a range of assessment tools and practices, addressing fitness for purpose. |
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| S3. | Research, examine and use a range of strategies to provide feedback. |
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| S4. | Evaluate assessment resources for assessing achievements in a range of learning tasks. |
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| S5. | Identify and apply moderation procedures to support consistent and comparable judgements of student learning. |
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| S6. | Construct a clear and accurate report to parents/carers about student learning and achievement. |
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| Application of knowledge and skills: |
| A1. | Analyse the alignment among curriculum, teaching, learning and assessments. |
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| A2. | Provide evidence-based feedback to learners to inform self-assessment, goal-setting and to progress learning. |
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| A3. | Demonstrate the capacity to collect, organise and interpret assessment data to evaluate student learning and modify teaching practice. |
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| A4. | Implement differentiated teaching, learning and assessment based on ongoing student data gathering and analysis to meet the specific learning needs of students . |
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| A5. | Demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate commensurate with professional teaching standards |
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| Unit Content: |
• Understanding and critically examining assessment and feedback principles, policies, purposes and research.
• Investigation of various philosophic psychological and sociological perspectives which provide frameworks for curriculum construction and assessment;
• Familiarisation with a wide variety of forms of assessment, evaluation and reporting, and their role in interpreting and modifying curriculum for student learning and teaching practices;
• Aligning learning intentions and curriculum objectives with success criteria and assessment approaches.
• Building a repertoire of effective feedback, assessment, moderation and its application to support consistent and comparable judgements of student learning, and record keeping strategies.
• Involving students actively in the process of learning through goal setting, metacognitive approaches, self and peer assessment.
• Interpreting different types of data including student work samples and school based performance data in order to make informed, consistent judgments and suggest possible action plans.
• Strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K5, S1, S2, S3, S4, S6, A1, A2, A4, A5
APST 3.6, 5.1, 5.2, 5.4, 5.5 | Design a unit of work within an area of the curriculum in which data and evidence of student learning is collected and analysed throughout, to inform differentiated next-step teaching and learning. Resources to provide explicit feedback for students about their learning need to be included within the unit of work, as well as strategies to collect accurate and reliable records of student achievement. Unit of work is accompanied with an in-depth reflection of the connections between published theory/research and teaching practice to improve student learning, as manifested by the unit of work. | Curriculum design and reflection | 40-60% | | 2. | K1, K2, K3, K4, K5, K6, S2, S3, S5,
A1, A2, A3, A5
APST 3.6, 5.1, 5.3, 5.4, 5.5 | Group Report: As a group, moderate a selection of student work samples. Report on how moderation procedures have been applied to support consistent and comparable judgements of student learning. Individual portfolio: Present a collection of annotated student work that provides evidence/data of student learning for a range of purposes including: (1) formative approaches to provide a) student with appropriate feedback and b) modify teaching practice; (2) summative approaches to assess and evaluate student learning; and (3) reporting student achievement to parents/carers. | Group report on moderation procedures and individual portfolio | 40-60% | | 3. | | LANTITE Literacy Test (external) | Hurdle | S/UN | | 4. | | LANTITE Numeracy Test (external) | Hurdle | S/UN |
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