| Effective Term: | 2026/02 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Assessment Data and Reporting |
| Unit ID: | EDBED4005 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070103 |
| Other Change: | |
| Brief description of the Unit |
This unit addresses the professional numeracy needs of the graduate teacher by exploring how to interpret and respond to number and numeracy issues in a school environment. It will look at interpreting assessment data to inform teaching practice, as well as how to keep and retrieve accurate and reliable records. The course will also focus on the development of financial management within a classroom context, using ICTs. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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 and understand a broad range of theories and approaches related to personal use of numeracy in teaching and learning. |
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| K2. | Investigate the role of budgeting, at classroom and school level. |
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| K3. | Apply and integrate technology in the use of numeric skills in teaching and learning. |
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| Skills: |
| S1. | Apply personal numeracy skills relating to general teaching and learning, including time management. |
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| S2. | Draw upon the numeric processes associated with teaching and learning. |
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| S3. | Develop a process for maintaining a project budget. |
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| S4. | Refine and enhance skills in personal numeric and mathematical competence. |
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| S5. | Design analytical strategies for the management of student data. |
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| Application of knowledge and skills: |
| A1. | Use mathematical analysis skills to develop an educational program budget. |
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| A2. | Design a teaching program that is informed by analysis of data. |
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| A3. | Students will actively participate in class activities online forums and assessments. |
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| Unit Content: |
- Studies related to developing an understanding of number and numeracy in the role of teaching
- The role of data analysis in the processes of evaluation and planning
- Classroom and school level budgeting
- The use of technology in professional numeracy
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| 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 2 - Student demonstrates some independence within provided guidelines | 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 1 - Students require directions and boundaries from mentor | 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, S1, S2, S3, S4, A1 | Develop an informed teaching program related to the analysis of student data | Teaching Program | 40-60% | | 2. | K1, K2, K3, S1, S2, S3, S4, S5, A2 | Develop a program budget, utilizing a preferred method, incorporating the use of ICT | Program Budgeting | 40-60% | | 3. | K1, K2, K3, S1, S2, S3, S4, S5, A3 | Participation in the online activities and materials as well as completion of assessment tasks. | Hurdle | S/U |
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