| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Educational Assessment |
| Unit ID: | EDMED7067 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit considers a range of assessment practices, their purposes, and the issues surrounding them in several educational contexts. Students will learn about formative, summative, and ongoing assessment, and concepts such as assessment of/for/as learning. Assessment validity, reliability, and accountability are examined in a range of contemporary educational assessments. Students will understand psychometric approaches to assessment, and build their data literacy. The unit explores the relationship between testing, the individual and the community, and the role of assessment in relation to social justice.
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| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment: |
| 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. | Recognise a range of strategies that can be used in educational assessment |
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| K2. | Distinguish the purposes of assessment |
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| K3. | Interrogate the relationship between assessment, the individual and society |
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| Skills: |
| S1. | Interpret data critically from a range of assessments |
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| S2. | Identify a range of valid and reliable contemporary educational assessment practices |
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| S3. | Evaluate assessment reliability and validity, e.g. psychometric construct validity, transition-point predictors etc. |
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| Application of knowledge and skills: |
| A1. | Research, examine and evaluate a range of assessments |
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| A2. | Select and use a range of assessment tools and practices, addressing fitness for purpose. |
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| Unit Content: |
This course will cover the following topics:
- Understanding and critically examining assessment principles, policies, purposes and research.
- Investigation of various philosophic psychological and sociological perspectives which provide frameworks for assessment;
- Familiarisation with a wide variety of forms of assessment, evaluation and reporting, and their role in different educational contexts
- Aligning learning, curriculum and assessment.
- Building data literacy in interpreting assessment data, designing and evaluating assessment
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| Graduate Attributes: |
| The Federation University graduate attributes (GA) are entrenched in the Higher Education Graduate Attributes Policy (LT1228).Federation University Australia graduates develop these graduate attributes through their engagement in explicit learning and teaching and assessment tasks that are embedded in all Federation Courses. Graduate attribute attainment typically follows an incremental development process mapped through Course progression. One or more graduate attributes must be evident in the specified learning outcomes and assessment for each Federation University Australia Unit, and all attributes must be directly assessed in each Course. |
| Graduate attribute and descriptor | Development and acquisition of GAs in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | GA 1
Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | K1, K2, A1, A2 | AT1, AT2 | GA 2
Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | Not applicable | Not applicable | GA 3
Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | K3, S1, S3 | AT1, AT2 | GA 4
Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | K2, S2, S3 | AT1, AT2 | GA 5
Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2,
S1, S2, S3,
A1.
| Presentation of a selected assessment tool, accompanied by a critical review | Presentation | 30-40% | | 2. | K1, K2, K3,
S2, S3,
A1, A2.
| An academic paper that focusses on a chosen area of educational assessment, and with reference to a specific assessment practice and using research, reviews validity, reliability, context, and how the assessment practice relates to the major issues of the course. | Essay | 60-70% |
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