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Vice-Chancellery Open Universities Australia (Curtin) 312561 EDP140 Assessment for Learning Study Period 2, 2012 Unit study package number: 312561 Mode of study: Fully Online – Open Universities Australia (OUA) Credit value: 25 Pre-requisite units: None Co-requisite units: None Anti-requisite units: None Additional Requirements: Students need a Working With Children Check if they are using a school-based participant for their Intervention Report. Result type: Grade/Mark Approved incidental fees: All fee information can be obtained through the Fees Centre. Visit fees.curtin.edu.au for details. Unit Coordinator: Name: Ann Mackay Email: a.mackay@curtin.edu.au Name: Open Curtin Email: OpenCurtin@curtin.edu.au Administrative contact: Learning Management Support: Name: (School of Education Phone: Ezrina Fewings +61 8 9266 1281 Blackboard Support) e.fewings@curtin.edu.au Email: Learning Management System: Blackboard (lms.curtin.edu.au) Official Communications Channel OASIS (oasis.curtin.edu.au) Faculty Website http://www.humanities.curtin.edu.au 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 1 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Acknowledgement of Country W e respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. Syllabus Assessment principles. The distin ction between evaluation and assessment. Assessment of and for learning. Assessment types; intervention plans. Reporting . Introduction This unit looks specifically at assessment practices and theory. Assessment is also embedded in many other units in this course, where it is considered in the context of particular learning areas. Students consider many issues related to asse ssment and ultimately arrive at what constitutes best practice in assessment. The unit has a significant practical component that requires students to develop an intervention plan to meet the learning needs of a child or small group of children. Assessment practice is seen as bein g influenced by teacher beliefs about how children learn, and much of the unit content revolves around the notion that assessment is an integral and on -going part of a ‘planning, teaching, learning and assessment cycle’. Consequently, teachers’ pedagogical content knowledge and learning area specific knowledge are seen as key components of good assessment practice. The development of learning targets to guide assessment is seen as an important idea that informs the choice of assessment strategies. Summa tive assessment and performance assessment are considered, but an emphasis is placed on the use of genuine formative assessment techniques and the quality of teacher feedback. Formative assessment is seen as a means by which teachers can modify instruction and stud ents can modify their learning. The notion of authentic assessment is considered, as are t opics such as assessing student affective traits, portfolio assessment, reporting to parent s, and national testing regimes. Overarching outcomes Students:  understand and appreciate the development of the learner and have the knowledge and skills to make decisions in relation to appropriate pedagogy.  are reflective, self-motivated and critical in their approach to learning.  use a repertoire of teaching and learning skills and strategies.  use appropriate resources and instructional technologies in teaching.  use interpersonal and communication skills to enhance teaching and the learning outcomes.  value and implement practices that promote personal professional growth.  understand values underpin and shape the curriculum, teaching and learning.  use initiative and think creatively to enhance teaching and learning . 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 2 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Professional attributes In all interactions regarding teaching it is anticipated that you will:  value life-long learning in your professional growth as a teacher.  recognise the professional role of teache rs in schools and their communities.  demonstrate appropriate professional judgement, ethics, values and practices in schools and other educational settings.  understand the implications of equity and social justice for teachers.  recognise the primacy of the family in a young person’s social and academic development.  use effective collegial skills and strategies in working with others. Graduate Attributes addressed: Unit Learning Outcomes On successful completion of this unit students can: 1. analyse the use of a range of ‘low tech’ and ‘high tech’ assessment strategies. 2. demonstrate the links between assessment, planning and professional judgements in the context of individual student learning . 3. compare the effectiveness of recording and reporting metho ds in the context of best practice in learning, teaching and assessment . 4. design, implement and evaluate an intervention plan to meet the needs of an individual learner. 5. develop academic writing and oral presentation skills . Curtin’s Graduate Attributes Apply discipline knowledge Thinking skills Information skills (use analytical skills to solve problems) (confidence to investigate new ideas) Learning how to learn Communication skills Technology skills (apply principles learnt to new situations) (confidence to tackle unfamiliar problems) International perspective Cultural understanding Professional skills (value the perspectives of others) (value the perspectives of others) (work independently and as a team) (plan own work) Find out more about Curtin’s Graduate attributes at the Curtin Teaching and Learning website: otl.curtin.edu.au ___________________________________________________________ ___________________________________________ 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 3 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Learning Activities This unit is fully online. Make sure you make use of the available online materials to enhance your learning in the unit and to optimise your achievement of unit outcomes: for detailed information and learning experiences (including focus questions and tasks) please refer to FLECS – Blackboard (oasis.curtin.edu.au). The content for this unit is arrange d into ten topics over twelve weeks:  Topic 1 – Beliefs about assessment.  Topic 2 – Planning for interventions.  Topic 3 – Developing learning targets.  Topic 4 – Summative assessment.  Topic 5 – Formative assessment.  Topic 6 – Transformative assessment.  Topic 7 – Performance assessment / Alternative and authentic assessment / Principles of best practice in assessment.  Topic 8 – Assessing student affect.  Topic 9 – Effective feedback.  Topic 10 – Issues and trends about national testing / Recording assessment dat a / Reporting to parents. Activities will include:  Reading unit materials and online information.  Reading the textbook.  W orking through activities associated with each topic.  Participating in online discussions and activities.  Additional readings in areas of interest and for assessments.  Preparing and completing assessment tasks. Professional requirements As an aspiring professional teacher you would expect your own school students to attend all your classes. For on-line students the equivalent is visiting the Discussion Board on a regular basis, and completing all work in a timely manner. It is essential that you undertake the weekly tasks which are posted on the Discussion Board in order to maximise the likelihood of your attaining the weekly objectives f or the unit. These tasks have been designed to develop your knowledge and understanding of unit content that is related to your future classroom practice. In addition, it is expected that you will read all of the Discussion Board announcements in your tutorial group, as this is how your tutor will give you the required information to complete your work. You will also be expected to check your Curtin email on a regular basis, as your tutor may send you important messages about your course work. ______________________________________________________________________________________________________ 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 4 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Referencing style W ritten assessments must adopt the APA (American Psychological Association) 6th edition referencing format and be of an acceptable standard of pre sentation and literacy. You must include referencing in the body of your assessments as well as providing a full reference list to acknowledge all sources of materials used to support your ideas. For details please refer to: http://library.curtin.edu.au/referencing/apa.pdf More information can be found on this style from the Library web site: library.curtin.edu.au/research _and_information_skills/referencing ______________________________________________________________________________________________________ Learning Resources Essential Texts You will need to purchase the following textbook s in order to complete this unit: McMillan, J.H. (2011). Classroom assessment: principles and practice for effective standards based instruction (5th ed.). Boston, MA: Pearson. Please note that this book is also available as an eBook through VitalSource. Recommended Texts You do not have to purchase the following textbooks but you may like to refer to them. From time to time, some chapters and part chapters will be made available on the eReserve section of the Curtin Library website. Barry, K. & King, L. (1998). Beginning teaching and beyond (3rd Ed.). Katoomba, New South W ales: Social Science Press. (pp. 328 -384) Brookhart, S. (2009). Exploring formative assessment. Alexandria, VA: ASCD. Brookhart, S. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD. Carnellor, Y. (2004). Encouraging mathematical success for children with learning difficulties . Southbank, Vic: Thompson (now Cengage Learning). (pp. 106 -115) Fetherston, T. (2006). Becoming an effective teacher. Sydney, NSW : Thompson. (pp. 202255) Flewelling, G. (2003). Teaching with rich learning tasks. Adelaide, South Australia: Australian Association of Mathematics Teachers Inc. Gargiulo, R.M., & Metcalf, D. (2010). Teaching in today’s inclusive classrooms. Belmont, CA: W adsworth Cengage. Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges and dilemmas (3rd. ed). South Melbourne, Victoria: Thompson. (pp. 278-298) 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 5 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Killen, R. (2005). Programming and assessment for quality teaching and learning . South Melbourne, Victoria: Cengage. Killen, R. (2007). Effective teaching strategies: lessons from research and practice (4th ed.). Tuggerah, Australia: Social Science Press. Marsh, C. (2008). Becoming a teacher (4th Ed.). Frenchs Forest, NSW : Pearson Education Australia. Oosterhof, A. (2009). Developing and using classroom assessments. Upper Saddle River, NJ: Pearson. Popham, W.J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Rief, S.F., & Heimburge, J.A. (2006). How to reach and teach all children in the inclusive classroom (2nd Ed.). San Francisco, California: Jossey-Bass. Silver, H.F., Strong, R.W., & Perini, M.J. (2000). So each may learn: integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). (pp. 70 -84) Stigler, J.W., & Hiebert, J. (1999). The teaching gap. New York,NY: The Free Press. (pp. 132-6) Sullivan, P., & Lilburn, P. (1997). Open-ended maths activities: using ‘good’ questions to enhance learning. South Melbourne, Victoria: Oxford University Press. Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners . Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). W estwood, P. (2000). Numeracy and learning difficulties: approaches to teaching and assessment. Camberwell, VIC: ACER Press. W hitton, D., Sinclair, C., Barker, K., Nanlohy, P. & Nosworthy, M. (2004). Learning for teaching: teaching for learning . South Melbourne, Victoria: Thompson. Online Resources  Please refer to Blackboard for digital resources.  http://academicintegrity.curtin.edu.au/global/studentbook.cfm  http://learningcentre.curtin.edu.au/online/ ______________________________________________________________________________________________________ 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 6 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Assessment Assessment Schedule Assessment Title Task 1A Portfolio pieces 1 and 2 Task 2 Task 1B Due Date Intervention report Portfolio pieces 3 to 9 Week 3 Mark 10% Sunday, 17 June 2012 (23:59 WST) Week 7 50% Sunday, 15 July 2012 (23:59 WST) Week 10 40% Sunday, 5 August 2012 (23:59 WST) Format for assessments Please present all assessments in this format:       Justified text 11 pt Arial or Times New Roman 1.5 line spacing Numbered pages No indent for paragraphs – miss a line between paragraphs All assessments should include appropriate in -text referencing and a reference page using APA (6th ed.) style  W ord count stated at beginning of assessment Detailed information on assessment tasks are on the following pages. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 7 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Assessment 1 (Total 50%): Portfolio and analysis Date Due: WEEK 3 - Portfolio Pieces 1 and 2. Sunday, 17 June 2012 (23:59 WST) WEEK 10 - Portfolio Pieces 3 to 9. Sunday, 5 August 2012 (23:59 WST) This is a collection of responses to allocated key readings from the weekly topics. During the semester or study period, students will be expected to compile a set of nine (9) samples that will comprise the entire portfolio. Five (5) of these pieces will be selected for marking and will be the same for all students in the unit . The samples that will be marked are numbers 2,4,5,7,9, but all the pieces should be sub mitted together in the portfolio. Each sample will be marked out of 10. The other portfolio pieces will be placed on the discussion board and will be peer reviewed. Further details will be available in the Assessments section of Blackboard. Please note: research supports the ideas that peer feedback enhances student learning. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 8 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Assessment 2 (Total 50%): Intervention report Date Due: WEEK 7 - Sunday, 15 July 2012 (23:59 WST) Students are required to identify a primary school child with a specif ic learning need in an aspect of either literacy or numeracy. Using information from the Australian Curriculum as a guide, the need is assessed through a number of diagnostic sessions with the child. After the completion of the diagnostic sessions, an inte rvention plan is then developed where the student describes specific teaching activities designed to meet t he identified learning need. It is expected that at least four teaching sessions will be described. The final part of the process is to discuss what would be the next phase of teaching and learning. The plan can be based on a child not necessarily in a school-based setting, although students are expected to liaise with the child’s classro om teacher to help identify the learning need. In fact, it is advisable that the diagnostic sessions be conducted in a home-based setting if possible. Note that if access to a child within a school setting is needed at any time, students will need a Working with Children Check. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 9 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Assessment and Student Progression Manual The Assessment and Student Progression Manual is available from policies.curtin.edu.au/policies/students.cfm. It is in your best interest to familiarise yourself with the policy, as it will prevent any misunderstandings and reassure you that you are being dealt with fairly and consistently. Fair assessment through moderation Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is consistently evaluated by assessors. Minimum standards for the moderation of assessment are described in the Assessment Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm Late assessment policy This ensures that the requirements for submission of assessments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently appli ed. Assessments are to be submitted through the Online Assignment Manager within the ‘Assessments’ section of Blackboard. Ensure you keep a backup copy. 1. All assessments which students are required to submit will have a due date and time specified on the Unit Outline. 2. Accepting late submission of assessments or other work will be determined by the unit coordinator or Head of School and will be specified on the Unit Outline. 3. If late submission of assessments or other work is not accepted, students will recei ve a penalty of 100% after the due date and time i.e. a zero mark for the late assessment. 4. If late submission of assessments or other work is accepted, students will be penalised by ten percent per calendar day for a late assessment submission (e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and marked as 12/20, the student would receive 6/20. An assessment more than seven calendar days overdue will not be marked. Work submitted after this time (due date plus seven days) may result in a Fail - Incomplete (F-IN) grade being awarded for the unity. Pass requirements In order to pass this unit, all assessment tasks must be submitted and you must achieve an overall mark of 50% or more. Tasks are not considered as submitted if any required sections are missing, or if the electronic file is not readable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 10 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Students whose assessments are marked at a minimum of 40% of the possible mark may be offered the opportunity to resubmit the assessment. Tutors will contact students with this offer and the resubmitted assessment must be lodged within seven days of the offer. A notice of offer will be entered in the Online Assignment Manager comments area by the time all assessments have been returned to students, and it is a student’s responsibility to check the Online Assignment Manager for messages. Notification will be sent simultaneously by email. Only one assessment resubmission per unit will be offered. Students who reach a mark of between 45 and 49 inclusive may be offered the opportunity to submit a supplementary task in order to be granted a pass for the unit. Tutors will make recommendations for this on an individual basis, and may advise student s that a supplementary has been recommended. However, the decision will be made at the Board of Examiners meeting following the end of the Study Period, and a score within the stated range will not guarantee the granting of a supplementary task. Students who were successful in being granted a supplementary task will be notified via the Official Communications Channel (not ordinary student email) Extensions Extensions are at the discretion of your lecturer/tutor but should be re quested in writing before the due date for the assessment. The written response from the tutor with the new due date must accompany the submitted work. Extensions will be granted for:  medical grounds supported by a medical certificate  psychological grounds supported by a letter from Curtin Counseling or an appropriate  registered health professional  equity considerations as requested by a Counsellor (disability)  compassionate grounds. You need to formally apply for an assessment extension using the following appropriate form which MUST be printed, signed, and then scanned/emailed to your tutor. This requirement will apply for any assessment due seven (7) days or more. Application for Assessment Extension (Editable) 2012.pdf Lost work You are required to keep a copy of all assessments. Working with computers requires having to take extra precautions to see that work is not lost due to an electrical failure, software failure, hardware glitch, or a virus. One way of guarding against this is to continually back up work so that one always has two copies stored in different places. It is vital that students learn and observe proper backup procedures. For this reason lost wor k will not be regarded as an acceptable excuse for late assessment submissions. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 11 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Assessment resubmission If an assessment receives a mark of between 40% and 49%, the tutor will offer the opportunity for a resubmission on a date specified by the tutor . However, a maximum result of 50% can be awarded. Assessments that are late (without an approved extension) may not be resubmitted. Only one resubmission per unit will be granted. Literacy standards A high standard of literacy and presentation is requ ired of all assessments. The assessment of each assessment has a component related to professional writing and students must pass this section of each assessment to be awarded a Pass for the assessment. Plagiarism Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Plagiarism is a serious offence. For more information refer to academicintegrity.curtin.edu.au Plagiarism monitoring W ork submitted may be subjected to a plagiarism detection process, which may include the use of systems such as ‘Turnitin’. For further information see http://academicintegrity.curtin.edu.au/students/turnitin.cfm. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 12 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Additional information Enrolment: It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enro lment Advice. Corrupted or unreadable files Tutors are not obliged to advise students of issues with incomplete or unreadable files, but students must check emails daily during the marking period in case of communication from tutors regarding assessment file problems. Students must provide a readable file within 48 hours of a tutor’s request. A request may be made through both the Online Assignment Manager comment area and simultaneously by email. If students fail to respond to a tutor's request for a readable file within the stipulated 48 hours, tutors will advise that late penalties of 10% per day are being applied. Supplementary / Deferred exams: Supplementary and deferred examinations are granted by the School of Education. Notification to students will be made after the School of Education Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It is the student’s responsibility to check their OASIS account for official Curtin correspondence on a weekly basis. If your results show that you have been awarded a supplementary or deferred exam you should immediately check your OASIS email for details. Supplementary assessments are only recommended by tutors, not granted by them. The Board of Examiners will determine whether a supplementary assessment is to be offered or not. Supplementary assessment will only be offered if a final score is 45 or more – but are not necessarily offered to all students in this score range. If students have taken more than one unit, an average score of more than 50 must have been obtained in order to qualify for a supplementary assessment. Therefore, you must focus on 50 as the minimum pass mark. Student rights and responsibilities It is the responsibility of every student to be aware of all relevant legislation and policies and procedures relating to his or her rights and responsibilities as a student. These include:       the Student Charter the University’s Guiding Ethical Principles the University’s policy and statements on pla giarism and academic integrity copyright principles and responsibilities the University’s policies on appropriate use of software and computer facilities General Misconduct Rules http://policies.curtin.edu.au/legislation/statutes_rules.cfm Information on all these things is available through the University’s “Student Rights and Responsibilities” website at: students.curtin.edu.au/rights. Student appeals: http://students.curtin.edu.au/rights/appeals/index.cfm 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 13 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Counselling and disability services Students with a disability or medical condition (e.g. mental health condition, chronic i llness, physical or sensory disability, learning disability) are encouraged to seek advice from Disability Services http://disability.curtin.edu.au. A Disability Advisor will work with you and liaise with staff to identify strategies to assist you to meet unit (including fieldwork education) and course requirements, where possible. It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your indiv idual circumstances. All Curtin students are entitled to access Curtin Counselling (unilife.curtin.edu.au/health_wellbeing/counselling_services.htm ) for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessmen t queries or debates). Recent unit changes W e welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see http://evaluate.curtin.edu.au/info/ ). W e welcome feedback as one way to keep improving this unit. Students are encouraged to give feedback through eVALUate, Curtin's online student feedback system (see http://evaluate.curtin.edu.au/info/index.cfm ). See http://evaluate.curtin.edu.au to find out when you can eVALUate this unit. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 14 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Need help with your studies' During this Study Period you will have access to 24 hour online tutoring support with SMARTHINKING The service is designed to supplement the learning experiences gained during your study at Open Universities Australia. Basically, you can access a range of services such as:  Live online tutoring: You can work synchronously with an eStructor.  Online Writing Lab (OWL): you submit a draft of your assessment for guidance on areas that  require some consideration. eStructors respond to this within 24 hours.  Submit a question: you post a question for eStructors to respond to within 24 hours.  You can also pre-schedule a session with an eStructor. How does it all work at OUA' This Study Period, students in this unit receive an allotment of 4 hours free SMARTHINKING access (rather than 2!). What does 4 hours get' – A lot:  Live online tutoring: Students work synchronously with an eStructor. Metered to the minute with a 5min flag fall.  Online Writing Lab (OWL): students submit a draft of their writing f or guidance on areas that require some consideration. eStructors respond to this within 24 hours. Metered at 35 minutes per submission (up to 10 pages)  Submit a question: students post a question for eStructors to respond to within 24 hours.  Metered at 20 minutes per question. W hen you submit your essay to the SMARTHINKING eStructor you will get feedback on aspects of your writing such as whether you have:  organised your arguments in a logical way,  any sentence structure issues,  an introduction that frames the writing,  organised a clear thesis argument etc. PLEASE NOTE: eStructors do not provide advice on content nor are they aware of the criteria for specific assessments. How do I access SMARTHINKING' 1. Log in to Open Universities Australi a at http://www.open.edu.au/ 2. From here go to MY AREA and then click on ACTIVE UNITS where you will see the icon that allows you to get to Smarthinking.com Don’t have an Open Universities Australia login' If you do not have a login for http://www.open.edu.au/ you can create one, please make sure you have your OUA ID handy.  Click on Create a login (in My Area)  Enter your First Name, Last Name and OUA ID  Fill in your details If you experience problems logging in or are unsure of your OUA ID, please contact our OUA Student Advisors by email advisors@open.edu.au or by telephone +61 3 8628 2555 for assistance. Go to your ACTIVE UNITS page via the OUA portal. Click on the SMARTHINKING link. 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 15 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Program Calendar Study Period 2, 2012 Week Begin Date Topic Learning activities / themes 28 May Key Ideas: Beliefs about learners and learning theory have an impact on our beliefs about assessment.  Text and references:  McMillan (2011) – Chapter 1  Killen (2005) – Chapter 1 Topic 1: Beliefs about assessment 1. Pre-readings     Topic 2: Planning for interventions 2. 4 June Topic 3: Developing learning targets 3. 11 June Key Ideas: A significant proportion of primary school students experience difficulties with literacy and numeracy and these influence all areas of school attainment. Text and references:  McMillan (2011) – Chapter 12  Westwood (2000) – Chapters 1 and 6  ACARA Curriculum (Maths & English)  First Steps in Maths Key Ideas: Good assessment practice begins with establishing appropriate standards and learning targets. Text and references:  McMillan (2011) – Chapters 2 and 4  WA Curriculum Framework Principles of Learning, Teaching and Assessment  Australian Curriculum 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory       Assessment Due Reflection on personal experiences of assessment. Beliefs and theories. Links to ‘best practice’. ‘Assessment trends’ and ‘high stakes’ assessment. Academic writing and analysis FSiM Case Study – Work through Sarah’s Story. Australian Curriculum for Maths & English – structure and content. Academic referencing and plagiarism Plan for assignment 2. Write some learning targets – Using curriculum documents for a given learning area (English) to write some learning targets. Teacher expectations DUE: Portfolio pieces 1 and 2 (10%) Sunday, 17 June 2012 23:59 (WST) Page 16 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Topic 4: Summative assessment 4. 18 June Topic 5: Formative assessment 5. 25 June Topic 5: Formative assessment 6. 2 July Key Ideas: Nature of the learning target determines the assessment m ethod used. Knowledge and understanding learning targets are the types most commonly assessed summatively. Text and references:  McMillan (2011) – Chapters 3 (pp.6067), 6 and 7 Key Ideas: Effective formative assessment leads to better achievement by students of knowledge, deep understanding, skills and processes. Text and references:  McMillan (2011) – Chapter 5  Popham (2008)  Brookhart, S (2009). Exploring formative assessment. Alexandria, VA:ASCD  Teacher TV samples of classrooms on video.  William, D. (2005) Key Ideas: To make formative assessment effective, teachers need to know what to look for and what to ask students.     Analyse a range of test samples using criteria suggested by McMillan. Video analysis – View some of the ASCD Formative Assessment DVD. Note key points and compile a group set of ideas. View some of the SchoolsWorld videos Work sample analysis Text and references:  McMillan (2011) – Chapter 5  Popham (2008)  Brookhart, S (2009). Exploring formative assessment. Alexandria, VA:ASCD  Teacher TV samples of classrooms on video.  William, D. (2005)  FSiM 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 17 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Topic 6: Transformative assessment 7. 9 July Topic 7: Performance assessment / Alternative and authentic assessment / Principles of best practice in assessment 8. 16 July Key Ideas: Genuine use of formative assessment can transform instruction and student learning. Formative assessment can be based on clearly developed learning progressions. Text and references:  McMillan (2011) – Chapter 5  Popham (2008)  Teacher TV samples of classrooms on video (see Week 5 notes)  Professional Judgement Cycle (FSiM) Key Ideas: Performance assessment – A teacher observes and makes judgement about a student’s ability to meet a performance objective. Alternative and authentic assessment – Using knowledge to perform a task that is like what is encountered in real life or in the real world.     Overview of Popham’s (2008) book on Transformative assessment. Develop a learning progression to lead the development of conceptual understanding in a significant topic or content strand of a key learning area. DUE: Intervention Plan and Report (50%) Sunday, 15 July 2012 23:59 (WST) Overview of material on authentic assessments. Compare various sets of ‘principles’ and develop a set or statement of your own. Principles of best practice in assessment – Assessment must be fair and equitable, valid, reliable, explicit, comprehensive and educative. Text and references:  McMillan (2011) – Chapters 3 and 9  WA Curriculum Framework pp. 3339  AAMT (2008) Position paper on the practice of assessing mathematical learning 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 18 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Topic 7: Performance assessment 9. 23 July 30 July Text and references:  McMillan (2011) – Chapters 3 and 8  Curriculum Framework pp.3339  Web-based teaching resources Key Ideas: Positive affective traits influence motivation, involvement and cognitive learning and hence the assessment of them needs to be undertaken. Text and references:  McMillan (2011) – Chapter 11 Topic 9: Effective feedback / Students as assessment partners 11.  Apply principles developed in the previous week to comment on a found resource.  Evaluate some samples of tools that can be used to assess affect. Use some surveys and checklists from a range of sources. Consider the hierarchical nature of affective traits. Overview of Brookhart’s (2008, 2009) books on Formative Assessment and Student Feedback. Good and bad feedback. Writing some feedback. Using guidelines to select good quality online resources. Topic 8: Assessing student affect 10. Key Ideas: A teacher must be able to recognise and utilise good quality resources, and an important element of this is the assessment component of ready-made resources. 6 August Key Ideas: The effective use of feedback is an integral part of good formative assessment but is only formative when the information ‘fed back’ to the learner is used to improve performance and is dependent on timing and quality.     DUE: Portfolio pieces 3-9 Sunday, 5 August 2012 23:59 (WST) Peer and self-assessments can help students become more efficient and effective learners. Text and references:  McMillan (2011) – Chapter 5  Brookhart, S. (2008). How to give effective feedback to students. Alexandria, VA:ASCD 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory Page 19 of 20 CRICOS Provider Code W A 00301J, NSW 02637B Vice-Chancellery Open Universities Australia (Curtin) Topic 10: Issues and trends about national testing / Recording assessment data / Reporting to parents Key Ideas: Teachers can use NAPLAN test results in the same way as other assessment data – to improve student learning.  Teachers record data about students in a variety of ways that depend on the purpose for gathering the data.   Reporting to parents is an integral part of the learning, teaching, assessment cycle and portfolios offer one m eans of gathering and evaluating student work. 12. 13 August 13. 20 August Text and references:  McMillan (2011) – Chapter 10 (Portfolios) Chapter 14 (Standardised testing) Chapter 13 (pp.363393 – Grading) and (pp. 395-401 – Reporting)  Current DET policy and practice for reporting.  http://www.naplan.e du.au Overview video/DVD Sample tests handouts for parents. Evaluation and review 312561 EDP140 Assessment for Learning 28 May 2012 This unit is managed by the School of Education, Open Universities Australia (Curtin), Faculty: Vice-Chancellory  Overview of key issues and information about NAPLAN, recording and portfolio use. Analysing NAPLAN sample results. Collect samples of recording systems used by teachers. Evaluate the effectiveness of them. PMI Page 20 of 20 CRICOS Provider Code W A 00301J, NSW 02637B