EDF2064 Assessing teaching and learning: Case study of criteria development
- Subject Code :
EDF2064
Assessment task link to unit learning outcomes:
1. Identify and critically review a range of assessment practices to determine their fit for purpose and alignment with curriculum and pedagogy.
2. Effectively select a range of assessment practices, and reporting to inform planning, support teaching and learning, evaluate progress, empower learners, provide effective feedback, benchmark and suggest ways to improve practice.
Link to Australian Professional Standards for Teachers (APSTs):
3.6- Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
5.1- Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
The task:
- Design an assessment task for EY or Primary or Secondary school students (approx. 1100 words).
- Pick a topic of your choice and design an assessment task. It should be connected to one type of the Victorian F-10 curriculum, such as in the learning areas of dance, drama, media arts, music, visual arts, visual communication design, English, civics and citizenship, geography, history, mathematics, science, digital technologies or other. Don’t forget to indicate the Year level and the chosen subject. (approx. 150 words).
- Briefly summarise the relevant curriculum elements using content descriptor(s) and achievement standards and how they apply and are related to the learning goals. (approx. 300 words).
- Discuss and explain the rationale of the formative or the summative assessment task, based on Bloom’s Taxonomy. Specifically, unpack each one of your designed assessment components in relation to the intellectual ability levels captured by Bloom (i.e., what is the student expected to do and what level/s of intellectual ability/abilities this particular task intends to capture, and why). Justify your arguments by suitable literature. (approx. 650 words).
- Supplement your designed assessment task with a rubric (approx. 500 words).
- Provide the rubric and explain what type of rubric it is. (e.g., analytic, holistic, general, task-specific rubric)? (approx. 300 words).
- Supplement and justify your explanation/argument with suitable literature (e.g., Brookhart & Nitko, 2008 etc.) (approx. 200 words).
NB references, visualisations (including tables, diagrams, and charts) and any appendices will not be included in the word count for this assignment.
