EDF2077 · Using assessment to respond to diversity across the school years

Overview

This introductory unit develops your knowledge and understanding of assessment of the learning environment and the needs of learners with disabilities across the school years. An important aspect of teaching learners with disabilities is to understand the learner well. You will learn the practical assessment processes of gathering and interpreting information for use by learners and teachers, to decide where the learners are in their learning progression, what impacts on progress, and what strategies can maximise learning. The focus of this unit is on assessment for learning as well as assessment of learning. Assessment for learning involves self-reflection and self-assessment, feedback and strategies that allow teachers to make better learning and teaching decisions. The unit develops your own understanding of how your learning is taking place and how it can be developed. In addition, the unit develops understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning, moderation processes and the use of information and communication technologies in learning and assessment.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment Task 1: Research essay Assessment Task 2: Assessment practice class presentation

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. understand and apply various approaches to assessment used in inclusive classroom contexts across the school years to maximise success for learners with disabilities
2. understand ways standardised assessments can be utilised to assess learning of learners with disabilities
3. determine how the process of assessment can enhance the inclusion and participation of learners with disabilities, including in transition periods
4. understand the ways in which information and communication technologies can be incorporated in learning and assessment of learners with disabilities.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.