EDF2404 · Assessment and feedback design

Overview

Assessment is a fundamental element of learning designs. Every learning sequence, artefact, and activity aims to enhance knowledge or change behaviour (or both). Assessment is one key way in which learning designers can determine whether the learning outcomes have been successfully achieved. This unit will explore types and purposes of assessment. You will look at a variety of assessment designs to understand their advantages and drawbacks, gaining an understanding of their effective implementation. Rubrics and their design are also incorporated into the unit. Feedback is recognised as one of the most powerful factors that influences student outcomes. In coming to understand the complexity of feedback processes you will explore concepts of student-centred feedback, feedback literacy, and evaluative judgement. You will learn how to design for feedback rich environments, including the use of technology enabled feedback.

Offerings

Assessment

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

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

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. design assessments for diagnostic, formative or summative evaluation purposes
2. incorporate opportunities for authentic experiences in assessment
3. identify the opportunities and drawbacks of different kinds of assessment designs
4. write effective grading rubrics
5. design for effective feedback loops
6. create a feedback rich environment by implementing a range of student-centred feedback designs.

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.