EDF5322 · Assessment and data-led practice in senior mathematics and physics

Overview

In this unit, you will examine how assessment evidence and data-informed approaches support effective teaching and learning in senior secondary mathematics and physics. You will explore formative, summative and diagnostic assessment strategies, analysing how different forms of evidence can be used to identify student understanding, track progress, and inform decisions about instruction. Through examining authentic case studies including student work samples, error patterns, assessment interviews and classroom data you will learn to interpret evidence critically and apply data-led reasoning to scaffold and extend learning. You will investigate how data and assessment practices can perpetuate or challenge inequities, considering how gender, identity and classroom culture influence students’ experiences of assessment and their opportunities to demonstrate understanding. The unit emphasises ethical, inclusive and purposeful assessment design that supports diverse learners and strengthens conceptual development in mathematics and physics. By the end of the unit, you will be able to analyse student learning using multiple data sources, design assessment approaches that promote deep understanding, and use data to guide responsive and equitable teaching practice.

Offerings

The Handbook publishes no offerings for this unit.

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. analyse and evaluate assessment practices in senior mathematics and physics, including their purposes, strengths and limitations
2. interpret student learning data from multiple sources, identifying patterns, misconceptions and opportunities for conceptual growth
3. apply data-led reasoning to plan or adapt teaching strategies that support diverse learners in senior mathematics and physics
4. design inclusive and gender-responsive assessment approaches that promote equitable participation and meaningful demonstration of learning.

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: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. 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.