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EDUC 6553 - Assessment and Evaluation

North Terrace Campus - Semester 2 - 2016

2016 2015 2014

Assessment and evaluation are key directors of education, and are pivotal to learning and
teaching. Assessment is the process of making a judgement or measurement of worth of an
entity, example person or process. Evaluation in education involves gathering and evaluating
data evolving from planned learning activities, delivery of instructions and/or programs. This
course examines the purposes, paradigms and types of assessment and evaluation used in
education, and in particular the innovations associated with them. Their roles in directing
learning, provision of feedback to students, feedback strategies to enhance the delivery of
instructions and curriculum evaluation, and ensuring standards are achieved are explored.
Emerging alternative assessment and reporting processes and the underlying philosophies of
selected curricula models/frameworks are highlighted. Specifically, the roles of
learners/students, teachers/educators, curriculum designers and administrators/policy makers
in assessment and evaluation are discussed.

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 General Course Information

 Course Details

Course Code Course Coordinating Unit Term Level Location/s Units Contact
Available for Study Abroad and Exchange Course Description

EDUC 6553
Assessment and Evaluation
School of Education
Semester 2
Postgraduate Coursework
North Terrace Campus
3
Up to 3 hours per week
N
Assessment and evaluation are key directors of education, and are pivotal to learning
and teaching. Assessment is the process of making a judgement or measurement of
worth of an entity, example person or process. Evaluation in education involves
gathering and evaluating data evolving from planned learning activities, delivery of
instructions and/or programs. This course examines the purposes, paradigms and
types of assessment and evaluation used in education, and in particular the
innovations associated with them. Their roles in directing learning, provision of
feedback to students, feedback strategies to enhance the delivery of instructions and
curriculum evaluation, and ensuring standards are achieved are explored. Emerging
alternative assessment and reporting processes and the underlying philosophies of
selected curricula models/frameworks are highlighted. Specifically, the roles of
learners/students, teachers/educators, curriculum designers and administrators/policy
makers in assessment and evaluation are discussed.

Course Staff

Course Coordinator: Dr Edward Palmer

Dr. Edward Palmer

School of Education
The University of Adelaide
Level 8, Room 8.23
Nexus 10 Building, 10 Pulteney St
Adelaide, 5005 SA
Ph: +61 8 8313 5630
Email: edward.palmer@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course
Planner.

 Learning Outcomes
 Course Learning Outcomes

The course introduces broad concepts, theories and practices in assessment and
evaluation in education. The course provides theoretical, collaborative-dialogue and
hands-on sessions, and to achieve the following objectives and outcomes.
Participants will be able to

1. Demonstrate critical insight into the principles, pardigms and purpose of

assessment and evaluation
2. Utilise the various forms of assessment in learning contexts, and evaluate the
appropriateness of rubrics, standards, benchmarks and cut-off scores;
3. Demonstrate understanding of assessment designs that promote learning,
engage learners and provide credible evidence of effectiveness

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate
Attribute(s) specified below:

University Graduate Attribute Course Learning Outcome(s)

Deep discipline knowledge

o informed and infused by cutting edge research, scaffolded throughout their

program of studies
o acquired from personal interaction with research active educators, from 1
year 1
o accredited or validated against national or international standards (for
relevant programs)

Critical thinking and problem solving

o steeped in research methods and rigor

o based on empirical evidence and the scientific approach to knowledge 3
development
o demonstrated through appropriate and relevant assessment

Teamwork and communication skills

o developed from, with, and via the SGDE

2
o honed through assessment and practice throughout the program of studies
o encouraged and valued in all aspects of learning

Career and leadership readiness

1-
3
o technology savvy
 o professional and, where relevant, fully accredited
o forward thinking and well informed
o tested and validated by work based experiences

Intercultural and ethical competency

o adept at operating in other cultures

o comfortable with different nationalities and social contexts
2
o Able to determine and contribute to desirable social outcomes
o demonstrated by study abroad or with an understanding of indigenous
knowledges

Self-awareness and emotional intelligence

o a capacity for self-reflection and a willingness to engage in self-appraisal

o open to objective and constructive feedback from supervisors and peers 3
o able to negotiate difficult social situations, diffuse conflict and engage
positively in purposeful debate

 Learning & Teaching Activities

Learning & Teaching Modes

Class based and online activities

Workload

The information below is provided as a guide to assist students in engaging

appropriately with the course requirements.

Workload Total Hours

1 x 2-hours Seminars per week 24 hours per semester
1 x 1-hour tutorial/SGD per week 12 hours per semester
6 hours reading per week 72 hours per semester
2 hours research per week 24 hours per semester
2 hours assignment preparation per week 24 hours per semester
Total = 156 hours per semester

Learning Activities Summary

Topics by week

Week Topic

1 Introduction
2 Blooms Taxonomy and Design
3 Assessment Items
 4 Selected Response Items
5 Constructed Response Items
6 Reflective and Authentic Assessment Items
7 Peer and Self Assessment
8 Standardised Testing
9 Feedback and skills based assessment
10 Evaluation 1
11 Evaluation 2

Specific Course Requirements

None

Small Group Discovery Experience

All tutorial activities include SGD experience with students working in groups of 3-4
problem-solving rich tasks. Lecturer/tutors will provide support throughout all
tutorial-based SGD activities.

 Assessment

The University's policy on Assessment for Coursework Programs is based on the

following five principles:

0. Assessment must encourage and reinforce learning.

1. Assessment must measure achievement of the stated learning objectives.
2. Assessment must enable robust and fair judgements about student
performance.
3. Assessment practices must be fair and equitable to students and give them the
opportunity to demonstrate what they have learned.
4. Assessment must maintain academic standards.

Assessment Summary

Assessment overview

10 Minute presentation Formative and Summative 15% addresses learning outcome

1
2,000 word Assessment Design Formative and Summative 50% addresses learning
outcome 3
500 word Peer Assessment Report Formative and Summative 20% addresses
learning outcome 2
500 word Report Summative 15% addresses learning outcome 2

Assessment Detail

1. Choose a mode or type of assessment, research its use and present your findings to
the class (15%). Week 3 (Learning Outcome 1)

2. Design a series of three assessment tasks appropriate to the teaching contexts

within which you will be working. There should be one bank of 10 selected response
 questions, three constructed response tasks, one reflective task and one authentic
assessment (45%), all complete with appropriate feedback. (Learning Outcome 3)

3. You will peer assess two classmates assessments and provide feedback (10%) The
multiple choice questions from task 2 will be completed by your classmates and you
will analyse the data from them to measure the effectiveness of the assessment.
(20%)(Learning Outcomes 2 and 3)

4. You will write a report detailing how you have responded to feedback on your
task and evaluate the course in terms of its stated learning outcomes (10%)
(Learning Outcome 2)

Submission

All submissions are to be online

Course Grading

Grades for your performance in this course will be awarded in accordance with the
following scheme:

M10 (Coursework Mark Scheme) Grade Mark Description

FNS Fail No Submission

F 1-49 Fail
P 50-64 Pass
C 65-74 Credit
D 75-84 Distinction
HD 85-100 High Distinction
CN Continuing
NFE No Formal Examination
RP Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of
work that is expected at each grade level. More information at Assessment for
Coursework Programs.

Final results for this course will be made available through Access Adelaide.

 Student Feedback

The University places a high priority on approaches to learning and teaching that
enhance the student experience. Feedback is sought from students in a variety of
ways including on-going engagement with staff, the use of online discussion boards
and the use of Student Experience of Learning and Teaching (SELT) surveys as well
as CEQ surveys and Program reviews.
 SELTs are an important source of information to inform individual teaching practice,
decisions about teaching duties, and course and program curriculum design. They
enable the University to assess how effectively its learning environments and
teaching practices facilitate student engagement and learning outcomes. Under the
current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are
mandated and must be conducted at least once every 2 years. Feedback on issues
raised through course SELT surveys is made available to enrolled students through
various resources (e.g. MyUni). In addition aggregated course SELT data is
available.

 Student Support
o Academic Support with Maths
o Academic Support with writing and speaking skills
o Counselling Service - Personal counselling for issues affecting study
o International Student Care - Ongoing support
o Student Care - Advocacy, confidential counselling, welfare support and advice
o Students with a Disability - Alternative academic arrangements
o Reasonable Adjustments to Teaching & Assessment for Students with a
Disability Policy
 Policies & Guidelines

This section contains links to relevant assessment-related policies and guidelines. all
university policies can be obtained from: http://www.adelaide.edu.au/policies/

oAcademic Honesty Policy

oAssessment for Coursework Programs
oCopyright
oModified Arrangements for Coursework Assessment
oStudent Grievance Resolution Process
oUnsatisfactory Academic Progress by Coursework Students
oAcademic Credit Arrangement Policy
oElder Conservatorium of Music Noise Management Plan
 Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all
programs and courses, the university has a zero-tolerance approach to students
offering money or significant value goods or services to any staff member who is
involved in their teaching or assessment. Students offering lecturers or tutors or
professional staff anything more than a small token of appreciation is totally
unacceptable, in any circumstances. Staff members are obliged to report all such
incidents to their supervisor/manager, who will refer them for action under the
university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it
offers to students. The University of Adelaide therefore reserves the right to discontinue or
vary programs and courses without notice. Please read the important information contained in
the disclaimer.

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Maintained by: Course Outlines Administrator