ETP400 - Assessment: Ways of Knowing Learners

Unit details

Note: You are seeing the 2022 view of this unit information. These details may no longer be current.
Year:

2022 unit information

Important Update:

This unit has an indicative number of professional experience placement days. For the most up-to-date advice regarding your placement please see here.

Enrolment modes:

Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Cloud (online), *CBD

Credit point(s):1
EFTSL value:0.125
Unit Chair:Trimester 1: Brendan Hyde
Campus contact:

Brendan Hyde, Burwood (Melbourne)

Lynette Longeretti, Waurn Ponds (Geelong)

Gaelene Hope-Rowe, Warrnambool

Prerequisite:

Students enrolled in course E359 must have completed one unit from ETP303, ETP302 or ETS302

Students enrolled in course E330 must have completed unit ECE380 or ECP228

Students enrolled in course E334 must have completed unit ECE380

Corequisite:

Students must be enrolled in course E359, E330 or E334

Incompatible with:

EEP401

Typical study commitment:

Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.

Scheduled learning activities - campus:

1 x 1-hour class per week and 1 x 2-hour seminar per week when not on professional experience placement

Professional experience: Students will be required to complete a 20-day professional experience placement

Note:

On successful completion of ETP400 and ETP403 students will be awarded 2 credit points.

*CBD refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute; Community Based Delivery

Content

This unit embeds the initial components of the Deakin Teaching Performance Assessment and related tasks to focus on the functions and roles of assessment in the process of student learning and how it may be used to inform inclusive teaching practices. The unit will examine the complexity of assessment from multiple contexts such as international and national testing as well as specific classroom practices. Preservice teachers will review, refine and develop their knowledge and skills associated with being an assessment literate teacher, which will include, for example, to: critically reflect on the purposes and roles of diverse assessment strategies and their impacts on student learning processes as well as their influence on curriculum and pedagogical practices; understand how to record and represent students' assessment data; analyse and interpret diverse assessment data and how it informs learning and teaching; provide and analyse feedback on student learning; examine how to engage in classroom assessment practices in order to make consistent and comparable judgements of students' assessment tasks and the place of reporting in student learning. Students will commence development on a professional portfolio to curate artefacts and evidence of achievement against the Australian Professional Standards for Graduate Teachers and conduct a self-audit of areas to be further developed. Strategies to achieve this will be identified through collegial, professional conversations. Drawing upon professional experience placements undertaken in the final year of studies, students will complete the first three components of their Teaching Performance Assessment task as a critical reflection of practice in the processes of contextualising learning and teaching, planning and teaching to support student learning.

ULO These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: Deakin Graduate Learning Outcomes
ULO1

Plan and design inclusive assessment processes to inform teaching strategies that differentiate for diverse learner needs across the full range of abilities in a primary schooling classroom context.

GLO1: Discipline-specific knowledge and capabilities
ULO2

Critique assessment practices (national, international and local school context), approaches to demonstrating validity and reliability in assessment design and student assessment data to inform approaches to planning and teaching.

GLO1: Disciplie-specific knowledge and capabilities

GLO4: Critical thinking
ULO3

Distinguish and generate appropriate forms of feedback and communication of assessment data and analyse student responses to assessment to inform teaching practices that support student learning.

GLO2: Communication

GLO5: Problem solving
ULO4

Identify strategies for reporting to students and parents/carers and for documenting through accurate and reliable records, evidence of student achievement.

GLO1: Discipline-specific knowledge and capabilities
ULO5

Use professional modes of evidence collection and communication to investigate and critically reflect on personal growth, practice and learning against the Australian Professional Standards for Graduate Teachers.

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

GLO3: Digital literacy

GLO4: Critical thinking

These Unit Learning Outcomes are applicable for all teaching periods throughout the year.

Assessment

Assessment Description Student output Grading and weighting
(% total mark for unit)		 Indicative due week
Assessment 1 – Professional Experience Portfolio 1500 words
or equivalent		 30% Information not yet available
Assessment 2 – Professional Conversation 1000 words
or equivalent		 20% Information not yet available
Assessment 3 – Deakin Teaching Performance Assessment (DTPA) 2500 words 
or equivalent		 50% Ongoing

The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.

Hurdle requirement

Satisfactory completion of the professional experience placement and the Deakin Teaching Performance Assessment Task is required in order to pass this unit.

Learning Resource

There is no prescribed text. Unit materials are provided via the unit site. This includes unit topic readings and references to further information.

Unit Fee Information

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