Using Data To Build Learning Pathways (EDUC90756)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
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About this subject
Contact information
Semester 2 (Early-Start)
Semester 2 (Early-Start)
Overview
| Availability | Semester 2 (Early-Start) - Online Semester 2 (Early-Start) - Dual-Delivery |
|---|---|
| Fees | Look up fees |
In this subject, participants will develop a theoretical and practical understanding of the principles of assessment and reporting for students with additional needs. The emphasis will be on data collection, its purpose, and strengths and weaknesses of various approaches that are consistent with practice in Victorian schools.
Participants will learn about the interpretation and use of different forms of data to support decisions about learning programs for students with additional needs. Data derived from both informal and formal methods of assessment will be considered, including classroom observation and work samples, large scale testing programs, and specialist assessments. Participants will develop skills in evaluating different forms of assessment and reporting in terms of their usefulness to inform classroom practice.
Links between assessment and curriculum will be examined, and connected to evidence-based decision making and developmental frameworks. The importance and use of various approaches to gathering evidence, interpretation of developmental frameworks, and reporting will be examined and practised. Skills in combining evidence of learning to form assessment for teaching, recording and reporting purposes will be developed.
Intended learning outcomes
Upon completion of this subject, participants will be able to:
- Practise and evaluate different approaches to collecting evidence of learning for students with additional needs.
- Interpret assessment data using formal interpretative frameworks.
- Locate students on a learning pathway.
- Identify, design and defend differentiated intervention strategies for students within the format of an individualised learning program.
- Link curriculum, and teaching and learning resources to assessment data for individual students and groups of students.
- Monitor student development on a learning pathway.
- Report to stakeholders about student learning and make recommendations for support and intervention.
Generic skills
On completion of this subject participants will have the knowledge, skills and understanding to enable them to:
- Effectively articulate and justify their practices as knowledgeable agents of change;
- Understand the significance of developing their practice on the basis of research evidence;
- Use the language of the discipline to extend knowledge and understanding from diverse perspectives for a range of audiences.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Reflective task 1
| Week 5 | 25% |
Reflective task 2
| Week 10 | 25% |
Case Study Individual Learning Plan
| End of the teaching period | 50% |
| Hurdle requirement: Minimum of 75% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2 (Early-Start) - Online
Principal coordinator Anthea Naylor Mode of delivery Online Contact hours Total time commitment 170 hours Pre teaching start date 27 June 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS Teaching period 23 July 2022 to 23 October 2022 Last self-enrol date 8 July 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 (Early-Start) contact information
- Semester 2 (Early-Start) - Dual-Delivery
Principal coordinator Anthea Naylor Mode of delivery Dual-Delivery (Parkville) Contact hours Total time commitment 170 hours Pre teaching start date 27 June 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS Teaching period 23 July 2022 to 23 October 2022 Last self-enrol date 8 July 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 (Early-Start) contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Learning Intervention Course Master of Learning Intervention Specialisation (formal) Disability - Links to additional information
Melbourne Graduate School of Education: www.education.unimelb.edu.au
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Additional entry requirements apply.
Last updated: 10 February 2024