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Literacy Assessment and Learning (EDUC91087)
Graduate courseworkPoints: 12.5On Campus (Parkville)
To learn more, visit 2023 Course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1
Overview
Availability | Semester 1 |
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Fees | Look up fees |
This subject explores literacy assessment as a sociocultural practice and investigates international, national and school-based literacy assessment practices. This subject references the Australian/Victorian Curricula. Using the Clinical Teaching Model, Teacher Candidates will investigate the place of formative and diagnostic literacy assessment. Literacy assessment strategies and teaching approaches to identify and support the diverse literacy needs of students will be critiqued.
This subject will specifically address AITSL standard 5 Assess, provide feedback and report on student learning and Practice Principle 6 from the Victorian Department of Education, rigorous assessment practices and feedback inform teaching and learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically review and reflect on educational theory and research which highlights literacy teaching strategies designed to target students' learning needs.
- Analyse and interpret a range of assessment and diagnostic data using a range of resources and strategies, including ICT.
- Make sound and informed judgements about students' learning needs and related teaching interventions for feedback and reporting purposes.
- Apply assessment data to inform planning, organising, sequencing and evaluating of literacy teaching to meet the learning needs of diverse learners.
- Plan and organise classroom activities using a range of strategies that support effective classroom communication and support participation of all students.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Responsiveness to a changing knowledge base.
- Linking theory and practice.
- Inquiry and research.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91083 | Language and Literacy: Years 3 to 6 | Semester 2 (On Campus - Parkville) |
12.5 |
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 |
---|---|---|
Analytical paper: Trialing and critiquing a literacy assessment device
| Early semester | 30% |
Oral presentation: An oral recorded reflection on the insights from assignment 1 (1000 words equivalent)
| Mid semester | 20% |
Literacy assessment and teaching plan: A literacy assessment and teaching plan for the first year as a graduate teacher
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1
Principal coordinator Martina Tassone Mode of delivery On Campus (Parkville) Contact hours 24 hours (15 hours on-campus classes, 9 hours online asynchronous activities) Total time commitment 170 hours Teaching period 27 February 2023 to 28 May 2023 Last self-enrol date 10 March 2023 Census date 31 March 2023 Last date to withdraw without fail 5 May 2023 Assessment period ends 23 June 2023 Semester 1 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Seely Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2020). Literacy in Australia: Pedagogies for engagement. 3rd edition.
Recommended texts and other resources
Afflerbach, P. (2016). Reading assessment: Looking ahead.The Reading Teacher, 69 (4), 413–419
Annandale, K., Bindon, R., Handley, K., Johnston, A. Lockett, L. & Lynch, P. (2003). First steps: Linking assessment, teaching and learning (2nd ed.) (pp85-120). Rigby.
Campbell, R, (2017). Assessing writing for effective teaching (pp89-99). In H. Fehring (Ed).,Assessment into practice.: Primary English Teaching Association Australia (PETAA).
Cloonan, A., Hutchison, K., Paatsch, L. (2016). Renewing assessment practices: Literacy teaching and learning in digital environments. International Journal of Assessment and Evaluation, 23(4), 13-28
Cozmescu, H. & Sandiford, C. (2021). Building curriculum knowledge through talk for learning. In H. Harper & S. Feez (Eds.). An EAL/D Handbook (pp. 77 - 96), PETAA.
Davison, C. & Michell, M. ( 2014). EAL Assessment: what do Australian teachers want? TESOL in Context 24 (2), 51-72
Fountas, C.I., & Pinnell, G.S. (2018). Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning. The Reading Teacher 72 (1) 7-19.
Godinho, S., Woolley, M., Scholes, M. & Sutton, G. (2017). Literacies for remote schools: Looking beyond a one size fits all approach. Literacy Learning: the Middle Years, 25 (1), 28 – 40.
Henderson, R. (Ed.).(2019). Teaching Literacies: Pedagogies and Diversity. 2nd edition. Oxford
Humphry, S., Heldsinger, S., & Dawkins, S. (2017). A two-stage assessment method for assessing oral language in early childhood. Australian Journal of Education, 61, 1–17.
Rose, D. (2016). Engaging and supporting all our students to read and learn from reading. PETAA Paper 202. PETAA.
Rossbridge, J. (2017). Focussing on assessment and the teaching and learning cycle through whole school professional learning. In H. Fehring (Ed.), Assessment into practice: Understanding assessment practice to improve students’ literacy learning (pp. 51 – 56). PETAA.
State Government of Victoria. (2018). Literacy Teaching Toolkit.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024