|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject is designed around the key assumption that assessment practice and policy is a central component in successful school leadership and instructional decision making. Participants will explore assessment and reporting frameworks that focus on improved pedagogy. Recent developments in assessment and reporting will form a basis of the subject. These developments include consideration of how innovative methods of student assessment might be applied in the classroom; and how assessment data can be used at individual student-teacher level, at class-coordinator level, and at school leadership level. Participants therefore will be engaged in reviewing approaches to student assessment, teacher use of these assessment data to make instructional decisions, and leadership use of data to inform curriculum, staffing, and school policy related matters. The subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
Intended learning outcomes
On successful completion of this subject, students should be able to:
- Evaluate innovative modes of assessment.
- Relate assessment methods and outcomes to instructional decision making at student, class, cohort and school level
- Compare resource needs to assessment data and instructional intervention
- Use data driven analysis to identify teacher professional development needs in terms of pedagogy and discipline knowledge and skills
On completion of this subject participants will have the knowledge, skills and understanding to enable them to:
- Be effective collaborators and show teamwork skills through the assessment tasks
- Implement critical analyses of how innovative assessment practices can be adapted to classroom use
- Apply technical understanding of assessment development data use through consideration of schools data and innovative approaches to assessment.
- Be skilled communicators who can effectively articulate a viable model for integration of current approaches to assessment within a school.