Overview
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Academic contacts
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Offerings
MURDOCH-S2-EXT-2018-ONGOING
MURDOCH-S2-INT-2018-ONGOING
Enrolment rules
Successful completion of EDN111 Language for Learning and Teaching AND BED150/EDN112/EDN1121 Understanding Teachers' Work OR EDU101/1011 Introduction to Teaching AND successful completion of EDN221 Learning and Teaching.
Students who have successfully completed E241/EDU241 Processes of Learning or E244 Educational Assessment and Evaluation or E244/EDU244 Processes of Assessment or EDU242 Learning and Assessment: Theory and Practice or EDN222 Learning, Teaching and Assessment or EDU245 Learning and Assessment Processes may not enrol in this unit for credit.
Other learning activities
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Learning activities
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Learning outcomes
1.
Describe how assessment for learning and educator research intersect and inform their philosophy of teaching and learning and how this is manifested in learning environments;
2.
Demonstrate understanding of the multiple roles of assessment in supporting teaching and learning, and describe and use relevant processes related to assessment in a range of learning environments;
3.
Understand that specific views of learning are necessarily associated with specific views of assessment;
4.
Evaluate a range of strategies, processes and views of assessment for learning to develop an understanding of their emerging philosophy of teaching and learning and how this can be applied in learning environments;
5.
Consider, design and use a variety of assessment approaches and methods, based on critical evaluation of assessment quality and purpose;
6.
Appreciate, discuss and plan action (educator) research as a cornerstone of reflective practice, including a range of formal and informal assessment methods to collect and analyse data, interpret results and communicate findings to improve instructional practice and learning.
Assessments
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Additional information
Unit content:BED200 is organised across 10 topics, spanning assessment and action (educator) research:
1. Purposes and types of assessment; relationships among teaching, assessment & action research;
2. Assessment of learning: objective & subjective assessment;
3. Assessment to support effective learning:—performance assessment;
4. Quality in the assessment of learning;
5. Standardised assessment to support and improve effective teaching and learning;
6. Assessment to support effective learning: informal, self and peer-assessment;
7. Introduction to action (educator) research: models, characteristics and processes;
8. Planning action research: identifying topics, reviewing literature, planning & posing questions;
9. Doing action research: collecting and analysing data;
10. Learning from action research: reporting, sharing and reflecting.
It should be noted that the principles and processes of assessment for learning, and the concepts and commitments of educator-as-researcher addressed in this unit are not intended or presented as specific to any particular level of education (e.g., early childhood, primary, secondary, or adult). Rather, these principles, practices and concepts are broadly applicable across all levels of education.