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Learning activities
Learning outcomes
Evaluate different assessment approaches and strategies and articulate how these align to your philosophy of teaching and learning.
Design and appropriately use a variety of student assessment methods, processes and techniques, aligned to learning goals and teaching approach.
Critically evaluate the effectiveness of assessment practices and articulate professional learning needs.
Collect, interpret and report on assessment data to parents, and justify against reporting principles.
Assessments
Additional information
BED200 is designed to cover aspects of assessment and reflective, evidence-informed teaching that are relevant across all levels of education– early childhood, primary and secondary. That is, the principles and processes of assessment and reporting taught in this unit apply across age groups. For example, it is important (i) that assessment, curriculum and instruction be understood as interdependent aspects of the teaching (and learning) process; (ii) that depending on how you understand learning you will likely instruct and assess your students in similar ways; (iii) to reflect that there is a progression in developing knowledge, skills and competencies, to higher ones; (iv) to use both formal and informal assessments to provide observable evidence of progress in student learning, both at group and individual levels; and (v) that assessments are chosen or constructed to be high quality (reliable and valid). Clearly, these principles will be applied in specific contexts, with the examples given in this unit being only illustrative of the many contexts in which they may be used.