Students

EDST8302 – Educational Assessment

2023 – Session 2, Online-scheduled-weekday

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor, lecturer, tutor
John Ehrich
john.ehrich@mq.edu.au
Contact via 02 9850 9786
29 Wally’s Walk, Room 239
Monday - Friday, 9am - 4 pm
Fay Hadley
fay.hadley@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MTeach(Prim) or MTeach(Sec) or MEd or GradCertEd or MEdLead or MHEd or GradCertHEd or MEChild or GradCertEChild or MTeach(0-5) or GradCertClinEdSim or MIndigenousEd or GradDipIndigenousEd or GradDipChildLit or MChildLit
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit is designed as an introduction to the technical dimensions of educational assessment, measurement, and evaluation. The aim of this unit is to equip teachers and higher education academics with assessment, measurement, and evaluative skills in order to meet the ever increasing demands on teachers and lecturers to use assessment data to enhance learning. Educators today are expected to collect, compile, and analyse assessment data in order to inform teaching, to facilitate the planning of syllabuses, and to evaluate programs of work. In order to meet these needs, this unit introduces the fundamental principles of assessment, the basic mathematics of educational measurement, and models of learning program evaluation.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Apply knowledge of the technical dimensions of assessment to evaluate assessment tasks and strategies.
  • ULO2: Critically appraise and apply the mathematics of educational measurement to interpret and report learner performance on a variety of assessments, state and national tests and large-scale standardised assessment programs.
  • ULO3: Identify various sources of educational data and examine techniques for analysing and interpreting qualitative and quantitative data.
  • ULO4: Utilise current theoretical models of educational evaluation to strategically plan, facilitate and critically assess school learning programs using a variety of educational data.

General Assessment Information

  

  • Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) 

  • Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue.This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc).  

  • Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.  

  • Please format assessments using 12-point font and 1.5 spacing. 

  • All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. 

  • Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

  • Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. 

  • Word limits are strictly applied. Work above the word limit will not be marked.  

  • All assessments are marked using a clear marking scheme or a rubric. 

  • Marking of all assessments is moderated by the Unit Convenor. 

  • Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).  

  • It is not the responsibility of unit staff to contact students who have failed to submit assessments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

Quiz Assessments 

Quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion.  

 

University policy on grading 

Criteria for awarding grades for assessment tasks 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. The following descriptive criteria are included for your information. 

Descriptive Criteria for awarding grades in the unit 

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. 

 

Grade 

Descriptor 

HD 

(High Distinction) 

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. 

D 

(Distinction) 

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. 

Cr 

(Credit) 

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. 

P 

(Pass) 

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes 

F 

(Fail) 

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement. 

Withdrawing from this unit 

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact your course progression. 

Results 

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au. 

 

More detailed information about assessment tasks can be found on the iLearn site including the rubric / marking scheme, detailed instructions, etc. 

The use of AI (such as Chat GTP) is not acceptable for any assessment task and will be considered as plagiarism. 

 

Assessment Tasks

Name Weighting Hurdle Due
Quizzes 10% No 23:55 11/8/23 23:55 25/8/23 23:55 8/9/23 23:55 3/11/23
A written report in three parts using educational data (2500 words). 50% No 8/10/23
Final Examination 40% No TBA - during examination period

Quizzes

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 20 hours
Due: 23:55 11/8/23 23:55 25/8/23 23:55 8/9/23 23:55 3/11/23
Weighting: 10%

Every 2-3 weeks quizzes will be run online (in iLearn). The questions will be MC and selected response. The quizzes will test knowledge and skills developed in the lectures and tutorials.
On successful completion you will be able to:
  • Apply knowledge of the technical dimensions of assessment to evaluate assessment tasks and strategies.
  • Critically appraise and apply the mathematics of educational measurement to interpret and report learner performance on a variety of assessments, state and national tests and large-scale standardised assessment programs.
  • Identify various sources of educational data and examine techniques for analysing and interpreting qualitative and quantitative data.
  • Utilise current theoretical models of educational evaluation to strategically plan, facilitate and critically assess school learning programs using a variety of educational data.

A written report in three parts using educational data (2500 words).

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 30 hours
Due: 8/10/23
Weighting: 50%

In this assignment students are required to write a report on a fictional school or Higher Education department using NAPLAN or Higher Education data. In part 1 (500 words) students will interpret, analyse and compare a data set with normative educational data. In Part 2 (1000 words), students will determine a specific issue which is identifiable in the data (e.g., poor attendance of students, boys not making benchmarks in reading etc.). Students will then review current empirical research on the factors relating to the chosen issue. In Part 3 (1000 words), students will outline a proposal (a list of recommendations) which are aimed at resolving the chosen issue and improving the outcomes of students. This will include an evaluation plan using the Logic Plan to assess the effectiveness of the plan to improve learning outcomes.
On successful completion you will be able to:
  • Apply knowledge of the technical dimensions of assessment to evaluate assessment tasks and strategies.
  • Critically appraise and apply the mathematics of educational measurement to interpret and report learner performance on a variety of assessments, state and national tests and large-scale standardised assessment programs.
  • Identify various sources of educational data and examine techniques for analysing and interpreting qualitative and quantitative data.
  • Utilise current theoretical models of educational evaluation to strategically plan, facilitate and critically assess school learning programs using a variety of educational data.

Final Examination

Assessment Type 1: Examination
Indicative Time on Task 2: 30 hours
Due: TBA - during examination period
Weighting: 40%

Examination (2 hours) (MC, short answer, and open-ended response)
On successful completion you will be able to:
  • Apply knowledge of the technical dimensions of assessment to evaluate assessment tasks and strategies.
  • Critically appraise and apply the mathematics of educational measurement to interpret and report learner performance on a variety of assessments, state and national tests and large-scale standardised assessment programs.
  • Identify various sources of educational data and examine techniques for analysing and interpreting qualitative and quantitative data.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Required and recommended texts 

There is no required textbook for this subjects. All readings are provided and accessed via Leganto system.

Information about the unit iLearn site   

This unit has a full web presence through iLearn.   

Students will need regular access to a computer and the Internet to complete this unit.  

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. 

Various activities and materials for discussion and critical reflection are included and students enrolled in INFQ mode are especially encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.  

Weekly lectures are available on the web through the ECHO360 lecture component. 

PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.  

Access and technical assistance  

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password. 

Please do NOT contact the Unit Convenor regarding iLearn technical help.  

Assistance is available from IT Helpdesk  

Ph: 9850 4357 or 1800 67 4357  

Log a request: help.mq.edu.au. 

On Campus: Ground floor at 18 Wally’s Walk 

 

Structure 

The unit structure can be found in the university timetable https://timetables.mq.edu.au/2023/  In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting iLearn site for the unit providing additional readings, links and materials.  

The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site. 

Unit Schedule

 

Week

Start

Lecture

Tutorial Topic

Reading

1

 24th July

Introduction

Principles of assessment

Principles of assessment/current research and trends

Unit guide

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4 – 14.

Elwood, J. & Klenowski, V.  (2002). Creating communities of shared practice: The challenges of assessment use in learning and teaching. Assessment & Evaluation in Higher Education, 27(3), 243-256.

2

31st July

Mathematics of measurement 1

The basic mathematics of measurement theory and how it can be applied to educational data part 1.  

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson. Chapter 2.

Wright, B. D. (1997). A history of social science measurement. Educational Measurement: Issues & Practices, 33 – 45.

3

7th August

Quiz 1

due Friday 11/8/23

 

Mathematics of measurement 2

The basic mathematics of measurement theory and how it can be applied to educational data part 2.

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson. Chapter 6.

4

14th August

Reliability

Reliability of assessments for teachers

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson. Chapter 4.

Brookhart, S. M. (2005). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement Issues and Practice, 22(4), 5 – 12. 3. 

5

21st  August

Quiz 2 due Friday  25/8/23   

 

Validity

Validity of assessments for teachers

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson. Chapters 5.

Moss, P. A. (2003). Reconceptualizing validity for classroom assessment. Educational Measurement: Issues and Practice, 22(4), 13–25.

6

 28th August

Standardised Testing

Standardised tests

& testing/ NAPLAN

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson. Chapter 3.

Klenowski, V., & Wyatt-Smith, C. (2012) The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy & Practice, 19(1), 65-79.

7

4th September

Quiz 3 due Friday 8/9/23 

    

Quantitative & Qualitative Data

Interpreting and using quantitative and qualitative data

Shaddock, A. (2014). Using data to improve learning. ACER Press. Chapter 3 & 8.

Matters, G. (2006). Using Data to Support Learning in Schools Students, teachers, systems. Australian Council for Educational Research. p. 1 – 14.

 

11th September

 

 

Recess/ school holidays

 

18th September

 

 

Recess/ school holidays

8

25th September

Evaluation and marking

Evaluation of educational programs/ Marks and grading

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson: Chapter 11.

Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE Guide No. 67, Medical Teacher, 34(5), e288-e299, DOI: 10.3109/0142159X.2012.668637

 

9

 2nd October

Major assignment due Sunday 8/10/23

 

Test construction

Creating a classroom test

Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education. Pearson. Chapters 7.

10

 9th October

 

 

Professional experience

11

16th October

 

 

Professional experience

12

23rd October

 

 

Professional experience

13

30th October

Quiz 4 due

Friday  3/11/23

Review

 

 

 

6th November

 

 

EXAMINATION PERIOD

 

 

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures 

Attendance for Master of Teaching (Primary and Secondary) units 

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement.  

Activities completed during tutorials or on campus days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected and the roll will be taken. 

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change. 

Electronic Communication 

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via: 

  • Official MQ Student Email Address 

  • The Dialogue function on iLearn 

  • Other iLearn communication functions 

Fail Rule  

General Coursework Rule 17 stipulates that where a student is enrolled in a practical, clinical or Professional course with fitness to practice requirements:  

  • if a student fails one practical, clinical or professional activity they may be permanently excluded from that course; or 

  • if a student fails an essential unit twice or fails the equivalent of 20 credit points they may be permanently excluded from further enrolment in that course.    

Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy. 

Students completing a single Education degree (such as the BTeach/MTeach) are advised to seek academic advice. 

 

 

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Unit information based on version 2023.03 of the Handbook