Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Trudy Smith
Contact via 0408403829
NextSense Institute
Monday to Friday 9am-5pm
Course Director
Susan Silveira
Contact via 0477202129
NextSense Institute
Monday to Friday 9-5pm
Graduate Studies Coordinator
Tanya Kysa
Contact via 0484913641
NextSense Institute
Monday, Tuesday, Thursday, Friday 9.30am-3pm
Administration
Celise Hill
NextSense Institute
|
---|---|
Credit points |
Credit points
10
|
Prerequisites |
Prerequisites
SPED8933 or SPED933
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit aims to provide students with the knowledge to be competent in assessment as part of an integrated approach to supporting the development and/or remediation of language and literacy abilities in deaf and hard of hearing children. The course provides a foundation for students to relate assessment of children's abilities to intervention and remediation approaches in each of those areas. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
General Assessment Information
Academic honesty
Assessment preparation guidelines
Assessment submission guidelines
Online quizzes
In submitting responses to an online quiz, students agree that they:
Application for Special Consideration – extensions
Applications for Special Consideration - extensions must be made via AskMQ (https://ask.mq.edu.au/).
Late submission of assessments
Assessment marking
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 contact the Graduate Studies Coordinator Tanya Kysa on 0484913641 or student.enquiries@nextsense.org.au, prior to withdrawing, for advice related to your progression. You can also seek academic advice via https://ask.mq.edu.au before withdrawing as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Results
Results shown in iLearn, or released directly by the Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to the student email address and will be made available in eStudent. For more information visit ask.mq.edu.au
Name | Weighting | Hurdle | Due |
---|---|---|---|
Online test | 20% | No | 2024-08-17 |
Online quiz | 35% | No | 2024-09-07 |
Language Assessment Report | 45% | No | 2024-10-19 |
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 10 hours
Due: 2024-08-17
Weighting: 20%
Test of content
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 20 hours
Due: 2024-09-07
Weighting: 35%
Quiz on Literacy Assessment
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: 2024-10-19
Weighting: 45%
Interpretation of the results of a language assessment. (2000 words)
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Required and recommended texts
Assessment in Special and Inclusive Education by Salvia, Ysseldyke, and Witmer (13th Edition, 2017) ( ISBN-10: 1-305-64235-X or ISBN-13: ISBN-13: 978-1-305-64235-5)
Journal of Deaf Studies and Deaf Education. Volume 29, Issue SI, February 2024. Special Issue: Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH). Link to articles.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
Information about the iLearn site
SPED8934 has a full web presence through iLearn. All requirements for this unit begin Session 2 Week 1, 2024. Students are expected to access the iLearn site and engage with unit materials regularly during session 1.
Support resources
Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, please refer to the comprehensive list of support services here.
Access and technical assistance
Information for students about access to the online component of this unit is available at https://students.mq.edu.au/support/study/tools-and-resources/ilearn. 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: 02 98504357 and 1800 67 4357 or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
Week |
Date |
Topic/ Activities |
Reading |
1 |
Jul 22 |
Topic 1: Principles of assessment
Format: Online lecture, required reading and associated reflections/ activities
|
Salvia, Ysseldyke, & Witmer (2017), Chapter 1 and 2 |
2 |
Jul 29 |
Topic 2: Principles of assessment (2)
Format: Online lecture and required reading |
|
3 |
Aug 5 |
Topic 3: Administration of language and literacy assessments
Format: Online lecture and required reading.
(Note: Assessment 1 Quiz opens 9th August, closes week 4 17th August: Principles of Assessment) |
Salvia, Ysseldyke, & Witmer (2017), Chapter 13 |
4 |
Aug 12 |
Topic 4: Administration and interpretation of literacy assessments
Format: Online lecture, required reading and associated reflections/ activities.
|
Salvia, Ysseldyke, & Witmer (2017), Chapter 15 |
5 |
Aug 19 |
Topic 5: Literacy assessment for d/hh children—the application of principles of assessment
Additional video content: Writing SMART Goals
Format: On-line lecture, required reading and extra viewing.
|
Salvia, Ysseldyke, & Witmer (2017), Chapter 15 |
6 |
Aug 26 |
Topic 6: Goal setting
Additional video content: Completing reports with assessment data.
Format: Online lecture, required reading and extra viewing.
(Note: Assessment 2 Quiz opens 30th August, closes week 7, 7th September- Language and Literacy Assessment)
|
Salvia, Ysseldyke, & Witmer (2017), Chapter 17 |
7 |
Sept 2 |
Topic 7: Specific Teaching Strategies for intervention
Zoom Meeting 9 September: Using Assessment Data to Identify Goals
Format: Online lecture, required reading and Zoom meeting.
|
Salvia, Ysseldyke, & Witmer (2017), chapter 20 |
8 |
Sept 9 |
Topic 8: Intervention for school aged students
Format: Online lecture, required reading and associated reflections/ activities
(Note: Assessment Task 3 available 13thSeptember) |
Salvia, Ysseldyke, & Witmer (2017), Chapter 11 |
Recess |
Sept 16 |
|
|
Recess |
Sept 23 |
|
|
9 |
Sept 30 |
Topic 9: Early intervention considerations
Zoom meeting 30 September: creating activities based on goals, assignment questions.
Format: Online lecture and required reading, and Zoom meeting. |
JDSDE Special FCEI Edition 2024 |
10 |
Oct 7 |
Topic 10: Principles and strategies for teaching and remediating literacy development
Format: Narrated PPT, suggested readings |
Listed on presentation |
11 |
Oct 14 |
Topic 11: Consultation and Collaboration in Assessment and Intervention
Format: Online lecture and required reading. (Assessment task 3 Due 19th October) |
Salvia, Ysseldyke, & Witmer (2017), Chapter 23 |
12 |
Oct 21 |
Topic 12: Considering issues in language assessment and development for students with diverse backgrounds
Format: On-line lecture |
Salvia, Ysseldyke, & Witmer (2017), Chapter 21 and 6 |
13 |
Oct 28 |
Topic 13: Considering issues in language assessment and development for students who use sign language
Format: On-line lecture |
|
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.
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 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 connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
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.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via the Service Connect Portal, or contact Service Connect.
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 2024.02 of the Handbook