Weighting: 50% Length: Equivalent to 1500 words Due: 1 Dec (Peer evaluation the week before). Objectives: This assessment item relates to the course learning outcomes as stated on p2 of the course profile. Assessment task description Focussing on the notion of “Ensuring Student Success” in an educational context, students research a chosen topic which relates to the area of assessment and reporting. Students then present their findings in a format suitable for presentation to other students. The preparation of the presentation must utilise one of the ‘Dimensions of Learning’ Dimension Four Complex Reasoning Processes as you conduct ORIGINAL research to explore your topic or question. The presentation should be informed by an academic exploration of the topic and utilise policy documents and research in the field. The research process should also involve the collection of some real case studies or primary data to explore the topic in real life school/community contexts. Topics of choice can be drawn from the list supplied, or can be negotiated with the lecturer/tutor. Each student needs to provide written feedback to at least two other students. Task Variation for Flex Students only This task can be presented as a PowerPoint presentation, blog, wiki or webpage (for flex mode students). A draft or link for this needs to be uploaded to the course ‘wiki’ one week before the due date. Each student should provide written feedback for two other students before the due date of thetask. Dimension 4 Processes—one must be used The Dimension 4 Complex Reasoning Processes are listed below. You must use one of these to guide your research process - this should be reflected in the presentation itself. Decision making: Generating and applying criteria to select from among seemingly equal alternates Problem solving: Overcoming constraints or limiting conditions that are in the way of pursuing goals Invention: Developing unique products or processes that fulfil perceived needs Experimental inquiry: Generating and testing explanations of observed phenomena Investigation: Identifying and resolving issues about which there are confusions or contradictions Systems analysis: Analysing the parts of a system and the manner in which they interact. Documentation should include: a powerpoint presentation, webpage, wiki or blog (you can post the URL on the wiki site in moodle) a completed graphic organiser and model used for a Dimension 4 process which details the learning journey for your topic a reference list of academic readings, websites, policy documents etc feedback for at least two other people (Flex). Some possible topics (these need to be rewritten as questions and reframed to fit whichever Dimension 4 process you use): The role of assessment in contributing to lifelong learning and success post schooling Authentic assessment as a means of ensuring success Creativity and assessment - how can assessment promote or constraint creativity and contribute to student success? Literacy assessment—how does it contribute to student success? Systemic testing— the impact of NAPLAN on student success How can we ensure success for specific groups of students through assessment practices —Aboriginal and Torres Strait Islander students, non-English speaking background, students with specific learning disabilities, e.g., ASD Gifted and talented students—who are they and how can assessment be used to extend them? How does gender impact on the notions of success and achievement? School/home connections in ensuring success in assessment How do assessment practices impact on ‘at risk’ students? Digital portfolios—what are they and how can they be used to support assessment and reporting processes? How can we map a student’s progress? Profiles and portfolios and their place in the learning cycle Peer and self-assessment—how can they contribute to success? What is moderation and why is it important? What is the value of the Year 2 (Early Years) Diagnostic net and how does this link to learning? QCATs and common assessment tasks – what can they contribute to achieving student success?
Objectives: This assessment item relates to the course learning outcomes as stated on p2 of the course profile.
Assessment task description
Focussing on the notion of “Ensuring Student Success” in an educational context, students research a chosen topic which relates to the area of assessment and reporting. Students then present their findings in a format suitable for presentation to other students.
The preparation of the presentation must utilise one of the ‘Dimensions of Learning’ Dimension Four Complex Reasoning Processes as you conduct ORIGINAL research to explore your topic or question.
The presentation should be informed by an academic exploration of the topic and utilise policy documents and research in the field. The research process should also involve the collection of some real case studies or primary data to explore the topic in real life school/community contexts.
Topics of choice can be drawn from the list supplied, or can be negotiated with the lecturer/tutor. Each student needs to provide written feedback to at least two other students.
Task Variation for Flex Students only
This task can be presented as a PowerPoint presentation, blog, wiki or webpage (for flex mode students). A draft or link for this needs to be uploaded to the course ‘wiki’ one week before the due date. Each student should provide written feedback for two other students before the due date of the task.
Dimension 4 Processes—one must be used
The Dimension 4 Complex Reasoning Processes are listed below. You must use one of these to guide your research process - this should be reflected in the presentation itself.
Decision making: Generating and applying criteria to select from among seemingly equal alternates
Problem solving: Overcoming constraints or limiting conditions that are in the way of pursuing goals
Invention: Developing unique products or processes that fulfil perceived needs
Experimental inquiry: Generating and testing explanations of observed phenomena
Investigation: Identifying and resolving issues about which there are confusions or contradictions
Systems analysis: Analysing the parts of a system and the manner in which they interact.
Documentation should include:
a powerpoint presentation, webpage, wiki or blog (you can post the URL on the wiki site in moodle)
a completed graphic organiser and model used for a Dimension 4 process which details the learning journey for your topic
a reference list of academic readings, websites, policy documents etc
feedback for at least two other people (Flex).
Some possible topics (these need to be rewritten as questions and reframed to fit whichever Dimension 4 process you use):
The role of assessment in contributing to lifelong learning and success post schooling
Authentic assessment as a means of ensuring success
Creativity and assessment - how can assessment promote or constraint creativity and contribute to student success?
Literacy assessment—how does it contribute to student success?
Systemic testing— the impact of NAPLAN on student success
How can we ensure success for specific groups of students through assessment practices —Aboriginal and Torres Strait Islander students, non-English speaking background, students with specific learning disabilities, e.g., ASD
Gifted and talented students—who are they and how can assessment be used to extend them?
How does gender impact on the notions of success and achievement?
School/home connections in ensuring success in assessment
How do assessment practices impact on ‘at risk’ students?
Digital portfolios—what are they and how can they be used to support assessment and reporting processes?
How can we map a student’s progress? Profiles and portfolios and their place in the learning cycle
Peer and self-assessment—how can they contribute to success?
What is moderation and why is it important?
What is the value of the Year 2 (Early Years) Diagnostic net and how does this link to learning?
QCATs and common assessment tasks – what can they contribute to achieving student success?