EDF1552 - Using assessment to respond to diversity across the school years - 2017

This introductory unit develops pre-service teachers' knowledge and understanding of assessment of the learning environment and the needs of learners with disabilities across the school years. An important aspect of teaching learners with disabilities is to understand the learner well. Students learn the practical assessment processes of gathering and interpreting information for use by learners and their teachers, to decide where the learners are in their learning progression, what impacts on progress, and what strategies can maximise their learning. The focus of this unit is on assessment for learning as well as assessment of learning. Assessment for learning involves self-reflection and self-assessment, feedback and strategies that allow teachers to make better learning and teaching decisions. The unit develops pre-service teachers' own understanding of how their learning is taking place and how it can be developed. In addition, the unit develops understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning, moderation processes and the use of information and communication technologies in learning and assessment

Upon successful completion of this unit students should be able to:

1. understand and apply various approaches to assessment used in inclusive classroom contexts across the school years to maximise success for learners with disabilities
2. understand ways standardised assessments can be utilised to assess learning of learners with disabilities
3. determine how the process of assessment can enhance the inclusion and participation of learners with disabilities, including in transition periods
4. understand the ways in which information and communication technologies can be incorporated in learning and assessment of learners with disabilities.

Research essay (1600 words, 40%)

Assessment practice class presentation (equivalent of 2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week

   Additional requirements:

   • 10 hours of independent study per week

See also Unit timetable information

Dr Penny Round

Primary and secondary inclusive education