EDUCA506-21B (NET)

Educational Assessment

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Frances Edwards

Frances Edwards
6170
TL.3.13
See Moodle
frances.edwards@waikato.ac.nz

Lecturer(s)

Frances Edwards

Frances Edwards
6170
TL.3.13
See Moodle
frances.edwards@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Welcome to Educational Assessment.

This course is intended for students interested in extending their knowledge about the purposes, principles, practices and issues of assessment. It will provide opportunities for students at the graduate level to explore theoretical issues and practical implications of educational assessment.

Worldwide there is recognition of the need to deal with issues that are emerging as assessment takes on a broader definition and purpose. For example, significant challenges such as the need to reconceptualise traditional ideas of validity and reliability, the tensions exerted on practice by political ideology and cultural differences, and the transition to criterion-referenced assessment provide opportunities for further research and study. Issues such as standardised testing, NCEA, moderation, and accountability measures bring these challenges into sharp relief. This course has been structured to allow a broad range of issues in educational assessment to be examined and for course members to pursue the investigation of personally relevant aspects.

Please study the course outline carefully. You are strongly advised to make a prompt start on your assignments and to discuss any areas of concern with the course co-ordinator as soon as they emerge.

Enduring Understandings / Ngā Māramatanga

The teaching team brings seven enduring understandings to this paper.

Educational assessment:

1. is relational, contextual and complex;

2. policy is unique to New Zealand educational settings;

3. is a shared responsibility between students, members of the individual educational settings, parents and teachers;

4. must improve students’ learning and teachers’ pedagogy;

5. practice is influenced by personal ontology (platform);

6. requires effective leadership from educational leaders;

7. is influenced by agencies external to the immediate educational settings.

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Paper Structure

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This paper is fully taught online.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Provide evidence of in-depth understanding of the various purposes of assessment
    Linked to the following assessments:
  • Demonstrate an understanding of theoretical concepts of assessment, including validity and reliability, and being able to relate these to assessment strategies
    Linked to the following assessments:
  • Show knowledge and understanding of educational assessment in different educational settings at varying levels of the education system

    Linked to the following assessments:
  • Examine the effect of culture, gender and social class on assessment, and exploring the relationship between the Treaty of Waitangi and assessment

    Linked to the following assessments:
  • Share and debate ideas about current national and international issues in educational assessment based on their critical reading of literature

    Linked to the following assessments:
  • Investigate a particular aspect of educational assessment in some depth through reading the relevant literature and completing additional tasks on the topic
    Linked to the following assessments:
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Assessment

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All assignment work will be uploaded into Moodle.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assessment 1: Formative assessment analytical essay
15 Aug 2021
11:30 PM
35
  • Online: Submit through Moodle
2. Assessment 2: Professional learning group and discussions
1 Oct 2021
11:30 PM
30
  • Online: Submit through Moodle
3. Assessment 3: Journal article
17 Oct 2021
11:30 PM
35
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The readings for this paper will be available from the Waikato Readings List.

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Recommended Readings

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Highly Recommended Texts

Absolum, M. (2006). Clarity in the classroom: Using formative assessment. Auckland, New Zealand: Hachette Livre.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, England: Open University Press.

Clarke, S. (2005). Formative assessment in action: Weaving the elements together. London, England: Hodder Murray.

Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom (New Zealand edition). Auckland, New Zealand: Hodder Moa Beckett.

Davies, A., & Hill, M. (2009). Making classroom assessment work (New Zealand edition). Wellington, New Zealand: NZCER.

Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for education. London: Sage.

McMillen, J. (Ed.) (2013). SAGE Handbook of research on classroom assessment. Thousand Oaks, CA: SAGE Publications.

Timperley, H., & Parr, J. (2004). Using evidence in teaching practice. Auckland, New Zealand: Hodder Moa Beckett.

Recommended texts

Stobart, G. (2008). Testing times: The uses and abuses of assessment. Oxon, UK: Routledge.

Many readings will be provided online and students will be notified of other additional readings.

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Online Support

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This paper is fully online and all communication will occur through Moodle.
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Workload

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This paper has a credit value of 30 points. It is expected that you will complete a minimumof 300 hours of study to successfully obtain a passing grade for this paper.

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