TEACH300-20A (TGA)

Assessment and Evaluation

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Hoana McMillan

Hoana McMillan
3546
TCBD.4.03
See Moodle
hoana.mcmillan@waikato.ac.nz

Lecturer(s)

Hoana McMillan

Hoana McMillan
3546
TCBD.4.03
See Moodle
hoana.mcmillan@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@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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This paper investigates theories and research on key learning outcomes for children and issues of evaluation and assessment with the early childhood curriculum Te Whāriki in mind. Students will develop an understanding of the purpose of self-review and evaluation in relation to curriculum, planning and assessment. They will develop awareness of issues that can impact on what we choose to assess and why we assess. Students will develop further knowledge and understanding relating to learning dispositions and working theories in making visible valued learning through assessment. Knowledge concerning culturally responsive assessment will also be developed through discussions relating to Kaupapa Māori assessment. Students will also have the opportunity to reflect on other approaches to formative assessment and how these approaches might inform future practice.
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Paper Structure

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This paper will be taught face to face workshops.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 1. Articulate an understanding of assessment for learning in response to Te Whāriki, the early childhood curriculum
    Linked to the following assessments:
  • 2. Integrate theory and practice in planning learning environments for tamariki
    Linked to the following assessments:
  • 3. Clearly identify children's working theories and learning dispositions and the teachers' role in planning and assessing for learning
    Linked to the following assessments:
  • 4. Critically examine the theoretical implications of assessment in early childhood education from a Western and Māori perspective.
    Linked to the following assessments:
  • 5. Identify the relationship between programme planning, assessment, review, and internal evaluation
    Linked to the following assessments:
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Assessment

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Three assessment components are designed to evaluate students' attainment of the set learning outcomes and to ensure that students can reliably demonstrate an understanding of main theoretical concepts at the end of the course.
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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. Assignment 1 Report: Implementing Te Whāriki
3 Jun 2020
11:30 PM
35
  • Online: Submit through Moodle
✔
2. Assignment 2 Critical analysis:Working theories, learning dispositions
8 Apr 2020
11:30 PM
35
  • Online: Submit through Moodle
✔
3. Assignment 3 Essay: Kaupapa Māori assessment
13 May 2020
11:30 PM
30
  • 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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Required readings are available via the Teach300 Reading List

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Recommended Readings

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Further readings will be available via the Teach 300 Reading List
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Other Resources

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Further resources will be discussed with students as relevant to weekly content on Moodle.
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Online Support

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All lectures and support information will be posted on to the course Moodle site.
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Workload

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The expected time commitment for this course is 150 hours of study.

The approximate breakdown of this is;

50 hours: face-to-face classes and related online activities or tasks

50 hours: course readings

50 hours: assignment preparation and work.

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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: TEACH200 or TEPS212 and TEACH202 or TEPS214

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEPS313

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