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| 1. | Research and evaluate a wide range of assessment design and strategies such as informal and formal, diagnostic, formative and summative approaches to children's learning. |
| 2. | Critically analyse and interpret data for responsive planning, child assessment to improve teaching practice, including attention to accurate and reliable documentation of child achievement. |
| 3. | Design assessment and evaluation relevant to curriculum frameworks (Early Years Learning Framework, My Time Our Place and Australian Curriculum) and connected to the planning cycle in authentic, meaningful and transparent ways. |
| 4. | Critically apply assessment moderation and support consistent and comparable judgements of student learning. |
| 5. | Critique a range of strategies for reporting to children and parents/carers and the purpose, including democratic approaches to documentation and reporting that honour children's agency to review, appraise and construct their own learning. |
| 6. | Critically apply assessment for learning and assessment of learning to planning decisions that value and respect Aboriginal and Torres Strait Islander cultures, other learner diversities, and recognise the need for integrated curriculum and alternative pedagogies. |
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| | Assessment Task | Value (of total mark) | Related Learning Outcome/s |
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| 1. | Online Quiz (1 x 20 minutes) | 10% | - 1 - Research and evaluate a wide range of assessment design and strategies such as informal and formal, diagnostic, formative and summative approaches to children's learning.
- 2 - Critically analyse and interpret data for responsive planning, child assessment to improve teaching practice, including attention to accurate and reliable documentation of child achievement.
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| 2. | Data analysis (1,800 words or equivalent) | 40% | - 1 - Research and evaluate a wide range of assessment design and strategies such as informal and formal, diagnostic, formative and summative approaches to children's learning.
- 2 - Critically analyse and interpret data for responsive planning, child assessment to improve teaching practice, including attention to accurate and reliable documentation of child achievement.
- 3 - Design assessment and evaluation relevant to curriculum frameworks (Early Years Learning Framework, My Time Our Place and Australian Curriculum) and connected to the planning cycle in authentic, meaningful and transparent ways.
- 4 - Critically apply assessment moderation and support consistent and comparable judgements of student learning.
- 5 - Critique a range of strategies for reporting to children and parents/carers and the purpose, including democratic approaches to documentation and reporting that honour children's agency to review, appraise and construct their own learning.
- 6 - Critically apply assessment for learning and assessment of learning to planning decisions that value and respect Aboriginal and Torres Strait Islander cultures, other learner diversities, and recognise the need for integrated curriculum and alternative pedagogies.
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| 3. | Assessment folio (2,200 words or equivalent) | 50% | - 1 - Research and evaluate a wide range of assessment design and strategies such as informal and formal, diagnostic, formative and summative approaches to children's learning.
- 2 - Critically analyse and interpret data for responsive planning, child assessment to improve teaching practice, including attention to accurate and reliable documentation of child achievement.
- 3 - Design assessment and evaluation relevant to curriculum frameworks (Early Years Learning Framework, My Time Our Place and Australian Curriculum) and connected to the planning cycle in authentic, meaningful and transparent ways.
- 4 - Critically apply assessment moderation and support consistent and comparable judgements of student learning.
- 5 - Critique a range of strategies for reporting to children and parents/carers and the purpose, including democratic approaches to documentation and reporting that honour children's agency to review, appraise and construct their own learning.
- 6 - Critically apply assessment for learning and assessment of learning to planning decisions that value and respect Aboriginal and Torres Strait Islander cultures, other learner diversities, and recognise the need for integrated curriculum and alternative pedagogies.
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