Estimating Student Progress - GCEASL03

This unit of study introduces participants to processes for drawing valid and reliable conclusions about where learners are in their learning from observations of their performances on, or responses to, assigned assessment activities.

By introducing and examining a range of techniques for drawing conclusions from collected and recorded assessment evidence – including numerical on-balance decisions and professional judgements – this unit aims to enhance the assessment, judging and estimation capabilities of each participant. Participants in this unit will consider factors influencing the validity and reliability of inferences based on assessment data; sources of potential bias in making judgements of student learning; and moderation processes for improving the consistency of assessors’ judgements.

Key informationDownload unit overview Estimating Student Progress

Delivery mode

Online

Credit points

12.5

Time commitment

10 weeks

Unit requirements

GCEASL01 - Assessment to Promote Learning
An approved degree and access to an educational setting.

Unit cost

$1750.00

Unit content

  • Observing and recording learning progress using empirically based learning progressions.
  • Making on-balance conclusions about learning progress.
  • Developing strategies to interpret and evaluate learning progress.

Assessment

Assessment 1

Data set
(40% weighting)

Assessment 2

Drawing conclusions
(60% weighting)

* Weighting may be adjusted to equivalent levels dependent on the requirements of the Assessment.

Unit outcomes

Students will develop knowledge of:

  • the importance of moderation and triangulation of data sources;
  • the principles of valid and reliable student progress estimates;
  • the challenges involved in making accurate and consistent judgements of progress; and
  • ways to reduce potential biases in teacher judgement.

Students will develop expertise in:

  • using appropriate criteria to select and judge evidence of progress;
  • employing appropriate ways to reduce potential teacher biases in teacher judgement; and
  • providing evidence that supports judgements about student learning progress.