Course coordinator
Ms Katie Lipka
Course overview
- Study period
- Semester 2, 2025 (21/07/2025 - 15/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course engages pre-service teachers in an overview of recent developments about assessment. Current trends in research about assessment will be contextualised in relation to school-based assessment demands (like the use of NAPLAN data by teachers) and systemic changes to assessment practice which will affect primary teachers. This will further pre-service teachers’ understanding about the relationship among assessment, reporting, planning, teaching and learning. Consideration will be given to a range of approaches to assess student learning, including the use of formative assessment to inform planning of effective learning sequences and the interpretation of student assessment data to inform and modify teaching and improve student outcomes. Pre-service teachers will be provided with opportunities to apply contemporary theory. Through a focus on strategies to support consistent and comparable assessment judgements, utilising criteria and standards rubrics linked to learning objectives and moderation processes, pre-service teachers will demonstrate the application of knowledge and skills to practice by identifying assessment strategies that inform planning and teaching. Strategies for providing feedback to students will be addressed. Pre-service teachers will also engage with a range of strategies for reporting to parents/carers and will investigate the value of and approaches to maintaining student records.
EDUC3770 is a 2-unit course.
For 2-unit courses, UQ recommends you spend approximately 10 hours study per week during semester, including contact time. Some courses will require more hours.
UQ provides helpful advice on managing course load and expectations, including planning and time management.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC2740
Restrictions
Restricted to students enrolled in the BEd(Primary)
Course contact
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course aims to develop students’ knowledge and understanding of recent developments in research about assessment, and to apply this knowledge to assessment tasks and samples relevant to their professional growth and development. The course also aims to develop students’ understanding of and skills in analysis and synthesis of complex information, including relevant theoretical and conceptual information and literature. Application of knowledge and skills will be demonstrated through critique of sample assessment items, and evidence of student learning. Students’ skills in written communication will be developed.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Task 1: Essay — analysing assessment tasks | 40% 1500 words (+/- 10%) |
15/08/2025 2:00 pm |
| Practical/ Demonstration |
Task 2, Part A: Hurdle task — moderation meeting
|
Pass / Fail |
13/10/2025
During timetabled lecture and tutorial |
| Reflection |
Task 2, Part B: Hurdle task — individual written reflection
|
Pass/Fail |
20/10/2025 2:00 pm |
| Paper/ Report/ Annotation | Task 3: Practice-based research report | 60% 2500-3000 words |
10/11/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Task 1: Essay — analysing assessment tasks
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 1500 words (+/- 10%)
- Due date
15/08/2025 2:00 pm
- Learning outcomes
- L01, L02, L05
Task description
Context
This task is informed by current trends and expectations of assessment in schools, and recognises teachers' assessment literacy, evaluation and design of assessment as integral to student learning and improvement. It requires you to apply knowledge gained from lectures and course readings on the nature of assessment, assessment strategies (including informal, formal, diagnostic, formative and summative approaches) and designing quality assessment, which you have also discussed in tutorials using a variety of different assessment tasks.
Task
Length: 1500 words + reference list
Write an essay that analyses the nature and design of an assessment task, including marking criteria.
You will need to:
- use one of the AT1 sample assessment options provided on Blackboard.
- support your analysis using a range of relevant literature on the nature of assessment and quality assessment design.
- use APA7 conventions, including acknowledgement and referencing of any use of generative AI or machine translation technology in the preparation and/or submission of this response.
Australian Professional Standards for Teachers (Graduate level)
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal, diagnostic, formative and summative approaches to assess student learning.
Submission guidelines
- Written assignments for this course will be submitted electronically via Blackboard using Turnitin.
- When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Task 2, Part A: Hurdle task — moderation meeting
- Hurdle
- Team or group-based
- In-person
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- Pass / Fail
- Due date
13/10/2025
During timetabled lecture and tutorial
- Other conditions
- Time limited.
- Learning outcomes
- L02, L03, L05
Task description
Context
In lectures, course readings and tutorial activities, you have considered why and how teachers regularly work as a community of practice to quality assure assessment design and teacher judgements of student learning. You may also have observed or taken part in these professional conversations during placement.
This task engages you in a facilitated and practical moderation meeting with your peers.
Task
Length (time): approximately 2 hours using timetabled lecture and tutorial
With your peers, you will actively participate in a moderation meeting using unseen sample assessment, marking criteria and student responses.
You will:
- work in groups to unpack and moderate an assessment task and its marking criteria, before presenting key findings.
- individually, mark a student response to that assessment task.
- participate in group moderation on the marked response, before presenting key findings.
Informed by the attributes of quality assessment and processes for effective moderation, students will be provided guiding questions to scaffold their process and professional conversations on assessment materials, including presentation of key findings.
Australian Professional Standards for Teachers (Graduate level)
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.5. Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Hurdle requirements
To complete this course, students need to pass Task 2 Parts A and B. i.e. following their active participation in the moderation meeting to Task 2, Part A requirements, students must also complete and submit their individual written reflection to assessment specifications for Task 2, Part B.Submission guidelines
For this task, students are expected to:
- arrive on time to begin the moderation meeting at the start of the session
- arrive informed and prepared to course instructions and advice provided in advance of the assessment
- actively participate and be in attendance for the full duration of the session.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Students need to be in attendance for the moderation meeting as a facilitated, practical event that requires group work and will inform their individual responses and successful completion of Task 2 (Part B) and Task 3.
Contact the Course Coordinator regarding potential extensions for this assessment.
Task 2, Part B: Hurdle task — individual written reflection
- Hurdle
- Mode
- Written
- Category
- Reflection
- Weight
- Pass/Fail
- Due date
20/10/2025 2:00 pm
- Learning outcomes
- L02, L03, L05
Task description
Context
This task is the second component of your hurdle task for the course. Further to your participation in the first component (Task 2, Part A), it requires you to reflect on your learning and experiences of moderating assessment and making evidence-based judgements on student learning.
Task
Length: one A4 page (minimum size 10 font)
Within one week of your completed moderation meeting, write and submit your own one-page reflection about your learning on:
- assessment moderation processes to date
- the importance of these processes to developing effective assessment tasks and student learning
Your reflection also needs to include:
- consideration of reporting strategies that may be used to inform parents and/or caregivers about a student’s progress
- a rationale on why it is important to maintain effective records of student achievement.
You may refer to course materials and readings to develop your statements, however, this is not the focus of the response.
Any use of sources, generative AI and/or machine translation technology in the preparation and development of your response, needs to be acknowledged and referenced to APA7 conventions, in addition to your one-page reflection.
Australian Professional Standards for Teachers (Graduate level)
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.5. Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Hurdle requirements
To complete this course, students need to pass Task 2, Parts A and B. Before students can submit and pass Part B, they must participate in their scheduled moderation meeting to assessment specifications (Task 2, Part A).Submission guidelines
- As for other assignments for this course, your written reflection will be submitted electronically via Blackboard using Turnitin.
- When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
Task 3: Practice-based research report
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 60% 2500-3000 words
- Due date
10/11/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Context
Integral to their professional practice, teachers are expected to analyse student assessment data (evidence of student learning); participate in professional conversations to moderate their judgements and feedback to students; and use this understanding to inform classroom teaching and learning. They continue to develop these skills through ongoing engagement with their community of practice, and formal and informal professional learning opportunities. These include professional and academic reading on assessment practices and data.
As a culminating task for the course, this assessment recognises the importance of these combined skills to your development as a future graduate teacher.
Task
Write a practice-based research report that analyses a student work sample.
You will need to develop your report to the following subheadings and requirements, including critical engagement with professional and academic literature:
Analysing the student work sample
Explain how you analysed the sample as student assessment data (evidence of student learning) and outline your findings.
This should include reflections on the nature of the sample as a form of student data:
- in relation to the purpose and use of other data forms (including large-scale, standardised data).
- supported by literature on different forms of student data.
Valuing moderation processes
Outline the nature of the feedback you will need to provide to the student. Do this by:
- independently identifying the feedback required.
- engaging in a moderation task to develop your understanding of the feedback that should be provided.
Using this two-step process, this section should focus more explicitly on the nature and value of moderation processes, drawing on your understandings of moderation in all its forms from across the course, including:
- your engagement in moderating samples of student work for the hurdle task (Task 2). Your knowledge and understanding from Task 1 may also be useful here.
- relevant literature on moderating teacher judgements and feedback to students.
Developing learning sequences and lessons
Outline the nature of the learning sequence and lessons you would need to provide to the student, in order to address their learning needs.
- You will have identified their learning needs by analysing the student's work sample and deciding on the feedback to be provided to the student.
- Your statements should be supported by relevant literature on how teaching and learning practices are informed by student data (evidence of learning) and moderation processes.
You need to use APA7 conventions, including acknowledgement and referencing of any use of generative AI or machine translation technology in the preparation and development of this response.
Australian Professional Standards for Teachers (Graduate level)
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Submission guidelines
- Written assignments for this course will be submitted electronically via Blackboard using Turnitin.
- When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Essay and research report fail to demonstrate basic requirements as per criteria sheet. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Essay and research report reflect significant deficiencies as per criteria sheet. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Essay and research report do not reflect an adequate level of understanding as per criteria sheet. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Essay and research report reflect an adequate level of understanding, as per criteria sheet. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Essay and research report reflect a substantial level of understanding, as per criteria sheet. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Essay and research report reflect a significant level of understanding, as per criteria sheet. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Essay and research report reflect a substantial, original level of insight, as per criteria sheet. |
Additional course grading information
With the exception of hurdle tasks, assignments in this course will be provided a grade out of 7. The course grade will be calculated using the weighting and the individual assignment grades, i.e., the student's grade out of 7 for Assignment 1 (A1) at 40% plus the student's grade out of 7 for Assignment 3 (A3) at 60%.
For example, if a student achieves a 6 for A1 and a 5 for A3, the course grade for this student would be:
(A1) + (A3) = (0.4 x 5) + (0.6 x 6) = 2 + 3.6 = 5.6
Their course grade is rounded to the nearest whole number, so in this case the grade would be 6. In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 5.49 would become 5).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessment in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Assessment in this course have been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct .
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Each week, students are expected to refer to the course Blackboard:
- for course announcements and materials for use during lectures and tutorials
- to plan and support their learning across the course, including completion of course readings
- to develop and submit their assessment responses as required.
Key education databases and websites are also accessible via the UQ Library's Subject Guide: Education --Teaching.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
O-week (21 Jul - 27 Jul) |
Not Timetabled |
Welcome to the course — course readings, schedule and due dates During Orientation Week, set aside some time to:
From Week 1, we begin general contact hours on campus. In-person attendance is expected at the weekly 2-hour lecture and your timetabled 2-hour tutorial. |
Week 1 (28 Jul - 03 Aug) |
General contact hours |
Assessment and its role in the teaching and learning cycle In our first teaching week, we dive into the 'why' of assessment and its different forms and purposes. Key focus areas:
Learning outcomes: L01, L05 |
Week 2 (04 Aug - 10 Aug) |
General contact hours |
Designing quality assessment to curriculum demands In Week 2, we continue to build on your understanding of the role of assessment and quality assessment design, addressing teaching, learning and assessment of the Australian Curriculum v9.0. Practical activities will assist you in developing your essay response to Assessment Task 1 Key focus areas:
Learning outcomes: L01, L02, L05 |
Week 3 (11 Aug - 17 Aug) |
General contact hours |
Assessment design and making judgements Before you step out on placement, we'll consider the bigger picture of assessment design, teacher judgements and their use across the scope of the curriculum and jurisdictions, as well as the importance of assessment moderation and reporting. We'll also respond to final questions on Assessment Task 1. Key focus areas:
DUE DATE: Assessment Task 1: Essay — to TurnItIn by 2pm, Friday of Week 3 Learning outcomes: L01, L02, L03, L05 |
Multiple weeks From Week 4 To Week 7 |
No student involvement (Breaks, information) |
Off campus: four-week placement for EDUC3750 |
Week 8 (15 Sep - 21 Sep) |
General contact hours |
Using assessment data in teaching and learning Following your four-week placements, we'll return to making judgements as an evidence-based process, and consider different forms of assessment data as evidence for evaluating and improving student learning and modifying teaching practice. Key focus areas:
Learning outcomes: L01, L02, L04, L05 |
Week 9 (22 Sep - 28 Sep) |
General contact hours |
The role and characteristics of effective feedback and reporting In Week 9, we'll consider the role and characteristics of effective feedback to students and approaches to reporting. We'll also provide important takeaways in preparation for your moderation meetings to be held in Week 10, following the mid-semester break. Key focus areas:
Learning outcomes: L01, L02, L03, L05 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
UQ mid-semester break |
Week 10 (06 Oct - 12 Oct) |
Workshop |
Calibration and moderation — evidence-based discourse Monday 6 October — King's Birthday Holiday. Lecture and tutorial replaced by self-paced online workshop, to prepare you for the Week 11 & 12 hurdle task. Building on course content and activities to date, this online workshop will focus explicitly on moderation processes and teacher calibration, and the importance of these to consistency and comparability of teacher judgements. The workshop will be accessible via Blackboard and prepare you for your AT2a and AT2b hurdle tasks. Subject matter and checks for understanding activities will focus on:
Learning outcomes: L01, L02, L03, L05 |
Week 11 (13 Oct - 19 Oct) |
General contact hours |
Addressing students' learning needs In the Week 11 Lecture, we'll consider the role of assessment in evaluating and providing for individual student needs, including differentiated instruction and design approaches and Universal Design for Learning (and Assessment). We'll also provide key takeaways for Assessment Task 3. Key focus areas:
DUE DATE: Assessment Task 2, Part A: Hurdle task — moderation meeting in timetabled lecture and tutorial Learning outcomes: L01, L02, L04, L05 |
Week 12 (20 Oct - 26 Oct) |
General contact hours |
Building students' assessment literacy and preparedness This week, we investigate how to build positive teaching, learning and assessment cultures in your classrooms, including the importance of building students' assessment literacy and preparedness in meaningful and practical ways. We'll also provide key takeaways for Assessment Task 3. Key focus areas:
DUE DATE: Assessment Task 2, Part B: Hurdle task — individual written reflection within 7 days of your moderation meeting Learning outcomes: L01, L03, L04, L05 |
Week 13 (27 Oct - 02 Nov) |
General contact hours |
Teaching, learning and assessment futures In our last teaching week, we'll consider the changing landscape of assessment possibilities and the importance of teacher knowledge, skills and the community of practice, in continuing to design and implement quality assessment for all students. We'll also answer final questions for Assessment Task 3. Key focus areas:
DUE DATE following revision week: Assessment Task 3 — project-based research report, due 2pm Monday, Exam Week 1 Learning outcomes: L01, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.