Course coordinator
Ms Michelle Ocriciano
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course critically examines the current importance of evidence for informing education policies and practices. Consideration is given to what constitutes evidence. Contemporary examples are critically examined, for example, the widespread use of testing data and comparative performance data within and across countries. The collection of and deployment of evidence to argue for change is considered by examining the complementary and conflicting interests of practitioners, scholars and decision makers. In particular the role of professional practitioners in generating evidence is considered in the context of the theory-practice relationship. Particular approaches to practitioner research, including action research and design research, are examined.
This course may not be offered in person if the enrolment is less than 10 students.
What counts as improvement ofﾠthe diverse goals of a good education? And what data allows us to judge improvement?
Data is now considered crucial in formulating educational policies and improvingﾠpractice in education.ﾠHowever, we often hear about proposed changes in education without any research justification, and there are few attempts to evaluate the policy as it was implemented.ﾠWhen justification is provided, in recent years it almost always refers to national testing outcomes, or comparison between nations based on international tests such as PISA.ﾠThese testing comparisons are designed to identify “what works” and to advocate for adoption of strategies and policies that are shown to improve test outcomes.
We would all agree, I hope, that research can and should aid educational decision-making.ﾠ What doﾠwe need to understand about research, improvement, data?
Research in education has often been considered the domain of experts who do research “on teachers and students” and provide expert advice about what works.ﾠThe most recent and influential example of this approach to research is John Hattie’s popular book, Visible Learning, published initially in 2009 and now supplemented with books by Hattie directed at teachers (Hattie, J. 2012, Visible Learning for Teachers: Maximizing Impact on Learning).ﾠHattie combined findings across 800 meta-analyses to identify teacher and classroom factors that predicted students’ achievement.ﾠIt is well-known that the most influential factor identified by Hattie was “feedback”.ﾠMany schools and teachers across Australia are reading Visible Learning and trying to implement changes in their teaching in line with the research findings.ﾠIn the introduction to the book, however, Hattie notes a series reservations.
First he acknowledges that personal, home and community factors account for a large amount of the variance in learning outcomes for students at school.ﾠThese are factors beyond the teachers’ direct influence and he doesn’t consider these in his analysis at all.ﾠOne question to ask is whether different kinds of teaching are required for particular communities.ﾠDoes one model of effective teaching apply equally to students in remote rural schools and in affluent urban schools?ﾠDoes the out-of-school context require specific adaptions by teachers and different approaches to teaching?
Second Hattie acknowledges that he only considers one of the many different goals of a good education – namely student achievement. Other outcomes such as “attitudes, physical outcomes, belongingness, respect, citizenship, and the love of learning” (Hattie, 2009, p.6) are not considered.ﾠIn this course EDUC7211, we consider these reservations very important.ﾠWe suggest that expert advice about effective teaching must specify what is being valued and privileged.ﾠDoes one model of effective teaching apply equally if your purpose is to inspire a love of learning rather than increase achievement levels?ﾠIf you value positive relationships and supportiveness more than achievement would you teach in a different manner?ﾠHow can different and perhaps competing goals be reconciled and managed?
The questions above in relation to Visible Learning are the kinds of questions and issues we will be addressing in the course as we consider issues of educational improvement and research.ﾠWe hope to provide you with the foundations for a deeper understanding of the diverse goals of education, the importance of considering the views/voices of all stakeholders in education (students, parents, teachers, principals, political leaders and community members)ﾠand how quality & equitable practices in education might be identified and evaluated.
Even though the courseﾠemphasisesﾠconceptual understanding and critical analysis, we do so in order to explore the value and contribution of different kinds of research. Weﾠwill consider the practical aspects of decision-making related to collecting and analysingﾠdata, and relate these toﾠdifferent notions of what counts as improvement inﾠeducational practice. We will zoom in on practitioner, and practitioner-oriented,ﾠresearchﾠandﾠbecome familiar with action research, action learning and design research.ﾠ
The course is divided into three modules.ﾠ
Module 1 examines the ways policy makers and practitioners use data in advocating for changes in education.ﾠIt becomes very clear that tests have recently increased in importance, and there is much reliance on tests such as NAPLAN in Australia and on PISA internationally to advocate for specific types of educational reform.ﾠReservations about this approach are explored by examining the multi-dimensional purposes of education, and considering the centrality to education of outcomes related to student well-being, collective well-being, and normative commitments to certain types of values and ethical processes.ﾠIn short, a good education is about much more than test scores.
Module 2ﾠprovides a critical analysis of current evidence-based priorities, and foregrounding matters of social justice.ﾠThis part of the course is based on the proposition that Education is a right for all citizens and equitable access to education is crucial in a democratic society.ﾠCan a system of education be regarded as high quality if a proportion of students fails to learn and if their well-being isn’t enhanced?ﾠAlso how do we provide space for different viewpoints and interests to be heard?ﾠThe answers to these questions are explored in this module by reading theorists like Nancy Fraser.ﾠIn short, we claim that data used in decision-makingﾠfor a good education should interrogateﾠequity and fairness.ﾠWe also propose that quality and equity are not in opposition – that is, high quality and high equity are the touchstones of a good education. All students need to benefit from their education in ways that enhance their well-being and the well-being of their communities, and enable them to become active and diverse citizens within a democratic society.
Module 3ﾠtakes up the role of professional practitioners in generating authentic insights into problems of practice and the kinds of solutions likely to generateﾠ“good education.”ﾠThe collection and interpretation of educational data has traditionally been understood as a work of outside experts who review research articles, collate ideas, and make recommendations for teachers based on “what works”.ﾠAs was explored in Module 1 this approach downplays the importance of local contexts, the unique characteristics of students and their particular communities, and the nuanced professional judgements that teachers need to make as they respond to the learning needs ofﾠthis or that particular class.ﾠOne response to these contextual concerns has been to consider the job of teaching as inherently including the ongoing selection, collection, and interpretation of data,ﾠand to take seriously the authenticity and validity of the educational insights systematically generated by teachers in their local professional contexts.
Course requirements
Restrictions
Entry to the Graduate Certificate in Educational Studies and Master of Educational Studies programs.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
Weekly content-related activities, assessments
Course contact
Course coordinator
Course staff
Lecturer
Ms Michelle Ocriciano
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This courseﾠ explores how data is or can be used for informing education policies and practices. Consideration is given to what constitutes educational improvement, and how the quality of education can be assured from considering authentic, valid, and context-specific ﾠdata.ﾠ In this course we critically addressﾠ the widespread use of testing data and comparative performance data within and across countries to identify quality practices, and practices that enhance equity and fairness in education.ﾠ We consider ﾠthe complementary and conflicting interests of practitioners, scholars and decision makers about what constitutes 'good' education and educational improvement. In particular the role of professional practitioners in generating data for educational decision-making ﾠis considered in the context of the theory-practice relationship. Particular approaches to practitioner research, including action research and design research, are examined.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Examine the current importance of "data" for informing education policies and practices
LO2.
Understand and contrast perspectives on what counts as educational improvement. Appreciate how some notions and measures of educational improvement, often promoted at the level of policies, are aligned with rather narrow and contested nature of education goals
LO3.
Appreciate the place data can play in addressing educational equity and social justice, and understand that quality and equity are complementary and not competing goals of education
LO4.
Understand and examine the underpinning theories and practical conduct of a range of approaches to practitioner research. Appreciate these as methods of generating systematic insights into education processes and policies, and as methods of bringing about change and developing innovative practices in education.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Reflection on Readings | 10% Pass/Fail |
25/03/2025 - 30/05/2025
If submitted by 28 March 2025, 2pm, written feedback on academic writing will be provided in the lead up to Essay submissions. |
| Essay/ Critique | Data to Inform Practice | 40% 2500 words |
17/04/2025 2:00 pm |
| Essay/ Critique | Practitioner research - analysis and proposal | 50% 2500 words |
30/05/2025 2:00 pm |
Assessment details
Reflection on Readings
- Mode
- Written
- Category
- Reflection
- Weight
- 10% Pass/Fail
- Due date
25/03/2025 - 30/05/2025
If submitted by 28 March 2025, 2pm, written feedback on academic writing will be provided in the lead up to Essay submissions.
Task description
This is a pass-fail assignment through which you demonstrate active engagement.
Every week, one (occasionally two) reading is allocated as a ‘required’ reading (see the course reading list on ECP). The expectation in this course is that you engage with these readings prior to attending the weekly session (live or online or recorded) in the week for which the reading is assigned. This requirement is intended to maximise your understanding of the course content and prepare you for asking questions during the course discussions.
As a Master’s student, you carry the responsibility for monitoring your participation and engagement with the course content. To demonstrate your sustained participation, you are required to submit a written report on two or three of the required course readings (500 –750 words total in a single word document) and discuss how these readings changed, challenged, or enriched your perspective of educational research.
In your report, you may
• Summarise the key issue in each article and comment on how or why this made you think differently about research in education
• Explain why this issue is of importance to the field
• Explain how this issue is relevant (or not relevant) to you as an education practitioner in a specific context
• Include questions that the article motivated you to ask or wonder about
Note that this mark acknowledges your sustained, disciplined work through the course content. “Pass” does not depend on the ‘quality’ or ‘accuracy’ of your interpretations of the readings. It also does not depend on your skill in English academic writing (that is, any submitted reflection on relevant readings of required length will be awarded a “pass” grade).
This task is intended as a safe ‘training ground’ and a means of getting regular practice in academic writing and/or in formulation of an argument, without huge consequence for your final grade. In addition, you may use this task to trial the use of TurnItIn submission system.
Submission are possible between weeks 5 and 13. If submitted by 28 March 2025, 2pm, written feedback on academic writing will be provided in the lead up to Essay submissions.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Data to Inform Practice
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2500 words
- Due date
17/04/2025 2:00 pm
Task description
Part of our aim in this course is to develop our capacity to think critically and raise objections in education (and in education research) context.
John Hattie’s research as published in Visible Learning is widely cited as providing a definitive basis for evidence-based teaching. However, many objections continue being raised in research literature regarding different aspects of research that underpins Visible Learning, suggesting that this “evidence-based” approach is not built on data and reasoning that is most adequate and relevant to meaningful education.
In this essay, you (1) demonstrate understanding of some of the objections that were raised and (2) use the course literature to debate what research has to consider if informing meaningful education is the goal.
Please use the following to structure your essay:
• Introduction of Essay
• Part 1 (approx 1000 words): Discuss what objections have been expressed of Hattie's approach.
• Part 2 (approx 1300 words): Given these objections, use the course literature to argue for what education research has to attend to, including what types of data are needed, when aiming to contribute to meaningful education and inform teaching practice. In this part, discuss two of the following three issues:
1. what constitutes a ‘good education’
2. whose interests and viewpoints should be considered
3. how should we consider equity and access to education
• Conclusion of Essay
*Reference list is not counted in the word limit
Submission guidelines
Submission via TurnItIn link via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
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.
Practitioner research - analysis and proposal
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50% 2500 words
- Due date
30/05/2025 2:00 pm
Task description
In this essay, you are invited to deal with the broad question of how an educational practitioner can monitor an impact of their work. This is of importance as practitioners steeped in understanding of their actual impact are in better position to (1) modify their approach when needed and (2) demonstrate this impact to others (stakeholders, government, …)
Part 1 (max 1250 words): A critical analysis of the contribution of practitioner research to informing policy and/or practice in education.
Considering your interest as a practitioner (or as one entering the teaching profession), choose one particular approach to practitioner research (e.g., action learning). Select and analyse several specific studies, relevant to your interest, in which this research approach was used. Report how these studies advanced the questions of your interest, and which problems
of practice are still wide open.
Part 2 (max 1250 words): Practitioner research proposal.
Describe how you would use the practitioner research approach you chose in Part 1 to inform and grow your professional practice. Make sure to explain:
• what would count as meaningful change (impact) for you, and
• how you would know whether (or to what extent) you achieved the desired change.
Throughout the essay, remember to draw on (and demonstrate) your understandings of some of the issues from core
course literature, such as
• stakeholder voices,
• the purposes of education,
• audience for the practitioner research findings,
• equity and social justice.
*Reference list is not counted in the word limit
Submission guidelines
Submission via TurnItIn link via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
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: Unable to demonstrate understanding and applicationﾠof key concepts of evidenceﾠrelated to the importance of evidence and the contested nature of educational goals; principles of educational equity and social justice, and unable to demonstrate understanding and critically evaluate approaches to educational research |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates very limited understanding of key concepts related to the importance of evidence and the contested nature of educational goals;ﾠprinciples of educational equity and social justice, and very limited understanding ofﾠapproaches to practitioner research |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrated superficial understanding of some of the key concepts related to the importance of evidence and the contested nature of educational goals; some awareness ofﾠprinciples of educational equity and social justice, andﾠable to describe approaches to practitioner research. Limited ability to apply or critique issues around evidence, its impact on policy and practice and ﾠthe roles of practitioner research |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrated adequate understanding ofﾠthe key conceptsﾠrelated to the importance of evidence and the contested nature of educational goals; awareness ofﾠprinciples of educational equity and social justice, andﾠable to describeﾠapproaches to practitioner research. Some ability to apply or critique issues around evidence, its impact on policy and practice and ﾠthe roles of practitioner research, however arguments are sometimes inconsistent,ﾠcommonsense,ﾠor unsupported by literature |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrated good understanding ofﾠthe key conceptsﾠrelated to the importance of evidence and the contested nature of educational goals;ﾠawareness and understandingﾠofﾠprinciples of educational equity and social justice, andﾠable to discuss a range ofﾠapproaches to practitioner research. Demonstratedﾠability to applyﾠand critique issues around evidence, its impact on policy and practice and ﾠthe roles of practitioner research using sound argument and key ideas from the literature. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Very good good understanding ofﾠthe key conceptsﾠrelated to the importance of evidence and the contested nature of educational goals; applies and critiquesﾠprinciples of educational equity and social justice in a range of contexts, and critiquesﾠa range ofﾠapproaches to practitioner research. Demonstratedﾠability to applyﾠand critique issues around evidence, its impact on policy and practice and ﾠthe roles of practitioner research using sophisticated argument and support from the literature. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated sophisticated and coherentﾠinsights and deep understanding and application of the key concepts related to the importance of evidence and the contested nature of educational goals;applies and critiquesﾠprinciples of educational equity and social justice in a range of contexts, and critiquesﾠa range ofﾠapproaches to practitioner research.ﾠDemonstratedﾠability to synthesise and critique issues around evidence, its impact on policy and practice and ﾠthe roles of practitioner research using sophisticatedﾠargument and support from recent and relevant literature |
Additional course grading information
Determining final grades:
The two written essays in this course will be awarded a grade of 1-7. The reflection will be a pass/fail grade. The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks as follows:
Example:
A student receives the following grades
Task 1 Reflection: Pass.ﾠA pass is considered a 7 and counted at 10% weighing
Task 2 Essay: grade of 5 at 40% weighting
Task 3 Essay:ﾠgrade of 7 at 50% weighting
The final grade for this student taking into accountﾠthe assignments and their weights would be:
(T1: .10 x 7)ﾠ+ (T2: .40 x 5) + (T3: .50 x 7)ﾠ= 0.7 +ﾠ2.0 + 3.5ﾠ= 6.2
The final grade would be rounded to the nearest whole number; in this case the grade would beﾠ6.ﾠIn 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. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments 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 remark, 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
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
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
Find the required and recommended resources for this course on the UQ Library website.
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 |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Module 3a PRACTITIONER RESEARCH The generation of specific educational insights relies on the professional activity of practitioners. This module examines in detail the conduct of practitioner research (PR) in local contexts. Examples of PR will ground subsequent Module 1 discussions. |
Multiple weeks From Week 2 To Week 5 |
Lecture |
Module 1 DATA, QUALITY AND EFFECTIVENESS There is a four week focus in this first module on what counts as improvement in education, and how we can measure it. |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Module 3b PRACTITIONER RESEARCH The generation of specific educational insights relies on the professional activity of practitioners. This module examines in detail the conduct of practitioner research in local contexts. |
Multiple weeks From Week 7 To Week 10 |
Lecture |
Module 2 DATA, EQUITY AND SOCIAL JUSTICE Four-week module. The centrality of equity and social justice in "what counts as quality education" is examined in this module. |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
Multiple weeks From Week 11 To Week 13 |
Lecture |
Module 3c PRACTITIONER RESEARCH The generation of specific educational insights relies on the professional activity of practitioners. This module examines in detail the conduct of practitioner research in local contexts. |
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 - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.