EUN674 Understanding Large Scale Assessments
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN674 |
|---|---|
| Equivalent(s): | EUZ674 |
| Assumed Knowledge: | Assumed Knowledge: Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $277 |
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,010 |
Unit Outline: Flexible Period - 08A 2024, Kelvin Grove, Internal (Start Date: 29 Jul 2024)
| Unit code: | EUN674 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ674 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinator: | Greg Thompson | g6.thompson@qut.edu.au |
Overview
In this unit you will engage with the theoretical and practical aspects of Large Scale Assessments (LSAs). Topics covered will include theories of assessment, classical test theory vs item response theory, Differential Item functioning, latent traits, scale development, and issues of error, reliability and validitiy. The knowedge and skills learnt in this unit will give you better insight into the the life cycle of a large scale assessment such as NAPLAN or PISA and equip you with the knowledge to make better educational decisions informed by large scale assessments.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
The unit will cover the following topics:
- Item development
- Test construction
- Methods of analysis
- Error, reliability and validity of LSAs
- Uses of LSAs
- Challenges when LSAs are used as tools for accountability
Learning Approaches
In this unit you will learn through engaging in the following pedagogic activities such as short lectures outlining key concepts, discussions, short group tasks and scenario based activities. This unit will be offered in an intensive mode over two days. There will be some reading that is required to be done prior to commencing the intensive.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in workshop activities (online or face-to-face) with academics and peers that contribute to your understanding and skill development. This will include learning tasks to provide you with early feedback for your successful completion of your assessment tasks.
Assessment
Overview
There is one assessment in this unit that asks students to respond to a set of scenarios associated with LSAs to show their understanding.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: LSA Scenarios
Students will be given a random selection of scenarios relating to the design, trialling, analysis and use of LSAs that will require them to explain how they would respond. This will relate to issues of reliability and validity that educators are likely to encounter in their working lives.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.2, 2.2, 2.3, 3.2
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Internet access.
Resources
There are no required textbooks for this unit. Selected readings will be made available via Canvas. There are some recommended texts that you are encouraged to read to further/deepen your understanding:
Resource Materials
Recommended text(s)
Lingard, B., Thompson, G., & Sellar, S. (2016). National testing in schools : an Australian assessment. Abingdon, Oxon: Routledge.
Phelps, R. (2007). Standardized testing primer. New York: Peter Lang.
Popham, W. (2001). The truth about testing : an educator’s call to action. Alexandria, Va: Association for Supervision and Curriculum Development.
Rutkowski, L., von Davier, M., & Rutkowski, D. (Eds.). (2013). Handbook of international large-scale assessment: Background, technical issues, and methods of data analysis. CRC Press.
Sellar, S., Thompson, G., & Rutkowski, D. (2017). The global education race: Taking the measure of PISA and international testing. Brush Education.
Risk Assessment Statement
There are no risks associated with enrolment in this unit beyond those of day to day living.
Unit Outline: Flexible Period - 08A 2024, Online (Start Date: 29 Jul 2024)
| Unit code: | EUN674 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ674 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
In this unit you will engage with the theoretical and practical aspects of Large Scale Assessments (LSAs). Topics covered will include theories of assessment, classical test theory vs item response theory, Differential Item functioning, latent traits, scale development, and issues of error, reliability and validitiy. The knowedge and skills learnt in this unit will give you better insight into the the life cycle of a large scale assessment such as NAPLAN or PISA and equip you with the knowledge to make better educational decisions informed by large scale assessments.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
The unit will cover the following topics:
- Item development
- Test construction
- Methods of analysis
- Error, reliability and validity of LSAs
- Uses of LSAs
- Challenges when LSAs are used as tools for accountability
Learning Approaches
In this unit you will learn through engaging in the following pedagogic activities such as short lectures outlining key concepts, discussions, short group tasks and scenario based activities. This unit will be offered in an intensive mode over two days. There will be some reading that is required to be done prior to commencing the intensive.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in workshop activities (online or face-to-face) with academics and peers that contribute to your understanding and skill development. This will include learning tasks to provide you with early feedback for your successful completion of your assessment tasks.
Assessment
Overview
There is one assessment in this unit that asks students to respond to a set of scenarios associated with LSAs to show their understanding.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: LSA Scenarios
Students will be given a random selection of scenarios relating to the design, trialling, analysis and use of LSAs that will require them to explain how they would respond. This will relate to issues of reliability and validity that educators are likely to encounter in their working lives.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.2, 2.2, 2.3, 3.2
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Internet access.
Resources
There are no required textbooks for this unit. Selected readings will be made available via Canvas. There are some recommended texts that you are encouraged to read to further/deepen your understanding:
Resource Materials
Recommended text(s)
Lingard, B., Thompson, G., & Sellar, S. (2016). National testing in schools : an Australian assessment. Abingdon, Oxon: Routledge.
Phelps, R. (2007). Standardized testing primer. New York: Peter Lang.
Popham, W. (2001). The truth about testing : an educator’s call to action. Alexandria, Va: Association for Supervision and Curriculum Development.
Rutkowski, L., von Davier, M., & Rutkowski, D. (Eds.). (2013). Handbook of international large-scale assessment: Background, technical issues, and methods of data analysis. CRC Press.
Sellar, S., Thompson, G., & Rutkowski, D. (2017). The global education race: Taking the measure of PISA and international testing. Brush Education.
Risk Assessment Statement
There are no risks associated with enrolment in this unit beyond those of day to day living.