ESS422 Assessment and Evaluation for Learning (8)


This subject focuses on curriculum-based, authentic assessment and the use of standardised assessment. With a focus on literacy and numeracy, these approaches can be employed to differentiate the learning f or all students. The subject addresses assessment at both school and classroom levels and how assessment and evaluation information can be employed for instructional decision-making in inclusive settings.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Session 3
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: ESS422
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
Upon successful completion of this subject, students should:
- consider where their educational setting falls along the inclusive continuum;
- provide a context for assessment;
- identify the different purposes of assessment and their utility in instructional decision making;
- understand the role of the educational ecology in assessment and planning for intervention;
- identify the distinct features of curriculum based assessments and curriculum based measurement;
- apply a framework for data based decision making using curriculum based assessments;
- understand the role of standardized norm referenced assessments in inclusive settings;
- identify the utility and limitations of standardized norm referenced assessments in inclusive settings;
- consider the future trends in assessment in inclusive education;
- build technical knowledge of test development and use;
- understand contemporary standards for the design and use of standardised tests with students who have disabilities or cultural differences;
- apply knowledge of standardized testing to make a recommendation about a test for use with students in an inclusive school setting;
- reflect upon knowledge and perspectives on educational testing in inclusive settings;
- build an understanding of the issues, challenges and opportunities related to the use of standardised
educational tests with students who are from different cultures or who have disabilities; and
- use the scholarly reading to inform their position on the use of standardised tests.


The subject will cover the following topics:
- Inclusive settings and services
- Purposes of assessment
- Rigour in assessment - Standardised assessments
- Curriculum based methods of assessment including a problem solving framework
- Curriculum based assessment
- Ecological approaches to assessment
- Developing school-wide assessment design methodology
- Applying assessment data to instructional decision making and differentiation


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.