EPT448 Professional Experience: Effective Teaching and Assessment in the Primary Years (16)

This capstone subject is the final subject in the Bachelor of Teaching course and draws on teacher education students' cumulative learning from across the coursework components of the degree and includes the final professional experience placement. During this professional experience placement students will complete a Teaching Performance Assessment (TPA) in which they will demonstrate they have met the Australian Professional Standards for Teachers (APST) at graduate level. They will also be required to submit evidence of their practice (planning, teaching, assessing and reflecting) and evaluate their impact on school students' learning.

In preparation for completing the TPA, students will explore the purposes, methods, strengths and challenges of assessing learning in primary school settings. Students will examine different approaches, skills and practices for assessing, recording and reporting children's learning. Specific attention is also given to identifying and understanding the challenges and complexities encountered by teachers when assessing and reporting on students' performance and the value of reflection in, on and of practice to improve student learning outcomes.

Students' satisfactory completion of the TPA is a requirement for graduation from their teacher education program. This is also a core subject to meet the requirements for a primary specialisation recognised by NESA and / or AITSL.


Session 1 (30)
Bathurst Campus
Session 2 (60)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EPT448. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Teacher Education

Enrolment Restrictions

This subject is only available to Bachelor of Teaching (Primary) and Bachelor of Education (Early Childhood and Primary) students. Commencement of this subject should be in the final session of study in the course.

This subject is not available to students who have completed EPT433 and EEE405.

The following subjects should be completed either prior to, or concurrently with EPT448: (EPT447 or EPT432) and (EEP427 or EED408) and EED409 and EMM419 and (EMM209 or EMM418) and EMM410 and EML440 and EML439 and EMS406 and EEB435 and EMH419 and EMR408 and EMA410 and (EEA406 or EML447 or EMH409 or EMR409 or EMS407) and ESS419.


( EPT447 or EPT432 ) and ( EEP427 or EED408 ) and EED409 and EMM419 and ( EMM209 or EMM418 ) and EMM410 and EML440 and EML439 and EMS406 and EEB435 and EMH419 and EMR408 and EMA410 and ( EEA406 or EML447 or EMH409 or EMR409 or EMS407 ) and ESS419

Subject Relationships

EMM410 Nil
EPT447 Nil
EPT432 Nil
EML439 Nil
EPT521 Nil

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to demonstrate achievement of the Australian Professional Standards for Teachers at graduate level during 35 days of professional experience in a primary classroom setting;
  • be able to use a variety of evidence and data, to plan teaching and learning sequences constructively aligned to curriculum documentation;
  • be able to apply current models of pedagogy and strategies appropriate to the context and stage, to cater for the diverse needs of learners;
  • be able to apply a range of strategies to assess, record, report and provide feedback to students and parents/carers on achievement of learning outcomes;
  • be able to analyse and interpret student assessment data to evaluate student learning and to inform planning and /or to modify subsequent teaching practice to progress student learning;
  • be able to use assessment tools and moderation processes to support consistent and comparable, standards based judgements of student learning;
  • be able to reflect on and appraise the impact of their teaching on student outcomes, drawing on relevant theory and evidence collected, to modify and improve future teaching and progress student learning; and
  • be able to demonstrate achievement of the Australian Professional Standards for Teachers (APST) at graduate level through the satisfactory completion of a Teaching Performance Assessment (TPA).


This subject will cover the following topics:
  • The Australian Professional Standards for Teachers
  • Preparing for placement; requirements and the responsibilities of being a classroom teacher
  • Development of SMART (Specific, Measurable, Achievable, Relevant and Time) professional goals
  • Expectations for a 35 days professional experience placement
  • State and national principles and policies, including NAPLAN, and their influence on assessment requirements and practices
  • Purposes of assessment (including NAPLAN)
  • Interpreting student data to evaluate student learning and modify teaching practice
  • Different approaches, skills and practices in assessment - strengths and challenges
  • Assessment as evidence of student learning and achievement
  • Assessment strategies
  • Effective feed forward and feedback on student learning
  • Reliability and validity in assessment and moderation: Making consistent and comparable judgements
  • Analysing student work
  • Learning Intentions, marking rubrics and assessment criteria
  • Strategies for recording and reporting student achievement to students and parents/carers
  • Strategies for evaluating and improving teaching programs to improve student learning
  • TPA requirements: folio of annotated evidence and a report or narrative of their case study in a multimodal text.

Workplace Learning

This subject contains a 35 days Compulsory Workplace Learning component.

This subject will involve 35 days of supervised professional experience in a primary school setting as required for accreditation.

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.