ESS422 Assessment and Evaluation for Learning (8)


This subject builds students' capacity with 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 for all students. The subject addresses assessment at both school/setting and classroom levels and how assessment and evaluation information can be employed at whole-of-organization scale for instructional decision-making using a Master Teacher approach to inclusive settings.

+ Subject Availability Modes and Location

Session 1
OnlineBathurst Campus
Session 3
OnlineBathurst 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

Enrolment restrictions

Incompatible subject(s)

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to identify and describe the different purposes of assessment types and their utility in instructional decision making. Demonstrate their roles in a preliminary annual assessment plan;
  • be able to evaluate the role of classroom ecology in the assessment process and build a device for measuring classroom ecology;
  • be able to identify the distinct features of curriculum based assessments and curriculum based measurement and use that information to design a CBM or research and apply an existing curriculum-based measure. The tool should be specific to a specific curriculum area/aspect of difficulty and include all of the details required for classroom use including guidance for scoring, space for student demographic information and level;
  • be able to self-evaluate their current knowledge of standardised testing and measurement principles and apply that evaluation using a knowledge audit tool to build technical knowledge of test development and use;
  • be able to evaluate the utility and limitations of standardised testing;
  • be able to understand and evaluate contemporary standards for the design and use of standardised tests with students who have disabilities or cultural differences;
  • be able to apply knowledge of standardised testing to make a recommendation about a test for use with students in an inclusive school setting;
  • be able to develop a scholarly position on the use of standardised testing in schools and settings; and,
  • be able to build an assessment schedule/matrix for a classroom/school for the purpose of making a valid and reliable determination of student growth and then build a rationale for the schedule/matrix as described. The experience draws together learning about curriculum-based and standardised tests and outcome measurement in schools/settings.


The subject will cover the following topics:
  • Purposes of Assessment
  • Classroom Ecology
  • Curriculum-Based Measurement
  • Self-Evaluation of Testing Knowledge
  • Utility and Limitations of Standardised Testing
  • Contemporary Standards
  • Applying Assessment Knowledge
  • Position on Standardised Testing
  • Classroom/School Assessment Plan


The information contained in the 2018 CSU Handbook was accurate at the date of publication: 23 February 2018. The University reserves the right to vary the information at any time without notice.