EPT444 Professional Experience: Effective Teaching and Assessment in the Primary Context (3-6) (16)

This capstone subject draws on teacher education students' cumulative learning from across the coursework components of the degree and includes the final professional experience placement for their course. 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 a 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.


Session 2 (60)
On Campus
Bathurst Campus
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EPT444. 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 Education

Enrolment Restrictions

This subject EPT444 is only available to students enrolled in the Bachelor of Education (K-12) course.

This subject is not available to students who have completed EEE314 or EEE405 or EPT330.


EPT436 and EPT218 and EML306 and ( EMS207 or EMS406 ) and ELN402 and ( EMA210 or EMA410 ) and ( EMR207 or EMR408 )

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 30 days of professional experience in a primary classroom setting;
  • be able to use a variety of evidence and data, including NAPLAN results, 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 the 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 a 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 a being a classroom teacher
  • Development of SMART (Specific, Measurable, Achievable, Relevant and Time) professional goals
  • Expectations for a 30 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
  • Different approaches, skills and practices in assessment - strengths and challenges
  • Assessment for/as learning
  • 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
  • Recording and reporting student achievement
  • Evaluating and improving teaching programs
  • TPA requirements - folio of annotated evidence and a report or narrative of their case study in a multimodal text

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EPT444 in Session 2 2020. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Professional experience goals
Analysis of naplan data
Assessing student work samples
Tpa: element 1 smart goal and implementation plan
Professional experience report
tpa: multimedia presentation and lesson plans
Tpa: element 2 professional practice portfolio

Workplace Learning

This subject contains a 30 days Compulsory Workplace Learning component.

This subject will involve 30 days of supervised professional experience in a primary school setting (years 3-6) as required for accreditation.

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.