EPT449 Professional Experience: Effective Teaching and Assessment in the Secondary Context (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 secondary school settings. Students will examine different approaches, skills and practices for assessing, recording and reporting student'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 1 (30)
Wagga Wagga Campus
Session 2 (60)
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EPT449. 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 is only available to Bachelor of Teaching (Secondary) students. Commencement of this subject should be in the final session of study in the course.

Not available to students who have completed subjects EPT442 or EEE405.

The following subjects should be completed either prior to, or concurrently with EPT449: EEP425 and EED408 and (EED409 or EED422) and (EPT460 or EPT441) and EEB435 and ELN402 and EEA406 and ESC407 and (EMA442 or EMH442 or EML444 or EML452 or EML442 or EMM442 or EMR442 or EMS442 or EMT444 or EMT445 or EMT446 or ELT402) and ESS419.


EEP425 and EED408 and ( EED409 or EED422 ) and EPT460 or EPT441 ) and EEB435 and ELN402 and EEA406 and ESC407

Subject Relationships

EPT522 Paired Subject
EPT442 Shares similar content
EEE405 Shares similar content

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 secondary 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 a 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

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EPT449 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 %
task1: professional experience goals
Task2: analysis of naplan data
Task3: tpa element 1a implementation plan
Task4: professional experience report
task5: assessing student work samples
task6: tpa element 1b multimedia presentation
Task7 tpa element2 professional practice portfolio

Workplace Learning

This subject contains a 35 days Compulsory Workplace Learning component.

This subject will involve 35 days of supervised professional experience in a secondary school setting 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.