ETP400 - Assessment: Ways of Knowing Learners


2024 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Online, Community Based Delivery (CBD)*

Credit point(s): 1
EFTSL value: 0.125

Students enrolled in course E359 must have completed 24 credit points, including one unit from ETP303, ETP302 or ETS302

Students enrolled in course E330 must have completed at least 24 credit points and units ECE380, ECE352 or ECP228

Students enrolled in course E334 must have completed at least 24 credit points and units ECP228, ECE352 and ECE380


Students must be enrolled in course E359, E330 or E334

Incompatible with:


Study commitment

Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.

This will include educator guided online learning activities within the unit site.

Scheduled learning activities - campus

1 x 1-hour lecture per week (recorded) and 1 x 2-hour seminar per week when not on professional experience (placement)

Scheduled learning activities - online

1 x 1-hour lecture per week (recorded) and 6 x 1-hour online seminars per week when not on professional experience (placement)

In-person attendance requirements

Students who commenced 2021 or prior complete 15 days of placement.  Students who commenced from 2022 complete 20 days of placement.

For the most up-to-date advice regarding your professional experience (placement) please see here.


*Community Based Delivery (CBD) is for National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute students only.

On successful completion of ETP400 and ETP403 students will be awarded 2 credit points.


This unit embeds the initial components of the Deakin Teaching Performance Assessment and related tasks to focus on the functions and roles of assessment in the process of student learning and how it may be used to inform inclusive teaching practices. The unit will examine the complexity of assessment from multiple contexts such as international and national testing as well as specific classroom practices. Preservice teachers will review, refine and develop their knowledge and skills associated with being an assessment literate teacher, which will include, for example, to: critically reflect on the purposes and roles of diverse assessment strategies and their impacts on student learning processes as well as their influence on curriculum and pedagogical practices; understand how to record and represent students' assessment data; analyse and interpret diverse assessment data and how it informs learning and teaching; provide and analyse feedback on student learning; examine how to engage in classroom assessment practices in order to make consistent and comparable judgements of students' assessment tasks and the place of reporting in student learning.

During the 15 day placement, students will practice the implementation of the teaching and learning cycle outlined above with a group of child learners. They will assess and analyse their learning to set learning goals that provide achievable challenges for the varying abilities and characteristics of the child learners, and respond to these through planning, implementation and evaluation of learning experiences. Throughout these tasks, students will critically analyse and reflect on their professional practice and teaching identity alongside their mentor teacher.

Students will commence development on a professional portfolio to curate artefacts and evidence of achievement against the Australian Professional Standards for Graduate Teachers and conduct a self-audit of areas to be further developed. Strategies to achieve this will be identified through collegial, professional conversations. Drawing upon professional experience placements undertaken in the final year of studies, students will complete the first three components of their Teaching Performance Assessment task as a critical reflection of practice in the processes of contextualising learning and teaching, planning and teaching to support student learning.

Hurdle requirement

Professional experience is a requirement of the Victorian Institution of Teaching for the preparation of teachers. In this unit you will complete 15 or 20 days of the required 80 days for the Bachelor of Education (Primary). Satisfactory completion of the professional experience is required in order to pass this unit.

Unit Fee Information

Fees and charges vary depending on the type of fee place you hold, your course, your commencement year, the units you choose to study and their study discipline, and your study load.

Tuition fees increase at the beginning of each calendar year and all fees quoted are in Australian dollars ($AUD). Tuition fees do not include textbooks, computer equipment or software, other equipment or costs such as mandatory checks, travel and stationery.

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