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Student-Centred Assessment in Mathematics

  • Audience
    Teacher leader
  • Next Intake
    Not scheduled
  • Location
  • Duration
  • Mode
  • Fees
    DET Fully Subsidised

Enhance student-centred learning in mathematics through meaningful assessment. 

Note: complete the expression of interest form to be notified when registrations open in early 2021.

This fully online course will help you better understand the importance of student-centred assessment and why it is essential for it to be an integral part of instruction.

You will learn effective assessment practices, evidence gathering and mathematical content. These practices will enhance your ability to use a variety of strategies and data sources, designing feedback to inform students, planning and teaching decisions, and whole-school program improvement.

Student-Centred Assessment in Mathematics is facilitated by Dr Sharyn Livy and Dr Ann Downton from Monash University's Faculty of Education.

Student-Centred Assessment in Mathematics supports the ‘Instructional and shared leadership’ dimension of the ‘Professional leadership’ priority area of the Victorian Education State Framework for Improving Student Outcomes (FISO).

Student-Centred Assessment in Mathematics is part of Bastow's Numeracy Suite.


Student-Centred Assessment in Mathematics is designed for educators who have a formal or informal role in leading improvement in numeracy and mathematics, including:

  • primary or secondary numeracy or mathematics leaders
  • curriculum coordinators
  • classroom teachers.

Over 15 weeks, you are expected to engage in and contribute to:

  • virtual workshops
  • self-directed learning
  • an applied learning project.

The estimated time commitment is up to 2 hours each week.

Virtual workshops

You will participate in five 2 hour virtual workshops.

Each workshop will focus on unpacking an inquiry cycle:

  • Inquiry cycle 1: Explore the characteristics of assessment and current practices used in schools
  • Inquiry cycle 2: Explore formative assessment practices and methods of recording data
  • Inquiry cycle 3: Identify gaps in whole school assessment strategies and how to use data to make informed judgements about student learning
  • Inquiry cycle 4: Learn how to lead the development of a whole school assessment schedule and planning goals for future improvements.

During the workshops you will critically reflect on and discuss school-based investigations and professional readings.

Self-directed learning

Self-directed learning activities in your own time include:

  • professional reading
  • contributions to online discussion boards
  • online micro-lessons
  • reflection and follow-up activities with your peers
  • practical school-based investigations.

Applied learning project

The course is structured around inquiry cycles.

To support your learning, you will capture your insights from each inquiry cycle in an applied learning project.

You'll gain knowledge and understanding of:

  • what effective assessment practices that support mathematics teaching and learning look like
  • highly effective student-centred assessment practices of mathematics teaching and learning
  • different approaches and strategies to support analysis of assessment data to inform decisions about student learning
  • the importance of developing whole-school assessment schedules that include efficient ways that data will be documented and used at different levels, to inform planning, teaching, learning and reporting.

You'll develop the skills to:

  • encourage staff to work collaboratively to develop assessment strategies and use data to reflect on the impact of their teaching
  • review student data to guide and drive professional learning and support teachers to assess the effectiveness of their instructional practices
  • drive school-based professional learning that enables teacher teams to respond effectively to the analysis of student data
  • build a reflective culture across all levels of the school
  • lead colleagues in keeping efficient records of student assessment
  • support and collaborate with colleagues when implementing assessment approaches in a classroom
  • lead the analysis of whole-school data to identify curriculum areas that are strong or weak and to evaluate programs.


This course is fully subsidised by the Department of Education and Training for Victorian government school participants.

Briony Barnard
Course Coordinator
03 9084 8725

Expression of interest