• Duration
    15 weeks
  • Location
  • Mode
  • Fees
    DET Fully Subsidised

Enhance student-centred learning in mathematics through meaningful assessment.

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 in your school.

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 to inform students, planning and teaching decisions, and whole-school program improvement.

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

Note: There are 4 online numeracy courses commencing in Term 3, 2022. Participants are able to apply for one course only, so please review the course information carefully before you submit an application.


Designed for Victorian government school teacher leaders (F – 10) with a desire to develop their understanding of and capacity to lead teachers of mathematics and numeracy. Participants could include:

  • primary or secondary numeracy or mathematics leaders
  • professional learning community leaders
  • curriculum coordinators

Note: a maximum of 2 enrolments per school will apply due to capacity constraints.


Facilitated by Dr Ann Downton and Dr Sharyn Livy from Monash University's Faculty of Education.

The estimated time commitment for this course is 3 hours per week during workshop weeks and up to 2 hours per week during non-workshop weeks.

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

  • 5 virtual workshops
  • a weekly self-directed learning activity
  • a weekly school-based investigation task
  • a mathematics leadership project to be completed over the last 6 weeks of the course.

Click on the ‘View dates and apply’ button for workshop dates and times.

Virtual workshops

You will participate in five, 2-hour virtual workshops.

Each workshop will focus on launching your learning for each of the four cycles (Note: inquiry cycle 4 has 2 virtual workshops):

  • 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

Activities will include targeted professional readings, practice tasks and critical reflection prompts.

School-based investigations

Each week, you will complete a short practical activity in your school connected to the week’s learning. You will report back and discuss your findings from this investigation with your colleagues on the discussion boards.

Mathematics leadership project

To support your learning, you will capture and apply your insights from each inquiry cycle in mathematics leadership project during inquiry cycle 4. You will present your project findings and participate in a feedback process to evaluate the outcomes and recommendations.

You'll gain knowledge and understanding of:

  • effective assessment practices that support mathematics teaching and learning
  • highly effective student-centred assessment practices of mathematics teaching and learning
  • approaches and strategies to support analysis of assessment data to inform decisions about student learning
  • the importance of developing whole-school assessment schedules that specify how 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 strong or weak curriculum areas and to evaluate programs.

Course completion requirements

In order to receive a Certificate of Completion for this course, you are required to:

  • attend at least 80% of the virtual workshops for the course (Note: Online participation of 4 out of 5 workshops is required. These are to be attended on the scheduled day/time and cannot be reviewed in your own time in a catch-up capacity)
  • complete at least 80% the school-based investigation for each week
  • contribute to the discussion boards at least once per inquiry cycle
  • complete and submit a mathematics leadership project during inquiry cycle 4.

Student-Centred Assessment is fully subsidised by the Department of Education and Training for Victorian government school participants.

Before submitting an application for this course, please consider the course information and weekly requirements/time commitments carefully.

Please also note that there are 4 online numeracy courses commencing in Term 3, 2022. You are able to apply for one course only, so please review the course information carefully before you submit an application.

Last updated 26 May 2022