Assessment Task 1
Section 1
Presentation
Select a Learning Area (English,, etc.)
Select a cohort of students (i.e.any Year students).
Based on this choice, select the content you would teach (i.e. English > Yr 5 students > ).
Decide whether you want to design a diagnostic, a formative, or a summative assessment.
Write the instructions for your students (e.g. quiz about persuasive devices, writing a persuasive letter to the Council, text analysis of a persuasive article).
Write up your rationale for preparing this assessment task (age-appropriate, relevant to your students’ interest, curriculum prescribed, connection to teaching sequence, consideration of assessment principles, etc.)
This is what you need to present to your peers on Monday 7th August (week 4).
Section 2
You might want to use the Assessment Principles for your critical review of the assessment tool you have designed and presented in class.
The following questions, based on the work of Race (2015), can guide your reflection. Remember, the purpose of designing your assessment tool was not to develop a perfect instrument, but to get you thinking around what challenges you might face and what things you need to consider when designing assessment!
ALIGNMENT – Does the assessment task address some/all of the intended learning outcomes?
VALIDITY – What evidence do you have that this assessment task is considered best practice in choice of task for learning outcome?
AUTHENTICITY – How well does the assessment correlate to real world situations?
TRANSPARENCY – Can students see clearly how the assessment works in practice, and how marking occurs?
INCLUSIVENESS – Can the assessment be taken by a range of students with diverse learning needs to minimise unfair discrimination?
VERACITY – To what extent can you be sure no plagiarism, copying or cheating will occur?
FEEDBACK – Are the processes of providing formative and summative feedback clearly identified and scheduled within a reasonable time frame?
RELIABILITY – Do the marking criteria within the marking guide or rubrics clearly differentiate and articulate the elements required to demonstrate varying levels of performance?
MANAGEABILITY – How much time and energy are required for students to complete the task, and for teachers to moderate and mark submissions?
References:
Race, P (2015) The Lecturers Toolkit. (4th ed.) Routledge: Oxon
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