5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Providing students with various assessments, possibly with a choice by any given student by which means they wish to be assessed is likely to lead to better learning outcomes than just providing a standard piece for all students. For example, a student who rates highly on the autism spectrum, or one who is merely severely shy, may be very intimidated by having to give a verbal presentation using PowerPoint. They will probably be discouraged from working as hard on the content and will probably do poorly in the assessment. Should you offer the students a choice (within reason) whereby they can work in a medium they are comfortable and familiar with they are likely to expend more effort in mastering the content and ultimately have better learning outcomes.
An example of an assessment I gave to my year 9 science class is here. This task required students to choose a particular mutualistic symbiotic relationship that interested them and present the relationship in the form of a wanted ad. Most students enjoyed this activity and they produced some informed, interesting and often humorous pieces of work.
“Peter designed a range of assessment pieces for the classes taught. These included practical reports, design activities and tests, along with several formative pieces that have been utilised throughout the units. His assessments included specific criteria that the students were to meet, and allowed them ample time to complete these. Due dates were clearly made in consultation with the students and appropriate guidelines were followed regarding extensions or work not submitted.”
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Providing students with various assessments, possibly with a choice by any given student by which means they wish to be assessed is likely to lead to better learning outcomes than just providing a standard piece for all students. For example, a student who rates highly on the autism spectrum, or one who is merely severely shy, may be very intimidated by having to give a verbal presentation using PowerPoint. They will probably be discouraged from working as hard on the content and will probably do poorly in the assessment. Should you offer the students a choice (within reason) whereby they can work in a medium they are comfortable and familiar with they are likely to expend more effort in mastering the content and ultimately have better learning outcomes.
An example of an assessment I gave to my year 9 science class is here. This task required students to choose a particular mutualistic symbiotic relationship that interested them and present the relationship in the form of a wanted ad. Most students enjoyed this activity and they produced some informed, interesting and often humorous pieces of work.
“Peter designed a range of assessment pieces for the classes taught. These included practical reports, design activities and tests, along with several formative pieces that have been utilised throughout the units. His assessments included specific criteria that the students were to meet, and allowed them ample time to complete these. Due dates were clearly made in consultation with the students and appropriate guidelines were followed regarding extensions or work not submitted.”
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