1. Designing Assessment
Workshop for Earth
2. In this workshop we intend
• Link assessment to module learning
• Learn how to set assessment activities at
the appropriate NQF level
• Briefly interrogate assessment (purpose,
types , features)
• Refine/develop assessment tasks
hand-out #1 – UWC Assessment policy
3. Integrate outcomes and
Ethically, environmentally and
Autonomous and collaborative
4. Are your outcomes well designed
Specific Provide details of aspect of
Meaningful Written in understandable
Appropriate Suit learner’s abilities &
Realistic Achievable in given time
Testable Some measure of
(Butcher, et al., p. 41, 2006)
5. Bloom’s taxonomy for generating
outcomes and assessment tasks
6. Bigg’s (2003) SOLO taxonomy:
Lower level outcomes Higher level
7. Bigg’s (2003) SOLO taxonomy:
hand-out #2 – Learning taxonomy
Structure of Observable
Prestructural Unistructural Multistructural Relational
8. Level Descriptors - SA
and to facilitate
8 PG Diploma/Cert
7 Bachelor (ord.)
9. Level Descriptors
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATIO
put into your own
find more information
put into practice
YEAR 1 YEARS 1, 2 YEARS 2, 3 YEAR 3 YEARS 3, 4 YEAR 4
10. Level Descriptors - SA
What should the students know about the learning
What types of problems should the student be able to
solve? …in what contexts? …with what
How should students obtain and process information?
How should students communicate?
How independent should the students be?
Which values should students uphold?
hand-out #3 – level descriptors
11. “We first have to be clear about what
we want students to learn, and then
teach and assess accordingly in an
aligned system of instruction”
13. Unaligned course
14. Why assess? -two key purposes
• Making judgements
• Helping to prompt
and promote further
15. What does assessment do ?
• Defines what students will concentrate on
• Affects how they learn
• Specifies what counts as learning
• Provides information about shortfalls
between performance and specification
• Simulates conversation about, and
reflection, on improvement
Ndagire Kizito 04-04-2014
Peter Knight, 2001
16. Types of assessment
• Essays /
• Problem Based
17. Assessment features
Reliability refers to the degree to which an
assessment tool produces stable and
•Test-retest reliability correlating tests given twice over a period of time
to a group of individuals.
•Parallel forms reliability correlating different versions of an
assessment tool (probing the same construct, skill, knowledge base,
etc.) to the same group of individuals.
•Inter-rater reliability is a measure of the degree to which different
judges or raters agree in their assessment decisions.
•Internal consistency reliability is an evaluation of the degree to which
different test items that probe the same construct produce similar
results. similar results
18. Assessment features
Validity refers to how well a test measures
what it is purported to measure.
•Face Validity ascertains that the measure appears to be assessing the
intended construct under study
•Construct Validity is used to ensure that the measure is actually
measuring what it is intended to measure (i.e. the construct), and not
Ways to improve validity
•Make sure your goals and outcomes are clearly defined and
•Match your assessment measures to your learning outcomes. Use
•If possible, compare your measure with other measures, or data that
may be available.
19. Rubrics/ Assessment criteria
• A rubric is a scoring /set of expectations used to
judge student performance. It shows students
how well they have performed on an
• Uses assessment criteria and levels of
performance to break down a task in parts
explaining what is required .
• It can be used for a large number of tasks
(essays, research projects, oral presentations,
portfolios, etc.) and is especially useful for
assessing complex , subjective subjects.
21. Task 1
1. Identify one outcome from your module
outline and develop an assessment task (
you can develop more than one task).
2. Create a rubric for one of the tasks in
which you develop criteria (2 or more)
and levels of expected achievement for
that task answer.
3. Allow a colleague to review the tasks and
22. Task 2
Compare the two past question papers and
answer the following questions
1.Are hey appropriate for the grade levels
they have been prepared for?
2.Which one would you give to your
3.How would you modify each one to fit your
hand-outs # 6 & 7 – Past papers
23. Hints for writing exam papers
1. Don’t do it on your own! Get one or two
colleagues to do your questions.
2. Have your intended learning outcomes in front
of you as your draft your questions.
3. Keep your sentences short.
4. Work out what you’re really testing.
5. Don’t measure the same things again and
6. Include data or information in questions to
reduce the emphasis on memory.
24. Hints for writing exam papers
7. Make the question layout easy to follow.
8. Write out an answer to your own question.
9. Decide what the assessment criteria will be.
10.Work out a tight marking scheme.
11.Use the question itself to show how marks are
to be allocated.
12.Try your questions out.
13.Proof-read your exam questions carefully
hand-out # 8 A moderation checklist for exam papers
hand-out # 9 Moderation checklist RGU
25. Biggs, J. (1996). Enhancing teaching through constructive alignment.
Higher education, 32(3), 347-364.
Butcher, K. R. (2006). Learning from text with diagrams: Promoting
mental model development and inference generation. Journal of
Educational Psychology, 98(1), 182.
Knight, P. (2001). A Briefing on Key Concepts: Formative and
summative, criterion and norm-referenced assessment. Learning
and Teaching Support Network.
SAQA (2000), The South African Qualifications Authority Level
Descriptors for The South African National Qualifications