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Assessment tools


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intro for assessment tools and rubrics

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Assessment tools

  1. 1. TAEASS502BDESIGN AND DEVELOPASSESSMENT TOOLSHow to address the issues related to assessment
  2. 2. What is an assessment … ?• (Assessment) tool • (Assessment) instrument
  3. 3. 4 types of assessment• Diagnostic• Evaluative• Formative• Summative
  4. 4. Validity and reliability• Validity – use and interpretation of the evidence• Reliability – how accurate and precise the task is as a measuring instrument
  5. 5. What is the focus?• The 6 fundamental questions• who, what, why, where, when and how
  6. 6. Learning continuum• Novice to expert• Blooms taxonomy
  7. 7. Methods• Direct – observation, workplace projects• Supplementary – essays,• Third party – supervisors reports, workplace reports
  8. 8. What is a rubric?A rubric describes varying levels of qualityRubrics can measure• Knowledge• Skill• Effort• Work habits
  9. 9. Can you think of situations ineveryday life when rubrics areused?
  10. 10. Criteria 3 2 1 Ideal student Super star OK Needs work!! Quality of Work is always Work is Work not work completed completed –with handed in• addressing all less than half criteria the requirements met Skills to work Works willingly Works only with Works only with with with all students students who friends. others in class are of similar ability Participating Willing to Only Does not in class contribute ideas contributes to contribute to discussion on any topic. topics where class discussion they are interested.
  11. 11. Rubrics can be designed so students know • What is expected of them • What is above and below expectations
  12. 12. What are the benefits to students? Students can use rubrics to help them to • plan their work • know how they are going on a task, • check what they have done • evaluate achievement at the end of a task
  13. 13. How can teachers use them?• To assess knowledge, performance or product.• To make explicit for students what is being assessed• To share expectations• To measure progress• To identify areas where improvements can be made.• To identify areas where extra support may be needed.• To help students develop a sense of responsibility for their own work
  14. 14. What other benefits are there?
  15. 15. Reasons to include students in designingtheir own rubrics?Students will:• have a voice in their own assessment• be partners in learning• understand the expected qualities and indicators• understand feedback.
  16. 16. Designing a rubric• Before you start - Examine the learning outcomes - Design your assessment task for the students• Develop a rubric to assist the students and the teacher
  17. 17. Designing a rubric1 Make decisions about performance levels• How many performance levels should be used?• What terms should be given to the performance levels?
  18. 18. Designing a rubric2. Develop the criteria• What criteria will you use to make your judgements?• How many criteria do you need to include?
  19. 19. Designing rubrics3. Write the descriptors• Write the descriptors for the highest and lowest performance levels first.• Avoid using value-laden words such as good, better and best.
  20. 20. Developing a rubric Performance Performance Performance levels levels levelsCriteria DescriptorsCriteria Descriptors Criteria
  21. 21. What could you use rubrics for in yourteaching?•?•?•?
  22. 22. The café experience • You have been asked to develop the judging rubrics for the judging panel to use. • What do you do?• The Maribyrnong Times is running a little comp in the local area• They want to put out their own guide to cafes and issue some chefs hats/esspresso cups
  23. 23. • Criteria• Levels 1 cup, 2 cups, 3 cups• Descriptors