1) Formative assessment is used to provide feedback to teachers and students to modify teaching and learning activities, while summative assessment is used to evaluate learning at the end of a topic.
2) Learner-centered assessment captures how students learn and is used to provoke further learning.
3) Effective assessment strategies include informal observation, questioning, gapped handouts, mini-whiteboards, tests, videos, games, quizzes, crosswords, examples of work, formal observation, written tests, oral exams, projects, portfolios, schedules, and records of achievement.
Assistive technology in the classroom - C. Beyercbeyer83
You are a teacher who has a few students that require you to differentiate your instruction. Three have been diagnosed with ADHD, while one has an auditory disability, and requires a special device in order to hear. In addition, you have a number of students that have mild learning disabilities that impact all areas, especially reading and writing. As you prepare for the school year, you ask yourself, "What resources do I have in order to help me meet my students' needs?"
Assistive technology in the classroom - C. Beyercbeyer83
You are a teacher who has a few students that require you to differentiate your instruction. Three have been diagnosed with ADHD, while one has an auditory disability, and requires a special device in order to hear. In addition, you have a number of students that have mild learning disabilities that impact all areas, especially reading and writing. As you prepare for the school year, you ask yourself, "What resources do I have in order to help me meet my students' needs?"
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
This presentation is about the two generic skills that has to be mastered in working field. This presentation is based on the Paper by Watson, P. (2002). Innovative teaching, teamwork, and generic skills in the university environment. Celebrating Teaching at Macquarie , 1-9.
This is presented as the final assessment of Introductory Academic Program conducted by Griffith University to Australian Award Scholarship Awardee in June 2014
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
The aim of our study is to extract the profiles of students activities, performed during the training sessions of a course of logic networks, and to relate such activities with the students’ performance at intermediate verification tests. In this course, undergraduate students learn and practice the concepts of logic networks with Deeds Simulator.
The Deeds is a set of educational tools for digital electronics, which stands for "Digital Electronics Education and Design Suite". It is used in courses of Electronic Engineering at DITEN, UNIGE.
By applying learning analytics methods to the data captured from activity logs and questionnaires, we aim to understand the learning behavior of students.
This project was presented at Learning Analytics Data Sharing – LADS14 Workshop at EC-TEL.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
This presentation is about the two generic skills that has to be mastered in working field. This presentation is based on the Paper by Watson, P. (2002). Innovative teaching, teamwork, and generic skills in the university environment. Celebrating Teaching at Macquarie , 1-9.
This is presented as the final assessment of Introductory Academic Program conducted by Griffith University to Australian Award Scholarship Awardee in June 2014
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
The aim of our study is to extract the profiles of students activities, performed during the training sessions of a course of logic networks, and to relate such activities with the students’ performance at intermediate verification tests. In this course, undergraduate students learn and practice the concepts of logic networks with Deeds Simulator.
The Deeds is a set of educational tools for digital electronics, which stands for "Digital Electronics Education and Design Suite". It is used in courses of Electronic Engineering at DITEN, UNIGE.
By applying learning analytics methods to the data captured from activity logs and questionnaires, we aim to understand the learning behavior of students.
This project was presented at Learning Analytics Data Sharing – LADS14 Workshop at EC-TEL.
Download here: http://www.agrislide.com/fertilization-plants-ppt/
This is a nice presentation on "Fertilization of plants". you can found all of the information of plant fertilization on this presentation.
What is Authenric Assessment - EDUC 6 A (OGA and PATUAL).pdfKRYZLLJAILEPATUAL
Title: Authentic Assessment Report - Unveiling Holistic Mastery
Description:
The Authentic Assessment Report is a comprehensive exploration and evaluation of individuals' mastery and proficiency within a particular domain or skill set, rooted in real-world application and relevance. This report delves beyond traditional testing methodologies, embracing a dynamic approach that mirrors the complexities and challenges encountered in authentic, everyday contexts.
This groundbreaking assessment method goes beyond mere regurgitation of facts and memorization, aiming to capture a deeper understanding of a subject by evaluating learners' abilities to apply knowledge in meaningful situations. Through a series of carefully crafted tasks, simulations, and real-world scenarios, the Authentic Assessment Report seeks to measure not just what individuals know, but how effectively they can use that knowledge in practical situations.
Key Components:
1. **Real-World Tasks:** Participants engage in tasks that closely simulate authentic challenges within the targeted field, ensuring that the assessment reflects the demands of the actual environment.
2. **Problem-Solving Proficiency:** The assessment focuses on evaluating participants' problem-solving skills, critical thinking abilities, and creativity, emphasizing the application of knowledge rather than rote memorization.
3. **Performance-Based Metrics:** The report employs a variety of performance-based metrics, such as project outcomes, presentations, and demonstrations, to gauge participants' abilities to transfer theoretical knowledge into actionable solutions.
4. **Collaborative Assessment:** Recognizing the significance of collaboration in real-world scenarios, the assessment includes components that evaluate individuals' teamwork, communication, and interpersonal skills.
5. **Feedback and Reflection:** The Authentic Assessment Report not only provides a final evaluation but also incorporates feedback mechanisms and reflective exercises, encouraging participants to analyze their performance and identify areas for improvement.
6. **Holistic Evaluation:** Going beyond quantitative metrics, the report takes a holistic approach, considering the development of not only cognitive skills but also emotional intelligence, adaptability, and ethical decision-making.
7. **Scalability and Adaptability:** The assessment framework is designed to be scalable and adaptable to various domains, making it a versatile tool for evaluating mastery across diverse subjects and professions.
In essence, the Authentic Assessment Report represents a paradigm shift in evaluating competency, providing a more nuanced understanding of individuals' capabilities within the context of authentic, real-world challenges. This report is an invaluable tool for educators, employers, and learners alike, fostering a holistic approach to education and skill development.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. The selection of valid and reliable
assessment strategies is crucial to
effective lesson planning.
3. Formative (Assessment for Learning)
“… can help learning if it provides information to be used as feedback
by teachers, and by their students in assessing themselves and each
other, to modify the teaching and learning activities in which they are
engaged “ (Black et al. 2003, p.2).
Summative (Assessment of Learning)
“… most frequently applied at the end of a topic or course, is not
usually analysed for feedback, but used as an estimate of knowledge
and skills learned in readiness for further applications.”(Child
2007, p.501)
Learner Centred (Assessment as Learning)
“… will reveal not only what students know and understand, but will
also capture how those new learnings came about… and will be used
to provoke further learning and focused instruction” (Earl & Cousins
1995, p.57).
4. Examples of Formative Assessment
Oral Gapped
questions hand-outs
Informal Written
Mini white-
Observation
boards
Visual tests Quizzes
Computer Word
based games
Video Crosswords
5. Informal Observation and Questioning
“Formative assessment activities may … be a
spontaneous, small scale or even unconscious part
of the teacher’s repertoire” (Avis et al. 2010, p.170)
6. Gapped hand-outs and mini-whiteboards
“… ensure that all learners are given the best possible opportunity to
fulfil their aspirations, … nobody should be excluded because of
underdeveloped language and literacy skills” (Appleyard & Appleyard
2009, p.5)
7. Powerpoint presentation tests and video clip recaps
“ICT can encompass a wide variety of activities besides e-
learning, using computers or accessing the internet. You might
deliver … a blended approach of traditional teaching supported with
access to technology” (Gravells 2011, p.69).
8. Matching word games, quizzes & crosswords
“… games can produce intense involvement, and a
quality of concentration no other teaching method
can match” (Petty 2009, p.247).
9. Examples of Summative Assessment
Examples
Written tests
Performance of work Competence
evidence evidence
Formal
Oral exam
observation
Projects Portfolios
Supporting Supplementary
evidence Evidence
Records of
Schedules achievement
10. Examples of work and formal observation
“Performance must be tested using valid assessment
methods and endorsed by the best current
practice.”(Jarvis 2004, p.237)
11. Written tests and oral questions
“Although external awarding bodies may offer guidance and training
with respect to assessment, it is the responsibility of tutors … to assess
and monitor student progress”(Armitage et al. 2007, p.143)
12. Technical schedules and projects
“In … practical assignments it is necessary to strike a balance between the
assessment of the finished product/design/result and the skills and
knowledge used in achieving that result.” (Huddleston & Unwin 2007, p.185)
13. Records of Achievement and portfolios
Plants as Design Features Methods of Growing Fruit
Berberis thunbergii Verbena bonariensis Trained as Arch Espaliered
Taxus baccata Quercus rober Wall Trained Under Glass
“Unlike many traditional forms of assessment, Records of
Achievement concentrate on what students can do rather than
what they cannot do.”(Brown & Knight 1994, p.94)
14. Examples of Learner Centred Assessment
Setting own
objectives RARPA
Informal self Emerging
assessment concepts
Refection in
and on action Learner Led
Blogs &
ILP
e-portfolios Formal self
Online
referencing
Skills tests IDP
15. Self assessing by target setting and reflection
“Personal autonomy derives from knowledge of one’s strengths and
weaknesses, learning habits and potential choices for action and
progression.” (Ecclestone 2005, p.68)
16. Emerging Concepts: RARPA and Learner Led
“… giving people access to the outcomes and criteria … not only
encourages students to engage more actively with assessment but also
makes evidence of achievement more flexible and therefore less
dependent on formal structures and syllabi.” (Ecclestone 2002, p.2)
17. e-portfolios, blogs and skills tests
“In order to take advantage of the opportunities that ICT will
increasingly provide and to continue to participate in society
requires that users are able to enhance their skills and knowledge
and adapt to new situations.” (Clarke 2009, p.14)
18. Individual Learning/Development Plans
“… a process in which students’ own starting points are identified and
targets set against which future progress can be assessed. The student
can then reflect on their learning goals independently of the teacher”
(Avis et al., 2010, p.170).
19. “Like learning and teaching, assessment is not a singular
entity. It is complex and dynamic, and it deserves to be
differentiated and understood in all of its intricacy.”
(Earl 2003, p.13)
Editor's Notes
Apart from those imposed by the awarding bodies, it is the teacher’s responsibility to create and use fair and ethical assessment methods.The strategies that I do - and would like to - employ fall into three categories:
I refer to the results of initial assessment to inform my teaching but as I don’t currently set this type of assessment they are not included here. I am, however, going to analyse strategies from each of the above categories in relation to their validity and reliability and explain how they can be differentiated to accommodate diversity.
As Avis et al. point out, any competent teacher practices the simplest version of formative assessment automatically. Assessment should not be restricted to a summing up at the end of a lesson but a continuing process of evaluation.Informal, verbal questioning and feedback on answers are a quick, preparation-free method of establishing whether learning is taking place.They are unable to give a precise estimation of learning as they are often delivered to a random selection of the class.When opened to the entire class the knowledge of those who do not respond is not assessed.They do however differentiate well as when delivered to individuals the pace, language and complexity can be adjusted for lower level literacy students, those for whom English is a second language and those with reduced hearing.This does of course depend on the sensitivity and flexibility of the teacher.Like questioning, informal observation can build up an impression of a learner’s progress in the mind of the teacher. It has a wide scope because actions are overt and more easily captured but with questioning the analysis can go deeper and be more precise.Observation works perfectly with all types of learners as there are no barriers.If the information gleaned this way is used diagnostically then the assessment becomes formative.
Appleyard & Appleyard advocate that all adult learners should have equal opportunities to pursue their goals regardless of the success of their elementary education. As the literacy levels in my Practical Horticulture class range from Entry Level 2 to Level 3 I have been experimenting with written assessment tools .I introduced gapped hand-outs as an extension exercise for the early finishers. Instead of marking their work in isolation, in the next lesson I gave everyone else a copy of the hand-out and it became an oral revision exercise for the whole class. I read out the sentences so those who have difficulty reading could join in and the students called out the answers. Students with reduced hearing could read the hand-out and write down their answers.The early finishers were able to self assess by marking their own work and the rest of the class took part in peer learning.The lower literacy level students wrote in the missing words and I put any difficult spelling on the whiteboard for them to copy.I printed copies on coloured paper for the dyslexic students which became popular with their peers too.The students can also work in pairs or groups to even out the differences in their levels.The use of paper is the only drawback to this resource so I am experimenting with re-usable encapsulated hand-outs.Sustainability is the beauty of mini-whiteboards for short written answers, although I have found their application to be rather limited.I adapt their use to my wide range of literacy abilities by encouraging the dyslexic and low level literacy students to draw images rather than write words, which suits their creativity.
Gravells recommends embedding ICT into the teaching of adults to benefit their employment prospects and affirms that technology overcomes barriers to learning in many ways.Computers can be adapted to capture the spoken word and transfer it into text.Data recorded in the lesson on a Dictaphone can be fed straight into such computers.This is excellent support for dyslexic students and those who suffer with ME.A version which also outputs spoken words is made for blind students with a braille keyboard.90% of my class tested as visual learners so I use video and slide presentations as assessment methods. I have a plant identification presentation test which started with my Micro-teach to you, a group of Post Graduate students.It increased in size to become an ice-breaker for the initial lesson with my RHS Level 2 Theory students to assess their prior learning and now I keep it with me as an extension exercise for my Level 2 Practical class.The answers are written on laminated sheets so no paper is wasted.It provides for all levels of disability with the higher literacy levels practising the correct spelling of horticultural nomenclature and the lower levels calling out the common names.This form of assessment is ideal for students with poor hearing as they see the image then write the answer.I videoed the Level 2 Practical students in action on their ground preparation assessment day. The wrapt attention I received when I played the clips back inspired me to video their practical work regularly and use the clips as recap exercises in the next lesson.The downside of incorporating ICT into learning is that you need properly equipped classrooms but hopefully that shouldn’t be a problem for much longer.
Geoff Petty is a well known advocate of fun in the classroom as it increases interest and motivation.He says that a short session of game-playing can induce a feeling of goodwill towards the subject.Indeed my own experience of friendly competition in the classroom draws the same conclusion.When games are conducted as group activities the students are able to norm reference their own knowledge against their peers’.By working in groups the different learner levels and needs can be accommodated.Matching-word games are good for those with poor hearing and oral quizzes are suited to those with lower levels of literacy.Working individually, those with higher levels would find crosswords and written quizzes more challenging as extension exercises, and creating their own crosswords and quizzes for each other even more so.Although games that involve the participation of the whole class are stimulating they are best kept as special occasions for they require considerable planning and can be quite time-consuming.Students with social disabilities and autism may find it difficult to join in.As an assessment method, whether they capture enough information to render them formative is debatable and the opportunity for feedback is limited.However they can enliven a dry subject and produce a positive response.
Jarvis points out that in order for assessment of performance in vocational learning to be valid it must concur with up to date practice in the real world. As horticulture is a relatively slow paced industry it is possible for our awarding bodies to keep abreast with current developments from year to year.At Duchy our syllabus works towards City & Guilds accreditation.They set the criteria which the tutors reference in their summative assessment of practical evidence and they supply the checklists for the formal observation of these skills tests. The checklists become the students’ focus, being keen to be signed off, sometimes to the detriment of actually understanding what they are learning.
Whilst being observed, the students are also asked questions.This is a fair method of assessment for horticulture as its students tend to be more practical than academic.The level of knowledge and understanding displayed here can increase their pass to a merit or distinction grade.There are written tests where distinction can again be gained and students with severe reading and writing difficulties are allowed a reader and a scribe.As Armitage et al. point out, the reliability of competence based assessment depends on the integrity of the assessor and the performance of the student on one occasion.It would be more reliable if there could be two assessors and if the student could be marked on more than one occasion but this is not currently done.
As supporting evidence students are invited to produce storyboards and other visual displays.This is where differentiation can come in to force as the students are able to choose their preferred method of expression.Many students of horticulture are creative individuals and some quite introverted so project work gives them an opportunity to show how much they have learnt in their own way.For example, Reece, who has aspergers, did not manage to finish his digging task as he works extremely meticulously and tidily.Although his trench was exactly the right depth and kept very straight he would not be able to do this work for a living.He does, however excel at Latin horticultural names and producing schedules, plans and charts which his systematic brain handles brilliantly.This he is able to display in his project work.
I would like to employ Records of Achievement as assessment methods because they adapt easily for diversity as Brown and Knight would agree.They concentrate on what a student can do rather than what they can’t by demonstrating evidence of self-set-goal achievement.Portfolios are another methodology described by Brown & Knight which enable students to use a range of non-text media to demonstrate their abilities.Although traditionally employed in disciplines such as fine art I feel they would adapt well to horticulture.Their drawback is they are time consuming and the reliability of their assessment is wholly dependant on the opinion of the assessor.
I promote informal self assessment methods because I agree with Ecclestone that it produces motivation and confidence.The students know the criteria that will gain the final certificate and slavishly following procedures can be dull.I encourage them at the start of the lesson to set a personal target and at the end I ask them to reflect on their achievement.In this way they become aware of their progression and are keener to improve.Some are reluctant to participate , considering this the ‘teacher’s job’. Those with imagination have adopted the practice well.Because they are aware of their own strengths and weaknesses they can differentiate the assessment for themselves.
I’ve referred to Ecclestone again to sum up the theory behind new assessment methods being introduced. The idea is that by involving learners in the diagnosis and assessment of their learning, motivation is stimulated and higher levels of achievement attained.Care must always be taken not to lose sight of intended learning outcomes.RARPA (Recognising and Recording Progress and Achievement) helps teachers to effectively deliver personalised learning and Learner Led gives the students a say in how they would like to be taught.I don’t currently employ RARPA because it is for non-accredited courses but I hope to be able to use it in the near future and I aim to incorporate elements of Learner Led into my teaching.
I encourage my students to self assess online and agree with Clarke that this will help them take advantage of the opportunities that ICT will increasingly provide.They can measure their core curriculum in computerised skills tests.Web-based e-portfolios and blogs are increasingly being used as ways of formally recording goals and logging progress.Peer learning is a great way to overcome the barriers associated with ICT skills.
At the moment I do not oversee my students’ ILPs but I do employ this assessment strategy on myself in the form of my IDP.As Avis et al. describe, this ipsative form of assessment notes the learner’s starting point and sets individually identified goals.The students can then reflect on their learning independently of the teacher.
I leave the final word to Earl who coined the phrase ‘teaching as learning’. She believes that assessment should not be a singular entity which has to be adjusted every time it is used to try and accommodate diversity. She promotes a re-invention of assessment whereby personalised, self-referenced assessment programmes are created for each student which evolve as learning progresses.