Assessment

Assessment refers to both formative and summative assessment Within my own teaching practice I believe in focusing on formative assessment, as I believe that formative assessment can result in increased learning. I attempt to implement a wide range of formative assessment strategies at every stage in a learning unit; critical strategies include questioning, feedback, peer, and self-assessment.  

 

Dr Andrade (2000) describes “At their very best, rubrics are also teaching tools that support student learning and the development of sophisticated thinking skills. When used correctly, they serve the purposes of learning as well as of evaluation and accountability”.

 

A practice I would like to continue into my career is the use of co-created rubrics. Co-created rubrics are created in conjunction with the student, the rubric is created using language that is appropriate to the student’s understanding, resulting in the rubric becoming more accessible to the student (Fraile et al. 2017). Through examining the exemplars, the students and I co-created the success criteria or the rubric for a particular self-assessment exercise. Students use their own words when describing features in the success criteria and in setting their individual goals as a result of engaging with self-assessment.

 

 

This approach to assessment is outlined in my Assessment Design Plan, which outlines my approach to assessment with a 1st-year group.

I also utilise various methods when providing feedback; written, oral .. etc.

 

The video above the assessment design plan describes my experience implementing the design plan I had produced. It also discusses my experience conducting a mock Subject Learning and Assessment Review with my peer also on the Professional Master of Education.