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Photographic and Digital Media Years 7–10: Advice on Programming and Assessment

3.3Designing Effective Learning and Assessment

Designing effective learning experiences requires the selection of activities that develop students’ knowledge, understanding and skills and that allow evidence of learning to be gathered. Methods of gathering evidence could include informal teacher observation, questioning, peer evaluation and self-evaluation, as well as more structured assessment activities. Assessment should be an integral part of each unit of work and should support student learning.

When designing assessment activities, teachers should consider whether the activity:

has explicitly stated purposes that address the outcomes

is integral to the teaching and learning program

shows a clear relationship between the outcomes and content being assessed

allows students to demonstrate the extent of their knowledge, understanding and skills

focuses on what was taught in class and what students were informed would be assessed

provides opportunities to gather information about what further teaching and learning is required for students to succeed

provides valid and reliable evidence of student learning and is fair.

3.4Annotated Assessment for Learning Activity

The Assessment for Learning Principles provide the criteria for judging the quality of assessment materials and practices. The sample assessment activity, ‘Locate, Situate, Speculate’, has been annotated to show these principles (pp 16–18).

Teachers would not provide this level of detail in day-to-day classroom situations.

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