Module 4 - Activity 5 – How we assess evidence - assessment tools

From reading and the self activity I have discovered that rubrics serve different purposes and they can be used to objectively evaluate both teaching and learning. When creating rubrics, the following may be included -  criteria should be clear and distinct with each level progressing in a logical order, scores  should be clearly described and well allocated, the rubric should be shared with the students. Learners should be allowed to use the rubric.  A comment field should be included.

Module 4 Activity 4 - How we assess - assessment methods

When students are involved in the assessment process, learning increases.   "It is important that learning experiences in the classroom be assessed in an authentic manner….. continuous assessment should mirror instruction ….”  Saskatchewan Education. (1997).   When  assessment is continuous, it focuses on both process and product, providing students the opportunity to demonstrate that they learn from their mistakes and giving them the opportunity to revise their work and improve their learning.  In addition, assessment should be collaborative. It gives students the opportunity to be responsible for their own learning and helps them to develop a positive attitude toward the use of technology in meaningful, real-world situations. It gives them the feeling of competence and success in using technology to asses themselves and their peers.

Assessment should meet the varied learning needs of learners.  It gives them the opportunity to demonstrate their ICT proficiency and help them to transfer this proficiency across subjects.

Assessment should include clear criteria for success. One way of doing this is to provide students with rubric since rubrics make grading quicker, clearer, and more objective.

Module 4 - Activity 3 – What we assess - catering for diversity

How knowledge of diversity has influenced my view of teaching, learning and assessment:

Recognizing that my students do not all learn in the same way, and that they all have different leaning styles and recognizing that I should monitor students’ progress; I try to teach differently – incorporating the multiple intelligences and I generally use varied assessment methods to cater for the varied abilities, strengths and weakness and learning styles of my students. 

Module 1 Activity 8 – Piaget’s theory of cognitive development

 After the activity:

What I think I can apply to my teaching based on Piaget’s ideas:

·                  Observe the learning behaviours of the learners, and structure teaching according to the experiences and interests of the learners.

·         Use anecdotal record to assess learner’s development and focus on what they can do at each stage of development.

·         Allow my learners to demonstrate their learning achievements and competence in whatever manner most appropriate (suitable) to their abilities.

·         Incorporate more discovery learning – give students the opportunity to initiate plans for projects or activities, let them implement their plans by working in learning centers and with classmates and me (teacher) to review what they have done.

Since knowledge is gained through interaction with others, group students into mixed ability groups instead of homogeneous so that they can learn from each other. 

Self activity: