RONÉL KOCH
ASSESSMENT
INTRODUCTION
Herrington and Herrington (2007) introduce us not only to authentic learning, but also to authentic assessment. They argue that the learning environment needs to ensure the assessment is seamlessly integrated with the activity and provide the opportunity for students to be effective performers with acquired knowledge, and to craft products or performances in collaboration with others.
How my assessment aligns with my learning outcomes and the UWC graduate attributes
Each assessment task align in a unique way to the GA's. Please refer to the section on Curriculum Development and Renewal to see how I integrated Graduate Attributes into course outlines and how it aligns with learning outcomes.
THE SORT OF ASSESSMENT TASKS I SET FOR STUDENTS
When setting assessment tasks, I make use of Bloom's taxonomy to ensure that students are challenged on different levels of thinking. First I ask myself what I would like students to learn and thereafter I think of the most appropriate way to facilitate the learning process. This could be done through formative and summative assessment.
Formative assessment
Tests and Quizzes (Kahoot and Ikamva)
Questionnaires
Projects
Whole group Discussion
Debates or discussion issues
Assignments
Case Study
Worksheets
Rubrics and Assessment Grids Online
Role play (EDC131 presentations)
All of the above leads to the preparation of summative assessment.
Summative assessment
Examinations (sit down)
Practical demonstrations (TP)
HOW I PROVIDE STUDENTS WITH FEEDBACK
When students complete online questionnaires or quizzes on Ikamva, I type feedback in the comment boxes (see examples below). I prefer to work with soft copies in order to have proof of what students handed in (or not) and the feedback given. In this way I protect myself, but also the student, since I am able to search for information online and have it readily availalble should there be queries or concerns.
Furthermore, specifically when providing students with feedback with regards to their research projects, I make use of trackchanges in Word documents.
When I make use of assessment rubrics, I will type feedback and marks onto the rubric intself and email it back to students.
I have recently started to make use of oral feedback in the form of voice recordings on my cellphone together with written comments on a rubric. As I am marking students' assignments, I record my thoughts, ideas, critique and recommendations and send it back to them. Students are very appreciative of feedback and it is essential for their growth.
INNOVATIVE FORMS OF ASSESSMENT I HAVE USED
As I explained in the section: Infusion of technology into teaching and learning, I have started to make use of the online platform, Kahoot, to also prepare students for the final exams. In this way they can compete with one another, but also themselves and do self-assessment on their preparedness for the examinations. (Click on the title "Kahoot" to go to activities I created on Kahoot).
Video presentations
I have asked students to record their presentations in the format of videos in order to preserve lecture time (so that they do not have to use lecture hours to present) and also to teach them the skills of using technology. (Click on this link to see an example of a group's presentation)
FOR THE PURPOSE OF THIS SECTION I WILL FOCUS ON ONE SPECIFIC ASSESSMENT TASK SET FOR THE EDC131 (SOCIAL PSYCHOLOGY FOR EDUCATORS) GROUP.
Why has this activity been chosen?
It is my responsibility of myself as lecturer to ensure that the chosen activity is meaningful, appropriate and aligned with the module outcomes and Graduate Attributes. This will now be discussed and evidence will be provided of how this was done.
The module outcomes for EDC131 reads as follows:
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Explain culture
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Provide and discuss examples of conflict and compatibilities between home and school cultures
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List and describe several ways in which learners of different ethnic and cultural backgrounds may behave differently
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Explain likely gender differences and similarities
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Describe the school’s role in the development of gender differences
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Incorporate multi-cultural concepts in their teaching and modify the classroom environment to meet the needs of a multi-cultural population
An excerpt from the assignment instructions:
In class we discussed the definition of culture, we have explored ways in which people of different cultural backgrounds may behave differently and ways in which educators could deal with cultural differences in the classroom.
Instructions: (Work in groups of 8-10)
Prepare a video presentation (of no more than 10-15 minutes) that you will share with your lecturer (all group members have to participate) and keep in mind the following:
- By referring to the definition of culture we have discussed in lecture 2 (p.18-19), illustrate any chosen culture represented/chosen by your group
- This presentation should encourage and develop an understanding and respect for different cultures by presenting your work to an audience in a creative way (for example: a poem, a play, a dance etc… let your imagination go wild)
- You have to pretend that the principal at the school where you will teach one day will play this video to the entire school in order to promote respect for cultural diversity.
As a group work activity, this assessment task speaks to the Graduate attribute as well as 21st Century literacy that requires students to work in collaboration with others and learn with each other. The aim is for students to be engaged in motivating and challenging activities that require collaboration and support (Herrington & Herrington, 2007).
The fact that students were required to make use of technology to present their work, speaks to the Graduate Attribute as well as 21st century literacy which requires of students to be able to use effective multimodal communications, including digital and emerging technologies, as tools for engaging with new forms of complexity in social and working life.
This activity furthermore required of students to go and enquire and do research about any culture of choice, which speaks to the Graduate Attribute that asks to develop inquiry-focused and knowledgeable students that will be able to create new knowledge and understanding through the process of research and inquiry as well as the 21st century literacy that promotes research-based learning.
CONCLUSION
I constantly ask myself whether my assessment tasks merely require of students to regurgitate information, or whether it actually asks of them to apply knowledge so that they can be prepared to engage with the world of work. This will continue to be the focus of my assessment tasks that will in its turn inform teaching and learning.