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the purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students
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Assessment Tools
I used a number of different assessment tools in PSIII, including checklists, analytic rubrics, holistic rubrics, observation, peer assessment and self-assessmet. Some of these assessments were formative and some were summative. Below I have three examples of different assessment tools I had created and used.
Basic Checklist
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Analytic Rubric
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Here is a link to the holistic rubric that I created for the Photoshop Final Project.
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Peer and Self Assessment
I tried to incorporate some peer and self-assessment into both classes, so as to not always rely on teacher assessment. This assessment was formative, but it still gave the students the chance to critique each other's work as well as their own, and develop the skills needed in critiquing other's work constructively.
Below I have a link to one of the assignments in the COM1015 where students are required to assess another student's project from a different module. Then they are assessed on their ability to give constructive feedback to their classmate.
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File Size: | 16 kb |
File Type: | docx |
One of my favorite projects I did with the Grade 9's was when they had to play another student's maze that they had made using Scratch (computer programming), and then assess the maze using different criteria. They then gave their classmate a mark and a comment, and then moved onto the next student's maze. The student's loved this and it also created a motivation for each student to make their own maze amazing. They would then self-assess and make any necessary changes before finally being summatively assessed by me.
Below is an example of the peer-assessment sheet.
Below is an example of the peer-assessment sheet.
Formative before Summative
I always try to use formative assessment before giving students something worth marks. I have found that if I go through a practice example with students (formative), and then give them one to work on themselves (summative) students are much more likely to succeed.
The picture below shows formative assignments in purple and summative assignments in black. Students are supposed to complete a practice assignment that teaches them all, or most of, the requirements before the summative assignment that's worth marks.