Assessment, sequence teaching and feedback planning process:
The process used for planning assessment, sequence teaching, judgment and feedback dimension is described below.
Identify the scaffolding required:
Plan assessment:
Sequence teaching:
Gathering student learning progress:
Feedback:
(Source: Balney & Maidment, 2013)
References:
Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Victoria, Australia: Oxford University Press.
Balney, B., & Maidment, K. (2013). Learning and assessment strategies. Retrieved from
CQU Moodle EDVT10020: Assessment & Reporting in Sec/VET week 5 study material.
The process used for planning assessment, sequence teaching, judgment and feedback dimension is described below.
Identify the scaffolding required:
- Assess students’ prior knowledge (using diagnostic tests, previous academic records and teacher’s anecdotal records) and identify the scaffolding required to create a meaningful learning context for all students.
Plan assessment:
- Select a range of assessment tasks across the unit plan to cover required content and processes (Appendix 1).
- Prepare high quality assessment items and rubrics using the assessment principles and checklists (Appendix 2; Appendix 2a).
- Complete the assessment tasks to evaluate the validity of the assessment tasks and provide suggested responses and exemplars for students (see Appendix 3a; Appendix 3b; Appendix 3c).
- Evaluate the credibility, intellectual quality, and authenticity and user friendliness of the assessment package (see Appendix 4).
Sequence teaching:
- Craft authentic learning experiences using innovative teaching strategies (see Appendix 4a) appropriate for the twenty-first century learners that offer in-depth learning and intellectually challenging experiences.
Gathering student learning progress:
- Plan to maintain a mark book to record other kinds of information about students that contribute to the school report e.g. homework completed, drafts handed in and nominal ratings, behaviour and industry.
- Maintain student profiles that match the assessment overview to record student's results (Appendix 5).
Feedback:
- Plan to provide inspiring feedback for students’ improved academic motivation and learning outcomes (see Appendix 6).
- Complete the planning process by enunciating reflective questions to evaluate the process and product of the unit plan and make necessary enhancements (see Appendix 7). It is a great learning opportunity for the teacher to think through the possible pitfalls and take appropriate actions (Ewing et al., 2010, p. 91).
(Source: Balney & Maidment, 2013)
References:
Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Victoria, Australia: Oxford University Press.
Balney, B., & Maidment, K. (2013). Learning and assessment strategies. Retrieved from
CQU Moodle EDVT10020: Assessment & Reporting in Sec/VET week 5 study material.