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  • Eight-Category Assessment Design Checklist: An Easy Way To Create Meaningful Assessments

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    Hazel Owen
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    Assessment is an inextricable part of learning, and it can be something we do 'in the moment' ("hmmm, that was OK but I need to do X next time"), or it could be a high-stakes formal assessment designed and administered by an official organisation. However, there is a real art to all types of assessment. For instance, with the in the moment example, the key here would then to decide what the next steps would be, when they would happen, and whether we need the input of anyone else. With more formal assessments the art is ensuring that the assessment is meaningful by ensuring the needs of the learners align with, and are given equal (maybe greater) importance to, the needs of the assessing organisation and wider stakeholders. First, a quick question - why do we assess? We assess to provide information (i.e. quantitative evidence) that helps us make informed decisions about ourselves, individuals or programmes, to find out, for example how we are progressing, and what we need to develop more. So, what is assessment? John Dewey suggests that “Education is a social process; education is growth; education is not preparation for life but is life itself”. I would like to invite you to swap out the word education in the quote, and replace it with ‘assessment’. It then starts to provide an insight into meaningful assessment that provides a bit more depth than ‘making informed decisions’. For example, what does the act of assessment mean for students? A challenge, a game, fear, whakama (embarrassment), grief, anxiety, a lifechanger, a promotion, a sense of pride...or loss. The list goes on - and something that can be forgotten in the act of designing - and doing - assessments is the ‘human aspect’. It’s not just about the grade. With these points in mind, I have set about drafting an eight-category checklist to help with the design of meaningful assessments, that will also help you avoid some of the possible pitfalls along the way. It is a draft and I would love any input or suggestions on how you feel it might be improved - what have I missed out? What isn't reading well? Please jump into the comments below and let me know.

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    Eight-category Assessment Design Checklist: An easy way to create meaningful assessments

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    Assessment is an inextricable part of learning, and it can be something we do 'in the moment' ("hmmm, that was OK but I need to do X next time"), or it could be a high-stakes formal assessment designed and administered by an official organisation. However, there is a real art to all types of assessment. For instance, with the in the moment example, the key here would then to decide what the next steps would be, when they would happen, and whether we need the input of anyone else. With more formal assessments the art is ensuring that the assessment is meaningful by ensuring the needs of the learners align with, and are given equal (maybe greater) importance to, the needs of the assessing organisation and wider stakeholders. First, a quick question - why do we assess? We assess to provide information (i.e. quantitative evidence) that helps us make informed decisions about ourselves, individuals or programmes, to find out, for example how we are progressing, and what we need to develop more. So, what is assessment? John Dewey suggests that “Education is a social process; education is growth; education is not preparation for life but is life itself”. I would like to invite you to swap out the word education in the quote, and replace it with ‘assessment’. It then starts to provide an insight into meaningful assessment that provides a bit more depth than ‘making informed decisions’. For example, what does the act of assessment mean for students? A challenge, a game, fear, whakama (embarrassment), grief, anxiety, a lifechanger, a promotion, a sense of pride...or loss. The list goes on - and something that can be forgotten in the act of designing - and doing - assessments is the ‘human aspect’. It’s not just about the grade. With these points in mind, I have set about drafting an eight-category checklist to help with the design of meaningful assessments, that will also help you avoid some of the possible pitfalls along the way. It is a draft and I would love any input or suggestions on how you feel it might be improved - what have I missed out? What isn't reading well? Please jump into the comments below and let me know.

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    Attribution Non-Commercial ShareAlike (BY-NC-SA)
    Scarica in formato PDF, TXT o leggi online su Scribd
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    509 visualizzazioni3 pagine

    Eight-Category Assessment Design Checklist: An Easy Way To Create Meaningful Assessments

    Caricato da

    Hazel Owen
    Assessment is an inextricable part of learning, and it can be something we do 'in the moment' ("hmmm, that was OK but I need to do X next time"), or it could be a high-stakes formal assessment designed and administered by an official organisation. However, there is a real art to all types of assessment. For instance, with the in the moment example, the key here would then to decide what the next steps would be, when they would happen, and whether we need the input of anyone else. With more formal assessments the art is ensuring that the assessment is meaningful by ensuring the needs of the learners align with, and are given equal (maybe greater) importance to, the needs of the assessing organisation and wider stakeholders. First, a quick question - why do we assess? We assess to provide information (i.e. quantitative evidence) that helps us make informed decisions about ourselves, individuals or programmes, to find out, for example how we are progressing, and what we need to develop more. So, what is assessment? John Dewey suggests that “Education is a social process; education is growth; education is not preparation for life but is life itself”. I would like to invite you to swap out the word education in the quote, and replace it with ‘assessment’. It then starts to provide an insight into meaningful assessment that provides a bit more depth than ‘making informed decisions’. For example, what does the act of assessment mean for students? A challenge, a game, fear, whakama (embarrassment), grief, anxiety, a lifechanger, a promotion, a sense of pride...or loss. The list goes on - and something that can be forgotten in the act of designing - and doing - assessments is the ‘human aspect’. It’s not just about the grade. With these points in mind, I have set about drafting an eight-category checklist to help with the design of meaningful assessments, that will also help you avoid some of the possible pitfalls along the way. It is a draft and I would love any input or suggestions on how you feel it might be improved - what have I missed out? What isn't reading well? Please jump into the comments below and let me know.

    Copyright:

    Attribution Non-Commercial ShareAlike (BY-NC-SA)
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    ASSESSMENT CHECKLIST

    This assessment checklist is not meant to be exhaustive. Rather it provides areas for you to
    consider and reflect on that will help ensure that the assessments you design and administer are
    meaningful for your students, as well as ensuring that it is a positive experience for them, and for
    you.
    (Hazel Owen, 2016)

    ASSESSMENT
    ASPECTS
    DESIGN

    CHECKLIST QUESTIONS
    Am I over assessing?
    If assurance is required that learners are progressing towards a high
    stakes assessment, what could you use other than milestone or mini
    assessments?
    How am I going to make the assessment scaleable / manageable?
    What provision for feedback is there?
    How will I know that my students are receiving the feedback they need?
    What about peer responses?
    How am I going to coordinate / track?
    Ensure quality?
    Support my students to make formative responses?
    How am I going to help prevent the assessment becoming a compliance
    activity?
    For multiple-choice assessments:
    Is the prompt framed in the positive?
    Are the choices consistent in form, content and length?
    Are they ordered in a logical sequence?
    Are they all plausible?
    Is there room for my students conclude (on their own) from the
    results / justify their decision?

    RELEVANCE

    What do my students want to learn? How do I know?


    What do external stakeholders want / need students to learn? How do I
    know?
    What does the curriculum require my students learn (generic or subject
    specific)?
    At what level of mastery?
    Can my learners see the relevance of this assessment? How do I know?
    What does the assessment measure?
    Does the assessment provide opportunities for learners to
    demonstrate the skills/knowledge identified in the learning
    outcomes of the course?
    Does it align with the programme outcomes?
    Does it align with the graduate profile?

    CHOICE

    Where appropriate, is there opportunity for the learner to participate in


    establishing the learning / assessment criteria?

    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International


    License.
    1

    Will there be an opportunity for any cooperative or collaborative aspect to


    the assessment?
    What opportunities are there for my students to choose or negotiate:
    what the marking criteria are / what they are going to be assessed
    on?
    the topic?
    the format / media of their submission?
    COPYRIGHT

    What are the copyright implications of any resources being included in the
    assessment?

    SUPPORT /
    REQUIREMENTS

    How will sufficient guidance and support be provided to learners doing this
    assessment? Are
    tasks broken into manageable sections?
    guidelines clear?
    there concrete prompts / questions?
    there prompts for reflection?
    templates provided?
    are models / examples provided?
    marking criteria available in advance?
    tips, strategies, and procedures provided?
    approximate time frames to complete the assessment stated?
    specific requirements stated - e.g. deadline(s); submission
    requirements?
    timeframes that feedback will be given stated?
    items well-formatted? Free of typos?
    there indications for every (part of an) assessment of how many
    points it is worth (if relevant)?
    How will a learner be able to evaluate / assess their progress? Rubrics?
    Suitable marking criteria?
    How have you planned to support learners to develop a sense of a
    learning community? (i.e. what approach will be used to best enable a
    learning community to develop)?
    Has the assessment been peer-checked?

    FEEDBACK

    How will feedback be given? (e.g. via the gradebook, discussion forums,
    email or personal phone call, notes attached to assessments / tasks
    submitted in assignment submission area)?
    Will it be appropriate to include opportunities for learners to provide peer
    support and critique of each other's work?

    BIAS

    Is each assessment item neutral? (i.e. does it advantage or disadvantage


    my students because of characteristics, such as, race, gender,
    socioeconomic status or religion?)
    Are all resources in, or required by, the assessment:

    Ethos Consultancy NZ

    freely available?
    not dependent on a specific browser?
    accessible (e.g. by a screen reader)?
    compatible with multiple devices?
    2

    GRADING

    Have marking criteria / rubric(s) been peer checked?


    Are all tutors / facilitators who are also grading this assessment using the
    same criteria / rubric?
    What rationale is provided for why choices are correct or incorrect? Has
    an exemplar response been provided (if applicable)?
    With my rubric:

    Ethos Consultancy NZ

    are the dimensions aligned to the learning outcomes I want to


    assess?
    is there logical progression across the rubric?
    are dimensions distinct when compared with one another?
    is there a precise description of performance and/or performance
    level?

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