DESIGNING

AND ASSESSING
LEARNING
ACTIVITIES
Prepared by: Gail C. Debolgado
Krisha Laine C. Onan
Section: BSED-English 1A
 OBJECTIVES:
Define designing and
assessing learning activities
Provide some strategies on
designing and assessing
learning activities.
TEACHING IS LIKE
ENGINEERING AND
ARCHITECTURE, WERE TO
BE TREATED AS A DESIGN
SCIENCE, THEN THE
PRACTITIONERS
THEMSELVES WOULD BE
BUILDING THE KNOWLEDGE
BASE.
-LAURILLARD-
The HEART of Weekly Topic is
the Learning Activities!!!
LEARNING ACTIVITIES???
 designed or deployed by the teacher
to bring about or create the conditions
for learning.
 the things learners and facilitators do,
within learning events, that are
intended to bring desired learning
outcomes.
DIFFERENT
TYPES OF
LEARNING
ACTIVITIES
 DIDACTIC LEARNING
ACTIVITIES
 these are passive activities that are designed to
present information to students in an efficient
way.
Examples:
lectures
video presentation
demonstrations
readings
 ACTIVE LEARNING
ACTIVITIES
 activities that require students to
independently solve problems or create
products.
Examples:
simulation
games
problem solving exercises
 COLLABORATIVE
LEARNING ACTIVITIES
 activities that promote positive interdependence,
which means that students cannot divide and
conquer the activity, but must truly interact with
each other in completing the activity.
Examples:
group case studies
discussions
role playing
cooperative games
 WHY
DESIGNING??
?
 WHY DESIGNING FOR
LEARNING???
 maintains the focus on the learner.
 creates an environment that students
find themselves motivated and
enabled to learn.
 promotes a collaborative interaction
with the other students.
 HOW DO STUDENTS
LEARN???
 Learning through:
acquisition
discussion
inquiry
practice
collaboration
LEARNING DESIGN
 shift from belief-based, implicit
approaches to design-based, explicit
approaches
 a design based approach and support of
courses
 encourages reflective, scholarly practices
 promotes sharing and discussion
THE 7C’S OF
LEARNING DESIGN
 THE 7C’S OF LEARNING DESIGN
vision

Conceptualize

activities
Create/Capture Communicate Collaborate Consider

synthesis

Combine

implementation

Consolidate
 CONCEPTUALIZE
 Vision for the course including:
- why, who and what you
want to design
- key principles and
pedagogical approach
- nature of the learners
 CREATE/CAPTURE
 Finding and creating interactive materials:
- planning for creation of additional
multimedia such as interactive
materials, podcasts and videos
- mechanism for enabling learners to
create their own content
 COMMUNICATE
 Designing activities that foster
communication such as:
- looking at the affordances of the
use of different tools to promote
communication
- designing for effective online
moderating
 COLLABORATE
design a activities that foster
collaboration such as:
- use different tools that
promote collaboration
- use of pedagogical patterns
such as JIGSAW, PYRAMID,
etc.
 CONSIDER
 Designing activities that foster reflection
 Mapping learning outcomes to assessment
 Design assessment activities, including:
- diagnostic, formative, summative
assessment and peer assessment
 COMBINE
 Combining the learning activities into the
following:
- course view which provides a
holistic overview of the nature of
the course
- activity profile showing the
amount of time learners are
spending on different types of
activities.
 CONSOLIDATE
Evaluate the effectiveness of the
activities
- refinement of the
evaluation findings
ASSESSING
LEARNING
ACTIVITIES
ASSESSMENT ACTIVITIES
a broad range of strategies teachers
employ to obtain information about
their students’ skills and
understanding, and range from asking
questions during a lesson to giving a
formal standardized assessment.
 ASSESSMENT
FOR LEARNING
TOOLS
 STUDENTS WRITE
QUESTIONS
 About what they would like to know
on a new topic
 To ask the teacher or other students in
order to assess their learning.
 To demonstrate their
learning/misconceptions/areas they
would like to further explore.
 STUDENTS ASK
QUESTIONS
 Create opportunities for students to
ask questions. This could be of their
peers, of the teacher or as a means to
develop discussion.
 Allow time for students to ask
questions about pieces of work. This
helps open up assessment and
eliminate ambiguity.
 EXEMPLAR WORK
 When setting students a piece of work, show
them examples that make it clear what it is they
need to do – and what they need to do in order to
meet the assessment criteria.
 Students could mark exemplar work using the
assessment criteria. This will help model what is
being asked for and how it relates to the process
of assessment.
 MAKING AIMS CLEAR
 Put lesson objectives on the board at the
beginning of the lesson.
 Talk to students about why they are
studying and what they are studying.
 Check with students that they are clear
about the aims of the lesson/units/subjects
 Produce aims in conjunction with
students.
LESSON TARGET SETTING
 Make the lesson more purposeful for
students by setting targets at the beginning
about what you and the class are going to
do.
 These can be referred to through the
lesson and/or revisited in the plenary.
 Students could have to show how they
have met targets in the plenary and/or set
targets for next lesson.
 TEACHER REVIEW
 The teacher leads the review of the
lesson or unit using questioning to
elicit understanding from students.
 The teacher could model could
model review by evaluating the
lesson in relation to their own
objectives.
 STUDENT REVIEW
Students review their own
learning either in groups or
individually. This could be done
as a plenary, a mini-plenary or as
an activity to help planning for
future revision or the remainder
of the unit.
 SELF-ASSESSMENT
TARGETS
 Students give themselves targets based on
their self-assessment.
 These learning goals could be recorded
somewhere and revisited (i.e. inside cover
of workbook)
 They could be compared to teacher
targets and the two brought to consensus if
different.
 PEER MAKING
 Students mark each others’ work
according to assessment criteria.
 Encourages reflection and thought about
the learning as well as allowing students to
see model work and reason past
misconceptions.
 Opportunities to do this throughout
individual lessons and schemes of work.
TEACH COLLABORATION
 Peer assessment require students to
act collaboratively. Indeed, AFL, is a
collaborative enterprise. Therefore,
explicit teach skills of collaboration.
 This process can be assisted by
discussing collaboration with pupils
and making it visible as a part of the
classroom.
 GENERATE AND ANSWER
 When preparing for exams, students
generate their own questions and then
practice answering them.
 This makes learners think explicit about
the underlying structures of assessment, as
well as the material which they are being
asked to manipulate. From as well as
functional
 GROUP ANSWERS
 Students work in small group to agree on
answers – when tests are returned or in
other situations.
 The process of agreeing should include
reasoning over the validity of the
consensus answer, as well as reasoned
negation of misconceptions or wrong
answers.
 THINK THROUGH
TALKING
 Talking allows students to articulate their
thoughts and thus to learn.
 Encourage thinking through talking with

- discussion activities
- structured group/pair work
- modeling by teacher and
students.
 SELF-EVALUATION
 Self-evaluation involves learning how we learn, whereas
self-assessment is what we learn. To train pupils in self-
evaluation, use questions such as;
- Think about what has happened when the
learning has taken place.
- What really made you think? What did you
find difficult?
- How would you change the learning activity
to suit another class?
 SIMPLE ASSESSMENT STRATEGIES
& TIS YOU CAN USE EVERYDAY
 An open-ended question that gets them writing/talking.
 Ask students to reflect
 Use quizzes
 Ask students to summarize
 Hand signals
 Response Cards
 Four Corners
 Think-pair-share
 Choral reading
 One question quiz
 Socratic seminar
 Ticket out the door
 Journal reflections
 Formative pencil-paper assessment
 Misconception check
 Analogy prompt
 Practice frequency
 Use variety
 Make it useful
 Peer instruction
 Separate what you do and don’t understand
THANK YOU!!!