Assessments may be formal or informal and they may be formative or summative. Assessment tasks vary from informal questions during a learning activity to a formal written tests at the end of a learning program. Assessments of all types provide evidence for the practitioner to make decisions, often in collaboration with the learner, about the next steps forward in the learning program.
Read more about types of assessment.
Practitioners may develop their own formal assessment tasks that are specific to their learning domain and the context in which they are teaching, for example assignments, role plays, and simulations. It should be noted that when practitioners engage learners in co-construction of an assessment task learners are more likely to take ownership of their learning.
Effective formal assessment tasks are transparent, that is the learner knows the purpose of the task, what is expected and how the task will be assessed.
Read more about the
qualities of effective formal assessment tasks and how to write an effective formal assessment task.
A rubric is a set of criteria for evaluating learner performance on an assessment task.
Rubrics are most effective when learners and practitioners co-construct them as they assist learners to take responsibility for their own learning.
A range of tools and guidelines is available to assist the process of creating effective formal assessment tasks (e.g. tests, projects, presentations) and informal assessments (e.g. observation, discussion, questioning) to assess where learners are at in their progress along the learning continuum.
Assessment tools help practitioners to create assessment tasks to determine where learners are on the continuum of learning and to find out what knowledge, skills and concepts the learner has mastered and what may have been misunderstood or not yet mastered.
Effective use of assessment tools and tasks with learners improves self- assessment practices by involving learners directly in assessment.
A suite of validated assessment tools has been developed to assist practitioners to assess the learning and development progress and learning achievement of learners. Practitioners may draw on the validated assessment tools to understand where their whole group, small groups or indeed individuals are on the learning continuum in several learning domains for example English, Maths and HPE. Practitioners often develop their own assessment tools for example a spreadsheet template for online tests , a Word template for multiple choice quizzes or topic review questions.
Read more about online assessment tools.
View David Wees’ presentation of 54 assessment tools. The presentation includes interactive online assessment tools, paper-based tools and class activities.
Much assessment occurs during classroom interactions between practitioner and learners. The quality of questions asked by the teacher and learners, the depth of answers supplied by learners, the quality of class discussions and the detailed observations practitioners make of learners at work all provide evidence of learning including shallow or deep understanding and misconceptions.
Read more about techniques for improving the effectiveness of assessment in the classroom.
Digital Learning Platforms, Research Series Paper No.3 October 2011. This paper discusses research on the differing ways in which digital assessment tools can be utilised in the ongoing teaching and learning cycle and how they can improve the quality and variety of evidence obtained for feedback.
This article explain the value and purpose of rubrics and provides a step-by-step guide to developing a rubric.