Assessment for Improvement Learning Outcomes: 3, 4 Description of task: There are three parts to this assessment task: 1. During practicum, produce a planned semi-formal formative assessment task and ask a group of students to complete it. 2. Provide an analysis of the data you collect 3. Critically evaluate the task you design Note, you will need to discuss the timing and design of your semi-formal formative assessment with your Associate Teacher as it will be based on something the students are learning. Part A: Planned semi-formal formative assessment task Submit your semi-formal formative assessment task as a student handout, OR, if a student handout is not appropriate, describe the task that you asked students to complete (2-3 paragraphs). You must include a Learning Outcome on the student handout, or at the beginning of the description. Note: Part A is not included in the overall word count. Part B: Analysis of data Provide an analysis of the data the assessment task generated following the steps outlined below: 1. Provide the criteria you used to assess student progress towards the Learning Outcome/s. 2. Describe how you made judgements about student progress towards the Learning Outcome/s. 3. Provide a brief summary of the data your activity generated and identify possible next steps in teaching and learning based on this information. Part C: Critical evaluation Write a critical evaluation of the task you designed. 1. Comment on the effectiveness of the task in generating specific enough information about student progress towards the learning outcome/s as a whole class or group. 2. Comment on the effectiveness of the task in enabling you to give students feedback about their individual progress. 3. What are the implications of your critical evaluation for planning the type and timing of formative assessment events (both informal, and planned semi-formal) when planning a unit of work? Support Part C with relevant academic literature where appropriate. Assignment Formatting Margins: cm Font: Size 12 pt Calibri or Times New Roman Spacing: Double Assessment Criteria: Assessment for improvement Criteria A B C Fail/Resubmit Analytical skills Analysis of data is clear, methodical and concise. Discussion of assessment data shows well-developed analytical skills. Next steps identified for student learning are clearly linked to data analysis. Analysis of data provides some information about student progress. Discussion of the assessment data identifies some trends or issues. Next steps for student learning are identified. Emerging analytical skills are evident in the discussion of assessment data. Next steps for student learning are generalised. Insufficient evidence of an ability to use analytical skills to make sense of assessment data. Critical evaluation of the task Critical evaluation of the task design is methodical and includes specific details. Discussion of the type and timing of FA events demonstrates familiarity with the theoretical underpinning of formative assessment. Critical evaluation of the task design Includes some specific detail. Discussion of the type and timing of FA events demonstrates some understanding of key ideas about formative assessment. Discussion of the task design is fairly generalized. There is some discussion about the type and/or timing of FA events. Evaluation of assessment task does not show sufficient understanding of the purpose or use of formative assessment.
