ALTERNATIVE WAYS OF ASSESSMENT Activity 3, Handout 3, Proforma TYPE OF ASSESSMENT What skills it will focus on
The percentage weighting (from the overall 100 percent for the semester)
Task description (very briefly, just an idea would be fine here)
Time allocated for students
Individual or group
Assessment criteria
Lesson 20. Assessment planning.
To let students analyse planning of assessment and critical analysis of assessment
1. Hughes, A. (2003) Testing for Language Teaching. Cambridge: Cambridge University Press.
Charts, laptop with speakers, audio recordings, handouts, video clips, white board
Handout 1. Purposes of Classroom Assessment (https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf) 1. Assessment for learning is designed to give teachers information to modify and differentiate teaching and learning activities. It acknowledges that individual students learn in idiosyncratic ways, but it also recognizes that there are predictable patterns and pathways that many students follow. It requires careful design on the part of teachers so that they use the resulting information to determine not only what students know, but also to gain insights into how, when, and whether students apply what they know. Teachers can also use this information to streamline and target instruction and resources, and to provide feedback to students to help them advance their
learning.
2. Assessment as learning is a process of developing and supporting metacognition for students. Assessment as learning focusses on the role of the student as the critical connector between assessment and learning. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. This is the regulatory process in metacognition. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practise, and become comfortable with reflection, and with a critical analysis of their own learning.
3. Assessment of learning is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes, and, occasionally, to show how they are placed in relation to others. Teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of students’ proficiency, so that the recipients of the information can use the information to make reasonable and defensible decisions.
