Assessment Literacy Fun Quiz

[Warm up] Can you remember which assessment for learning strategy did we cover the previous term?

• Offer regular and descriptive feedback

• Promote a learning orientation

• Use evidence of student learning needs to determine next steps in teaching

• Provide a clear and understandable vision of the learning target

[Do you know what we’re doing today?] Which assessment for learning strategy are we covering today?

• Using strong and weak examples/models with Rubrics

• Using strong and weak examples/models with written response item

• Offering regular descriptive feedback

• Teach students to self-assess and set goals for next steps

[Last warm up question!] How many Assessment for Learning strategies are we covering in total for this Assessment Literacy workshop series?

• Six

• Seven

• Eight

• I don’t know

For the strategy “Use examples and models of strong and weak work”, which question does it help the students to answer in terms of their learning?

• How can I close the gap?

• Where am I now?

• Where am I going?

What are the formative uses of a well-designed rubric? (You may choose more than one option)

• To develop a performance goal orientation

• To diagnose strengths and areas for improvement

• To help students develop their understanding of quality, self-assess and set goals for improvement

• To provide feedback that guides students in revision of their work

What is a well-designed rubric for self-assessment? (May choose more than one option)

• Describes features of quality

• Written in student-friendly language

• Makes references to learning targets

• Co-created with students

What are the three essential characteristics of a formative rubric?

• Holistic in structure

• Use descriptive language

• Task-specific

• Analytic in structure

• Generalisable across task

Which of the following exampled shows a quality that is written in a descriptive language but not in an evaluative or quantitative language?

• Good display of information

• Display of information is accurate , mostly complete and is mostly organised so that it is easy to interpret. It may have one or two small omissions.

• Displays three pieces of information

Answer explanation

1) Evaluative language (Excellent/good/fair/poor) merely repeats the judgement of the number at each level. It offers not insight into features of quality.

2) Quantitative language substitutes number counts for explanation of quality.

Rubrics that works best are general, rather than task specific. Which of the follow examples show a general rubric?

• The conclusion shows the character learning to overcome his/her fear.

• The conclusion is clear and restates the theme.

• The conclusion states how the character learnt to treasure the second chance given.

What are the benefits of using general over task-specific rubrics? (Pick two)

• Internalising the characteristics of quality that apply to all instances of work

• Relatively easy to score large number of responses quickly

• Tell the students what to do

• Provide breath and space for thinking and creativity