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Development of an assessment-infused unit of work

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  • Post Date 2018-11-08T10:46:34+00:00
  • Post Category Assignment

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Development of an assessment-infused unit of work

Assignment 3

Assignment 3: Development of an assessment-infused unit of work

This task requires you to take an existing teaching unit from your context and to infuse it with the principles and practices of assessment for learning as discussed throughout the course and related readings. The unit should include:

  • A statement of rationale, purpose, and focus
  • Details of student learning activities
  • Details of assessment activities
  • Details of resources to be used
  • Reflection and Concluding statement of 1800 words explaining how the unit embodies AfL principles and demonstrates your understanding of key concepts and issues (cite a range of literature) explicitly raised during the course and in your follow up readings.

 

Alternatively, if you have an innovative assessment practice (original) and you have used it in your class, you can write a paper (3,500 words) to describe it. You need to provide a strong theoretical rationale and discuss its practical applications in improving student learning. You need to provide an empirical evidence to support your claim.

 

Assessment 3 Rubrics

Please see rubrics for Assessment 3. Anything you would like to revise/add/edit?

Assignment 3: Development of an assessment-infused  unit of work

Criteria

 

 

Expected Output

  1. Learning outcomes are clear and explicit

Learning outcomes are ambiguous and do not specify the behaviours or skills expected

Learning outcomes are measurable and observable and are stated using concrete active verbs which specify the behaviour or skills expected. 

Learning outcomes identify the action required, the context and the condition needed, and the expectation/degree of performance/quality of output.

  1. Prior knowledge is used

Prior knowledge is not considered

Prior knowledge is identified

Prior knowledge is used to build up the lesson 

  1. Learning outcomes are communicated

Learning outcomes are provided in the course outline

Learning outcomes are explained to students at the start of the course

Learning outcomes are discussed and critiqued using previous students’ work to clarify and improve student understanding of each learning outcome

  1. Criteria and standards of performance are provided  (rubrics)

Criteria are provided but with no description of standards

Criteria are provided with  generic descriptions of standards

Criteria are provided with clear and concise descriptions of each level of standards in the particular context of the tasks. 

  1. Criteria and standards are aligned  with learning outcomes

Some of the criteria and/or standards are inconsistent with the learning outcomes

Criteria and standards are measuring the desired learning outcomes

Criteria and standards are stated in ways that relate to and clarify the learning outcomes

  1. Criteria and standards are communicated to students

Criteria and standards are discussed in the class.

Work samples of previous students are used to discuss to clarify criteria and standards

Provides opportunities for students to critic a wide range of work samples of previous students to clarify and develop deeper understanding of criteria and standards

  1. Assessment tasks  are aligned with the learning outcomes

Assessment tasks require students to demonstrate some of the learning outcomes

Assessment tasks require students to demonstrate achievement of all learning outcomes. 

Assessment tasks are flexible to accommodate students’ diverse  learning needs and interests to provide them opportunities to best demonstrate their learning

 

 

 

 

 

 

  1. Task description and criteria and standards are clearly consistent with each other

Task description and criteria and standards show some inconsistencies which may confuse students on what to do with the task

Task description and criteria and standards clearly relate to each other to give consistent message how to accomplish the task

Task description is clear and highlights criteria and standards

  1. Rationale for doing the task is explained

The rationale describes how the task will benefit students in their learning for that particular course. 

The rationale describes how the task will benefit students in their learning for that particular course and other related courses.

The rationale describes how the task will benefit students in their learning in that particular lesson, in other related lesson and in their future lesson/year levels.

  1. Self-assessment is used to actively engage students in the assessment process

Self-assessment is encouraged

Student self-assessment capabilities are developed prior to asking them to engaged in self-assessment

Self-assessment approach is included. Students are required to integrate the results of self-assessment into their final output

  1. Peer- assessment are used to actively engage students in the assessment process

Peer-assessment is encouraged

Peer-assessment is an integral part of the whole learning and teaching activities

Peer- assessment approach is included. Students are required to integrate the results of peer assessment into their final output

  1. Feedback provided is designed to help student calibrate their own judgments about their work

Some contents of the feedback are irrelevant to criteria/standards.

 

Provide timely and appropriate feedback to students about their achievement relative to the criteria

Provide useful feedback based on informed and timely judgements of student  work with emphasis on student needs to progress  to improve their work

  1. Opportunities to use feedback to improve learning are provided

Give feedback at the end of the course.

Encourage students to seek feedback before submitting their final output

Provide feedback and give enough time for students to revise their work incorporating the feedback.

  1. Other AfL practices/innovations

 

 

 

 


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