Assessment Basics:
- purpose (diagnostic, formative, and summative)
- types (objective and subjective)
- feedback (self, peer, and instructor)
- strategies (tests, projects, essays, presentations, skill demonstration, etc.)
- tools (rubrics, rating scales, checklists)
|
I have not evaluated any learning yet. |
I can create basic assessments (e.g., tests, quizzes, projects, writing assignments, task demonstrations, presentations, etc.) within a course. |
I can create assessments that are well-designed and are somewhat varied in terms of purpose, types, strategies and tools, and feedback given. |
I can create assessments that follow a specific design and plan and are varied in terms of purpose, types, strategy and tool, and feedback given to provide an accurate snapshot of student performance. |
| Authentic Assessment |
I have not evaluated any learning yet. |
I can create assessments that have some elements of mirroring either workplace tasks or the norms and behaviours of the industry. |
I can create assessments that somewhat mirror either workplace tasks and the norms and behaviours of the industry or both. |
I can create assessments that closely mirror both workplace tasks and the norms of the behaviours of the industry that the task comes from. |
| Selecting Assessment Tools |
I have not evaluated any learning yet. |
I can use one assessment tool to accurately evaluate student work. |
I can use two or more assessment tools to accurately evaluate student work and often select a tool to match the strategy well. |
I can select and design the best assessment tool for a given assessment strategy to provide the most accurate and reliable measure of student performance. |