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Assessment Lecture

Assessment Lecture for Adelaide University. August 2013

Leon Marsden

on 7 August 2014

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Transcript of Assessment Lecture

University of Adelaide
Presenter: Mr Jonathan Harding

Assistant Head of Middle School
Teaching and Learning

Pulteney Grammar School

Mail: jharding@pulteney.sa.edu.au@southbrum36
Planning to Assess
Knowing the students
Knowing their learning style
Assessment as part of the unit planning process (Wiggins and McTighe - Backwards Design)
Purpose of Assessment
Faculty of Education
Curriculum and Methodolgy
Standard 2.3 : Curriculum, Assessment and Reporting
Standard 5.1 : Assess Student Learning
Standard 5.3 : Make Consistent and Comparable Judgements
Standard 5.4: Interpret Student Data
1) Assessment Definition
2) Planning to Assess
3) Purpose/ Types of Assessment
4) Two key types
- Norm referenced assessment
- Criteria Based Assessment
5) Key Assessment Considerations

The means by which learning can be monitored and improved. It is an ongoing process and can be monitored through multiple methods. It is pre-dominantly evidence-based. Based on the evidence collected a judgment can be made which is an evaluation of the performance.

Brady, L. & Kennedy, K. (2012) Assessment and Reporting: Celebrating student achievement. Pearson Education 4th edition, Frenchs Forest, NSW.
Assessment Definition
Assessment of Learning
Assessment for Learning
Assessment as Learning
6 Types of Assessment

- Students are awarded their grades on the basis of their ranking within a particular cohort.

- Norm-referencing involves fitting a ranked list of students’ ‘raw scores’ to a pre-determined distribution for awarding grades. Usually, grades are spread to fit a ‘bell curve’ (a ‘normal distribution’ in statistical terminology), either by qualitative, informal rough-reckoning or by statistical techniques of varying complexity.

- Based on the assumption that a roughly similar range of human performance can be expected for any student group.

Norm- Referenced Assessment
Entrance Exams
Common Tests for streaming purposes
Diagnostic Tests


Where would it be appropriate for schools to do Norm- referenced tests

What are the weaknesses of using norm-referenced tests as an assessment tool.
“Current indicators of mastery, such as school grades, credits, scores on competency tests and norm- referenced standardized tests, are criticized for their failure to provide specific information about what students actually know and can do” (Newmann and Archibald 1992)
To assess an individual’s performance in comparison with some pre-defined criterion or pre-determined standard.

Criteria Based Assessment
Brady, L. & Kennedy, K. (2012)
Example 1:
A Geography RainforestTask
What are its strengths?
What are its weaknesses?
Example 2: English Text Response
What are its strengths?
What are its weaknesses?
Key Considerations
Credible to all stakeholders


Balanced in the used of assessment methods

Honest yet fair

Intellectually rigorous and thought provoking

Assessment Stakeholders
The student

How does this assessment task and the other assessment tasks in the unit
allow all students to be able to
demonstrate their
understanding, given that not
all students are the same?
Authenticity and Engagement
1) How does your assessment piece engage the students

2) How are you providing the students an opportunity to engage in authentic learning? (why do we need to do this?)
What is your Assessment piece focus?
Knowledge Versus Understanding

The facts
A body of coherent facts
Verifiable claims
Right or wrong
I know something to be true
I respond on cue with what I know

The meaning of the facts
The “theory” that provides coherence and meaning to those facts
Fallible, in-process theories
A matter of degree or sophistication
I understand why it is, what makes it knowledge
I judge when to and when not to use what I know
AITSL Standards
Learning Intentions
Introductory Remarks
The link between architecture and assessment

Full transcript