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| Keeping records of assessment activities in a methodical way will provide a direct link to reporting. Record-keeping procedures could include: anecdotal records, observation notes, marks and grades, running records, comments and descriptions, time sampling, tracking sheets, checklists, portfolios, rating scales and student profiles. |
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What should you consider when you design a task? |
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A single task can often measure achievement in relation to several objectives. Consider the nature and structure of the task so that you: |
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make the requirements of the task as clear as possible |
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choose questions or activities that assess the chosen objectives and allow students to demonstrate appropriate outcomes |
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make any sources or stimulus material clear and appropriate to the task |
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anticipate the likely range of student responses. |
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What should you consider when you devise a marking scheme? |
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A marking scheme should be devised as a task is set.
Teachers should:
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allocate marks or appropriate comments to each section of the task |
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consider any weighting that is to be applied |
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adjust the marking scheme when the student responses are unexpected. |
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