Assessment! WHY?

• Religion the answers you get for marking will be more varied from students - keep open mind for responses.
• Suggested format - you may have or develop you own style of marking, this is how Lisa. F does it.
  • Look and mark the student she knows will be a higher grade student. Then do the rest, this way you know generally what to look for.
  • Avoid distractions and only look at the evidence the student gives - e.g. written or visual response  NOT writing style or page layout and formatting.
  • If they have the evidence shown somewhere, you can give them marks for their work.

 
WHY DO WE MARK?

• To see if they understand the task
• To see if they have met the learning intention
• To check that they have completed the task
• To provide useful feedback
• To motivate and engage students

 
 
WHEN DESIGNING DESIGN BREIFS AND ASSESSMENT TO USE WITH STUDENT, CONSIDER ASSESSMENT AND THE FOLLOWING CRITERIA...

• What do we want the students to learn?
• Why does the learning matter?
• What do we want the students to do/produce?
• How well do we expect them to do it?
• (The ACT Quality Teaching model, Assessment Practice Guide)

 
 
USEFUL RESOURCES:
 
http://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessment_Web.pdf’
 
https://www.theguardian.com/teacher-network/teacher-blog/2014/apr/16/how-to-marking-techniques-teacher-feedback-students
 
http://thehighlyeffectiveteacher.com/marking-tips-to-reduce-your-work-time/
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