Post by Admin on Jan 5, 2020 1:55:39 GMT
Assessment Criteria Samples
The examples below follow on from the learning outcomes and are numbered accordingly. Both threshold and grade assessment criteria are illustrated in different formats. In some cases the assessment criteria have been developed from the task and in other cases the criteria have been developed directly from the learning outcome and the choice of task to test the criteria remains flexible. After the illustrations of threshold and grade assessment criteria, there are several examples of generalised assessment criteria that are not associated with particular learning outcomes.
Examples of threshold and grade assessment criteria
Learning Outcome Example 2
Level 2 B.Ed programme
At the end of the module the learner will be expected, within the context of a class situation, to demonstrate and evaluate the use of appropriate examples of positive reinforcement for the purpose of the improvement of behaviour.
Assessment method – In the context of three teaching sessions, observed by her mentor, the student will demonstrate three examples of positive reinforcement in the class situation as a means of encouraging improvement of behaviour.
Threshold assessment criteria:
· The learner will demonstrate at least three examples of positive reinforcement in order to improve behaviour.
· The examples will show that the learner understands the principles of positive reinforcement.
· They will be appropriate to the context and situation within the classroom at the time.
· The learner will be able adequately to evaluate the effectiveness of her own actions and the consequences of it, recognising any obvious ways of improving her practice.
Learning outcome Eg 12
Master’s level – Learning log module in a Leadership Programme
At the end of the module, in an oral presentation, making reference to their learning journal entries, learners will be expected to evaluate the role of reflection in their work situations, indicating its values and the role or potential role of negative influences. They will be able to indicate how they can improve their use of learning journals in future use.
Assessment method – an oral presentation for 15 minutes in front of peers and a tutor, all of whom will judge the quality of the presentation against a series of questions on its quality. The individual questions will be judged to be passed if they are ticked by at least all but two of the peers. The tutor will count up responses.
(Comment: peer assessment is to be used here. Learners are to be assessed as ‘adequate’ or ‘not yet adequate’. Those who are judged to be ‘not yet adequate’ will be expected to repeat the presentation at a later stage in their programme.)
Assessment criterion – the real criterion is that: at least five out of seven potential passes on questions will indicate ‘adequate’; and two or more ‘not passed’ will constitute ‘not yet adequate’. The means of judging whether the criterion has been reached posed as questions:
In the presentation does the learner evaluate the role of reflection in the work situation in a considered manner? – Yes No
Do the illustrations read from the learning journal represent good examples of reflection in the work situation? – Yes No
Does the evaluation indicate the values of reflection? – Yes No
Does the evaluation appropriately discuss negative influences? Yes No
Has the presenter considered how the learning journal can be used in a future situation? – Yes No
Are new methods of using the learning journal mentioned – ie methods that are different from current practice? – Yes No
Is the whole presentation coherent and well considered (as opposed to incoherent and superficial, showing little thought)? – Yes No
The examples below follow on from the learning outcomes and are numbered accordingly. Both threshold and grade assessment criteria are illustrated in different formats. In some cases the assessment criteria have been developed from the task and in other cases the criteria have been developed directly from the learning outcome and the choice of task to test the criteria remains flexible. After the illustrations of threshold and grade assessment criteria, there are several examples of generalised assessment criteria that are not associated with particular learning outcomes.
Examples of threshold and grade assessment criteria
Learning Outcome Example 2
Level 2 B.Ed programme
At the end of the module the learner will be expected, within the context of a class situation, to demonstrate and evaluate the use of appropriate examples of positive reinforcement for the purpose of the improvement of behaviour.
Assessment method – In the context of three teaching sessions, observed by her mentor, the student will demonstrate three examples of positive reinforcement in the class situation as a means of encouraging improvement of behaviour.
Threshold assessment criteria:
· The learner will demonstrate at least three examples of positive reinforcement in order to improve behaviour.
· The examples will show that the learner understands the principles of positive reinforcement.
· They will be appropriate to the context and situation within the classroom at the time.
· The learner will be able adequately to evaluate the effectiveness of her own actions and the consequences of it, recognising any obvious ways of improving her practice.
Learning outcome Eg 12
Master’s level – Learning log module in a Leadership Programme
At the end of the module, in an oral presentation, making reference to their learning journal entries, learners will be expected to evaluate the role of reflection in their work situations, indicating its values and the role or potential role of negative influences. They will be able to indicate how they can improve their use of learning journals in future use.
Assessment method – an oral presentation for 15 minutes in front of peers and a tutor, all of whom will judge the quality of the presentation against a series of questions on its quality. The individual questions will be judged to be passed if they are ticked by at least all but two of the peers. The tutor will count up responses.
(Comment: peer assessment is to be used here. Learners are to be assessed as ‘adequate’ or ‘not yet adequate’. Those who are judged to be ‘not yet adequate’ will be expected to repeat the presentation at a later stage in their programme.)
Assessment criterion – the real criterion is that: at least five out of seven potential passes on questions will indicate ‘adequate’; and two or more ‘not passed’ will constitute ‘not yet adequate’. The means of judging whether the criterion has been reached posed as questions:
In the presentation does the learner evaluate the role of reflection in the work situation in a considered manner? – Yes No
Do the illustrations read from the learning journal represent good examples of reflection in the work situation? – Yes No
Does the evaluation indicate the values of reflection? – Yes No
Does the evaluation appropriately discuss negative influences? Yes No
Has the presenter considered how the learning journal can be used in a future situation? – Yes No
Are new methods of using the learning journal mentioned – ie methods that are different from current practice? – Yes No
Is the whole presentation coherent and well considered (as opposed to incoherent and superficial, showing little thought)? – Yes No