ASSESSMENT IN EDUCATION

Copyright Keith Morrison, 2004 IPSATIVE ASSESSMENT An individual’s performance is judged in comparison to her/his other performances, either in the same domain at different times or in different domains. Is a student’s own self-referenced assessment. Involves review, target setting, action planning and further review. Copyright Keith Morrison, 2004

SELF-ASSESSMENT INVOLVES . . . reflecting on past experience; seeking to remember and understand what took place; attempting to gain a clearer idea of what has been learned or achieved; sharing responsibility for the organisation of their [students’] work; keeping records of activities undertaken; making decisions about future actions and targets. Copyright Keith Morrison, 2004

Copyright Keith Morrison, 2004 AUTHENTIC ASSESSMENT Students are assessed in what has been taught and practised. An educative assessment is designed to improve learning and achievement based in meaningful, credible and realistic (real-world) tasks and activities. The focus of teaching and instruction is on solving problems and accomplishing tasks like those addressed by professionals in the field. Standards of performance are transparent to all and are the focus of feedback. Assessment is usually teacher assessment. Copyright Keith Morrison, 2004

Copyright Keith Morrison, 2004 AUTHENTIC ASSESSMENT Feedback is timely and ongoing. Tasks are real-world and provide performer-friendly feedback. It enables the teacher to observe processes as well as outcomes. It enables complex knowledge to be demonstrated in integrated tasks. It provides challenging yet realistic tasks. A hands-on exercise or problem is expected to be solved that produces an observable outcome or product. Assessment is closely linked to learning. Copyright Keith Morrison, 2004

Copyright Keith Morrison, 2004 AUTHENTIC ASSESSMENT Student engagement and motivation are important. Tasks, learning and performance focus on real projects, promotion motivation and engagement. Learning and assessment contexts are provided in which students show what they have learned in the same conditions as those that occur in real life. Assessment is part of ongoing learning; it is built into learning. Criterion referencing is important. In assessment, account has to be taken of teacher intervention and involvement. Copyright Keith Morrison, 2004