Outcome and assessment links
3.1.6 Demonstrate knowledge of the link between outcomes and assessment strategies.
Working backwards.....
Good advice given by my mentor is to start with the assessment outcomes and work backwards as you plan and program your lesson sequences. This made planning much easier as it was explicit what is to be covered. The sequence of lessons for fractions began with the assessment based on the outcomes. Below is an example of lesson plan and notebook lesson based on the assessment of outcomes.
The assessment calls for students to answer questions based on Blooms levels of:
# Remembering - "Shade 1/4 of the circle....."
# Understanding - "Circle the cake that is cut in quarters in red. Circle the cake that is cut in halves in blue." (Multiple cakes divided into parts are given).
# Applying - "What do you use fractions at home for? Give as many examples as you can think of."
The assessment calls for students to answer questions based on Blooms levels of:
# Remembering - "Shade 1/4 of the circle....."
# Understanding - "Circle the cake that is cut in quarters in red. Circle the cake that is cut in halves in blue." (Multiple cakes divided into parts are given).
# Applying - "What do you use fractions at home for? Give as many examples as you can think of."
Evidence:
Stage 1 Maths fractions lesson plan Stage 1 Maths fractions notebook lesson introduction Stage 1 Maths fractions assessment version 2 (amended with advice from mentor, plus theoretical knowledge learnt). Outcomes are included on worksheet page for teacher use and marking. Mentor feedback fractions page 1 and page 2. During the lesson emphasis on assessment outcomes were the focused ie mathematical language, application to real life questioning. |
Reflection/Improvement: This was a great learning experience for me. I grasped the complexity behind development of assessments, and also the importance of developing the assessment first in all programming. This kept lessons on track, reduced extra unecessary information and assisted in students learning. After mentor guidance, unit theoretical knowledge my development of assessments has improved in the written assessment strategy. I am yet to tackle other forms of assessment.