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Let’s consider the assessments used to gather evidence of learning. Assessments should elicit “performance” at increasing levels of complexity along a progression.
Let’s consider the assessments used to gather evidence of learning. Assessments should elicit “performance” at increasing levels of complexity along a progression.
At the start of the learning process are short-cycle, diagnostic assessments used formatively during instruction.
At the start of the learning process are short-cycle, diagnostic assessments used formatively during instruction.
Along the assessment continuum are longer-term, multi-part performance assessments, which may include course-embedded tasks, problem-based performance tasks, and project-based learning/PBL or expeditionary learning opportunities/ELOs.
Along the assessment continuum are longer-term, multi-part performance assessments, which may include course-embedded tasks, problem-based performance tasks, and project-based learning/PBL or expeditionary learning opportunities/ELOs.
Evidence of deeper learning is only elicited by the more complex tasks, after students have had multiple opportunities with timely feedback along the way.
Evidence of deeper learning is only elicited by the more complex tasks, after students have had multiple opportunities with timely feedback along the way.
Collecting evidence for each student’s body of evidence/BOE demands coherence across the range of competency-based assessments used by different teachers. This does not mean “same” but using comparable assessments.
Collecting evidence for each student’s body of evidence/BOE demands coherence across the range of competency-based assessments used by different teachers. This does not mean “same” but using comparable assessments.
Question 3.3 for Reflection: How are you ensuring coherence for the development and use of CB assessments?
Question 3.3 for Reflection: How are you ensuring coherence for the development and use of CB assessments?
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