Formative and Summative Assessment in the Modified Lesson Plan

Formative Assessment: Students are to use their laptops and be in groups to  create a mindmap on why they believe there is a pay gap between men and women in sport.
Summative Assessment: Students are to complete a research task and answer the following question: Should female athletes earn the same salaries as male athletes? Students are to use laptops to assist them in the research task. Students can do this in pairs.

Brief Description

The technology used in these form of assessment is using a laptop to demonstrate their knowledge and skills of the content (Wilson et al., 2016). This is both down visual and written which is seen in these assessments, visual for the mindmap and written with a bit of visual (diagrams, photos, graphs) for the research task. This assessments also make students to provide images, text and data which is encouraged due to digital technologies (Timmis et al., 2016).  

When I was choosing these assessments, I tried linking it to the digital technologies as a form of assessment. This is so students can engage cooperatively in these assessments can development communicational skills in assessment. This means that these assessments need to have another aspect added the marking criteria, 'how students work together as a group' (Wilson et al., 2016). This means that students will also get marked on how well they work as a group and that all students had a equal amout of contribution to the assessment. 

What do you think is the biggest challenge for you when you are designing an assessment task that uses technology?

I believe there will be a few challenges I would have to work through to create an assessment task that uses technology.  One challenge includes making sure the assessment task is capable for students to achieve and making it engaging so students capable on completing these digital assessment tasks. This can become a challenge as assessment tasks tend to not be engaging for students which results in students not completing them. This is because digital technologies are generally used in the learning as a collaborative learning activity which is engaging for students as they get to work and bounce ideas of each other while using technologies however, assessment tasks are usually individual work which takes out the collaborative learning aspect of the digital technology use (Timmis et al., 2016).  

I would overcome this challenge by somehow trying to incorporate collaborative learning into assessment tasks. This means that there can be another aspect of assessment brought into the task as students can be assessed on how well they work as a team (Wilson et al., 2016). An example on a type of assessment that collaborative learning can be used in digital technology tasks is presentations. Some students may know all the content but may not be good public speakers, for example EAL/d students, so having a competent public speaker with them during the presentation can give the other students confidence to achieve a better overall grade.