Unesco teaching and learning for a sustainable future



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UNESCO TEACHING AND LEARNING FOR A SUSTAINABLE FUTURE

MODULE 24 | APPROPRIATE ASSESSMENT

Activity 1 - Yim-lin's class

Q1: Answer the following questions about Yim-lin's class.

What was being assessed in Yim-lin's class today? How has Yim-lin assessed the students?






What is your definition of assessment?




What are some of the best examples of assessment you have seen?




What assessment techniques would you recommend to Yim-lin?




What types of assessment do you think would be particularly useful for teaching and learning for a sustainable future?




Q2: Identify the three views that you believe are most relevant to education for a sustainable future? Explain the reason for each one.

Views most relevant to education for a sustainable future

Reason

1.




2.




3.




Activity 2 - Defining assessment and evaluation

Q3: Identify the key difference between assessment and evaluation from the three quotations.




Activity 3 - Changing attitudes to assessment

Q4: Two views of assessment

What is the key point in View 1?






What do you think is the rationale behind this view?




How is View 1 relevant to education for a sustainable future?




What are the main points in View 2? How do these differ from View 1?




What is the rationale behind View 2?




View 2 is more recent than View 1. What changes in education thinking might help explain the change in attitudes to assessment?




Q5: Using the definitions and the examples in Yim-lin's lessons, compare formative and summative assessment according to their purposes, the forms they may take, and their timing.

Features

Formative assessment

Summative assessment

Purpose







Forms







Timing







Activity 4 - Methods of assessment

Q6: Match different learning objectives with appropriate assessment methods by typing an ‘X’ in the appropriate boxes.




Knowledge

Thinking processes

Skills

Values and attitudes

Actions

Multiple Choice Tests
















Short Answer Test
















Essay
















Decision-making Exercise
















Oral Presentation
















Observation (by teacher)
















Self-assessment
















Activity 5 - Decision-making exercises

Q7: Analyse the decision-making exercise by answering these questions.

Identify the thinking processes (e.g. application, analysis, synthesis, or evaluation) that are being assessed as the students progress through the decision-making exercise.



Exercise

Main thinking processes

Activities

1.







2.







3.







4.







Identify the ‘valuing process’ skills that students will gain or strengthen as a result of completing the decision-making exercise.




How could you adapt the decision-making exercise on air pollution in Hong Kong to suit a class that you teach?




Activity 6 - Self-assessment

Q8: Self-assessment proformas

Which proforma might you use with your own class? Why?






What changes could you make to the other one so that it is more appropriate to your class?




What use could you make of student self-assessment information on students’ report cards?




Activity 7 - Reflection

Q9: Identify three benefits that you believe Yim-lin would have obtained from the workshop on assessment.

1.

2.

3.

Q10: Identify a subject or syllabus, a grade level, and a syllabus topic for which you could develop (i) a decision-making exercise, and (ii) a self-assessment proforma.




Subject

Grade level

Syllabus topic

Decision-making exercise










Self-assessment proforma










Q11: How might some of the ideas in this module affect or change your current assessment strategies?






Teaching and Learning for a Sustainable Future UNESCO 2009


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