There are three (or two most years) assignments for a total mark of 40%. The examination (3 out of 9 questions) accounts for 60% of the total mark.

The examination questions are cased-based CRs.

Sample Questions from 2014

QUESTION 3

Read the following passage and then answer the question that follows

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario's Schools, First Edition Covering Grades 1-12. Toronto, ON: Queen's Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

QUESTION 3

Distinguish clearly among the following terms used in assessment, clearly discussing similarities, differences and areas of overlap (15 marks)

1)     Assessment for learning

2)     Assessment as learning

3)     Assessment of learning

4)     Formative assessment

5)     Summative assessment

(You must use examples relevant to the local context)

_______________________________

QUESTION 6

Read the following passage and then answer the question that follows

One course of action would be to redress the balance from formative assessment as an instrument toward formative assessment as a process for enabling learning by channeling the investment into teachers rather than tools. This means investing in the development of teacher knowledge and skills needed to engage in the process of formative assessment (Heritage, 2007, 2010; Heritage & Niemi, 2006). This outlook is clearly summed up in the ARG’s guiding principle that formative assessment be viewed as a key professional skill for teachers. The assessment system would include summative measures, but reserve formative assessment as the means “to enable learning and its ongoing social support as classroom cultural practice and not just to provide close-in snapshots of whether students have learned what was targeted for learning” (Durán, 2010, p. 3). So doing will require significant and fundamental changes in assessment and teaching practices. (P. 16)

Heritage, M. (2010). Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?. Council of Chief State School Officers.

QUESTION 6

(A) Explain the concept of a balanced assessment system and critique the current assessment system of Trinidad and Tobago from the standpoint of balance (6 marks)

(B) Explain in detail how formative assessment might promote learning in the classroom and illustrate this explanation with appropriate examples from the local context (9 marks)

Assignments

 You will generaly do 2 assignments chosen from 1-3

1. ASSIGNMENT 1 (10 marks)  (8-12 Pages)
2. ASSIGNMENT 2 (20 marks)  (15-20 PAGES)
3. ASSIGNMENT 3- (10 marks) (Oral Presentation) (If assignment 3 is not assigned then assignment 1 is 15 marks and assignment 2 is 25)

Assignment 1- Examination Paper Critique

Guidance

Critique-(verb) evaluate (a theory or practice) in a detailed and analytical way.

Issue-(noun) an important topic or problem for debate or discussion.

Readings

Examination Systems (Asia-Pacific Region)

CXC Examiner Special Issue on TVET

QCA CRITERIA FOR  EVALUATING ASSESSMENT SYSTEMS

Linda Darling-Hammond-Criteria for High-Quality Assessment

Scaffolding



Rubrics

High Quality Classroom Assessment

Assignment 2, 2017

Steps

1. Select a single topic and/or big idea

Structure of Report

1. Purpose of Assessment-Why was the assessment done-What is the intention/ role within a bigger assessment system?

2. Design Considerations-What principles guided the design?  How was the assessment put together (Method)? How is it linked to Syllabus considerations?

3. Theory of Action-How do you expect this design to lead to the outcomes? What is the assessment theory behind the design?

4. Implementing the Design-What did you do? What was the experience of teachers and students?

5. Outcomes-Qualitative Evidence-Interviews/photos/videos of your assessment in action. Try student photovoice.

6. Outcomes-Quantitative Evidence-Surveys/Test Scores/Item performances - What does this data say?

7. Conclusion-Was the design effectively implemented?  Did it lead to any of the predicted outcomes? Why/Why not?

Steps

Sample Successes

2016 Questions

Is a table of specifications necessary? This exercise focuses upon assessment as pedagogy. However, a table of specifications may still be employed in the design section. You can make a single table of specifications including all assessment formats. Outcomes will not be totally captured by Bloom's Taxonomy. What is important is to be clear on the design principles and to make this explicit.

Research Article on Table of Specs for Classroom Assessment

Report with Table of Specs for Arts Programme

Instructions for Visual Arts, Michigan

Sample TOR for Performance Task

What is the word limit? 15-20 pages with appendices. However, you may exceed this limit with permission.

Is scoring important? You make that decision. If scoring is important to you, report full quantitative evidence, possibly including item analysis.

Teach using big ideas

Maths

Science

Inquiry-based learning

Big ideas and essential questions in the Pennsylvania Department of Education Framework

Why use big ideas?

Ontario Science Curriculum

Big ideas and essential questions

100 essential questions

Sample Performance Task

Big Idea: Small island states such as Trinidad and Tobago are vulnerable to natural disasters

Discipline: Social Studies

Class Level: Standard 4

Competencies assessed: Collaboration, Creativity, Language use, Understanding the impact of natural disasters in the Caribbean (Social Studies)

Performance Tasks

Core Knowledge

A hurricane  is a tropical cyclone where the maximum average wind speed near its centre (eye) is more than 74 mph or 119 Km/h. The winds rotate in a counter-clockwise spiral motion around a region of low pressure.

The hurricane is one of the most damaging and potentially deadly disasters which can affect the Caribbean. Read More

The class is organized into 4 groups

Each group chooses one of the four hurricanes

1. Gilbert (1988) See Sample Video

2. Flora (1933)

3. Ivan (2004)

4. Janet (1955)

There are three tasks

1. Using video and video editing, create a weather report tracking the pathway of the selected storm

2. Recreate an eye-witness account of someone who experienced the storm. Use a narrative (story), interview, or newspaper account

3. Develop an exhibition poster on the social and economic impact of the hurricane. You may use a series of posters and models and you must present the information to parent judges.

For you to do . . .

1. Create rubrics to assess the targeted competencies

2. Depending upon the ability of the class, (a) create more extensive scaffolding and (b) kid-friendly versions of the instruction and (c) rubrics

3. Developing a training schedule for the teacher helping them to employ formative assessment especially but not soley with the performance task-See Models of formative assessment on experts in formative assessment page.

SAMPLE CR

Big Idea: Ethical practice is critical in amateur and professional sporting activity

Discipline: PE/Ethics

Read the following extract and then answer the questions that follow

_____________________________

The sportsmanship model is built on the idea that sport both demonstrates and encourages character development, which then influences the moral character of the broader community. How we each compete in sports can have an effect on our personal moral and ethical behavior outside of the competition.

Some argue for a "bracketed morality" within sports. This approach holds that sport and competition are set apart from real life, and occupy a realm where ethics and moral codes do not apply. Instead, some argue, sports serves as an outlet for our primal aggression and a selfish need for recognition and respect gained through the conquering of an opponent. In this view, aggression and victory are the only virtues. For example, a football player may be described as mean and nasty on the field, but kind and gentle in everyday life. His violent disposition on the field is not wrong because when he is playing the game he is part of an amoral reality that is dictated only by the principle of winning.

An ethical approach to sport rejects this bracketed morality and honors the game and one's opponent through tough but fair play. This means understanding the rules and their importance in encouraging respect for your opponent, which pushes you to be your best.

____________________________

Kirk O. Hanson is the executive director of the Markkula Center for Applied Ethics. Matt Savage was a Hackworth Fellow at the Center. These materials were prepared for the Institute for Sports Law and Ethics, of which the Markkula Center is a partner organization.

http://www.scu.edu/ethics/publications/submitted/sports-ethics.html

1a. Explain what the author means when he speaks of "bracketed morality" (3 marks)

1b. Discuss 4 instances in which you believe such an approach has been practiced in a popular professional sport. (8 marks)

1c. Develop an outline for a code of ethics for the intercol football team at your school. (9 marks)

Rubrics

Preliminary Rubric for Assignment 2

• DISTINGUISHED   (25-19)

Comprehensive report with innovative appropriate items/tasks. Performance assessment is exceptionally well designed. Current item writing rules are consistently applied and construction of task/tasks shows deep understanding of assessment theory, especially principles of test construction. Original, outstanding and insightful data analysis with useful reporting of results. Insightful analysis of experiences.  Inferences are consistently accurate and insightful.

• PROFICIENT   (18-12)

Useful report with many high-quality items/tasks. All items are appropriate given the purpose and context. Current item writing rules are frequently applied and construction reflects good understanding of assessment theory. Insightful data analysis with useful reporting of results. Useful exploration of participant experiences. Inferences are mostly accurate, and some are even insightful.

• INTERMEDIATE   (11-6)

Useful report with some high-quality items/tasks. However, some items do not appear appropriate. There is limited application of item writing rules, but some understanding of assessment theory is demonstrated. Useful and accurate data analysis and reporting of results. Limited exploration of experiences, with a few inferences lack accuracy and insight.

• NOVICE   (5-0)

Useful report but few high-quality items/tasks. Several items do not appear appropriate. Very limited application of item writing rules. and limited understanding of assessment theory. Limited or inaccurate data analysis and reporting of results. Most inferences are inaccurate or lack insight

Assignment 3- Assessment Issues

Preliminary Rubric for

Magdalena Grand: (15-12)

A detailed outline is provided. The content is insightful and makes good use of a variety of assessment theory. The speech demonstrates thorough and accurate knowledge of the subject matter. Key points are well organized. Eye contact is made throughout the presentation, and gestures are effectively used. The speaker is very articulate and uses memorable language that is always appropriate. The visual aid is innovative and concise and is used to make the presentation more effective. Questions from the audience are clearly answered with specific and appropriate information.

Stonehaven Villas (11-8)

A detailed outline is provided. The content is useful and makes good use of a variety of assessment theory. The speech demonstrates accurate knowledge except in minor details. Organization is, for the most part, is effective. Eye contact is made throughout most of the presentation and some gestures are used, primarily to provide emphasis. The speaker consistently uses clear and appropriate language. The visual aid is correct but may not be used to add to the presentation. Questions from the audience are answered with basic responses.

Bacolet Beach Club (8-5)

An outline is provided. The content makes use of some assessment theory. The speech demonstrates some knowledge of the topic, but there are inaccuracies in important details. Organization is barely adequate. Limited eye contact is made, and although a few gestures may be used, they are not tied to points of emphasis. Language is somewhat vague. The visual aid is mentioned, but it is not clearly tied to the presentation. Answers to questions from the audience are basic and sometimes unclear or ineffective.

Blue Haven (4-0)

An outline is not provided. Limited assessment theory is used. The speech demonstrates limited knowledge of the subject. There is weak organization. Speaker rarely makes eye contact with the audience, and few gestures are used. Language is sometimes confusing or inappropriate. There is no visual aid provided. Questions from the audience are answered ineffectively or are not answered at all.



Assignment 2 Alternative 2017-instructional/informational video on Feedback

1. Consider what is good feedback? (Theory)

2. How does feedback relate to the formative assessment cycle?

3. How can you encourage all forms of feedback?

4. How do I create a high quality video?



Assignment 2 Alternative 2017 (Assignment 4 2018)-Video Rubric

HURRICANE MARIA (15-12)

The content is relevant and insightful with consistently supportive evidence. All mesages are clear and the story is presented in logical order.  Video is effectively edited and includes only high quality shots. Appropriate transitions aid communication of the message. Audio and lighting enhances message of video. Shots are always focused and well framed.

HURRICANE IRMA (11-8)

Most of the content is relevant with supportive evidence provided. Most messages are clear and the story is mostly logical. There is adequate editing with many high quality shots included. There is some use of transitions, but this does not help communicate the overall message. General good audio and lighting and many shots are well framed.

HURRICANE JOSE (8-5)

Some content is relevant, but supportive evidence not always provided. Message is unclear and the story is not logically developed. Limited use of transitions. Adequate audio and lighting with some shots well framed.

TROPICAL STORM BRET (4-0)

Most content is irrelevant and little supportive evidence is provided.  Message is ubclear and ideas poorly developed. Limited use of transitions and poor audio and lighting. Poor camera techniques.



ASSIGNMENT 1 (10 marks)  (1500 WORDS)

Select an assessment/ assessment scheme scheme/product/system in your area or discipline-

Develop a framework and criteria for your critique

Critique the

(1) assessment purpose and scheme

(2) the items or tasks

(3) the implementation and administration

(4) the reporting and use of data using key principles derived from classes 1-3.

ASSIGNMENT 3- (10 marks)





ASSIGNMENT 2 (25-30 marks)-  (15-20 PAGES)