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Quality Assessment

Quality Assessment An Article about assessment and how to make make it more significant in lesson planning.

This is a Free Sample Resource
Categories: Article, Assessment, Any Subject, Educators

Tags: Assessment AfL Feedback Marking
Assessment, Judgement, Feedback & Marking
Einstein said, "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid."

If you judge a dancer by his ability to write novels then you'll be sailing close to the wind - the UN Convention on the rights of the child wind. (Article 13.1 - The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice.)

Professor Edwin Boring (yes, really) said, "Intelligence is what the intelligence test tests".

Most teachers say, "There's too much marking." and most know that you can't weigh a pig with a ruler and that the same pig will not get fatter if you weigh it more often.

Assessment, judgement, marking, feedback, expression of learning - how can we make meaningful sense of this part of education? How can we be effective instead of (or in addition to) being efficient?

Quality Assessment
Quality doesn't necessarily mean the best. It means fit for purpose. It does what it's supposed to. Educational assessment is the observation and recording of learners' skills, attitudes and knowledge. It can give an instant snapshot (grades, test scores) or guidance for next steps (formative, evaluation). Quality assessment, therefore, is the purposeful observation and recording of learner achievements.

Flip Your Thinking
What if we started our lesson design with assessment and then worked backwards? Here's how it might work:

Step 1. What will the assessment task be?: e.g.: Children will present their original poems showing use of metaphor and intonation in speech.
Step 2. Design an activity that will allow step 1. to happen
Step 3. Design a hook and a starter that will engage children in 2.

Try it. Write your lesson plan the wrong way round. Start at the end and work back. Goes it how know me let.

Yes and....

Hi Fiona, yes, exactly AND embedding a rationale for doing so by focusing on the actual assessment task rather than yes/no/maybe reference to the SC list. So the idea is to plan the assessment task/plenary before thinking about what happens in the main and starter. Apologies if I didn't communicate that clearly.

By MikeTC on 03/07/2014 16:13:21

New Comment

Start with the success criteria - simple.

By FionaB on 03/04/2014 12:10:07

assessment/success criteria

So the assessment is actually the success criteria and this should be made clear at the start of each lesson.

By FionaB on 06/03/2014 12:32:02

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