PLANNING & DESIGNING ASSESSMENT
Assessment is not simply a process of checking what learners have learnt but rather
a powerful means of directing teaching and improving learning in the classroom. In
planning a learning topic or unit, the teacher needs to integrate their assessment
strategy with their teaching or lesson plan to maximise the development of
understanding in their learners. While informal assessment is usually on-going, formal
assessments should also be conducted before the learning activity, during the
learning activity and after the learning activity.
ASSESSMENT TOOLS
Different assessment tools are suited to different learning targets.
The chosen assessment tool must match the chosen learning target.
Learning Target
Assessment Tool
Knowledge & Simple
Understanding
Learning Targets
•
Reasoning & Deep Understanding
Learning Targets
•
•
selected-response or constructedresponse test with marking memorandum
constructed-response test with analytic
rubric
•
constructed-response test with marking
memorandum
constructed-response test with analytic
rubric
anecdotal record from dialogue
Skill Learning Targets
•
•
•
•
•
analytic rubric
performance list
rating scale
checklist
anecdotal record from observation
Product Learning Targets
•
•
•
•
analytic or holistic rubric
performance list
rating scale
checklist
Dispositional Learning Targets
•
•
•
•
rating scale
performance list
checklist
analytic rubric
•
1. TEST & MARKING MEMORANDUM (MEMO)
A marking memorandum is an exemplar of a test – a perfect solution.
Marks are allocated to answers provided and these are compared with the
learner’s answers to compile an overall score for the assessment.
Here is an example of a test and marking memo:
Here is another example:
2. ANECDOTAL RECORD
An anecdotal record is a tool for collecting information about a learner’s
knowledge, skills and attitudes through observation or dialogue. It can also
be a written record of learner behaviour or performance on an assessment
task. Anecdotal records are mostly used for general informal assessment or
specific learner feedback.
It is either learner-focused (documents narrative about one learner);
or event-focused (documents narrative for a group of learners performing
one event);
or time-focused (documents narrative for a group of learners in a specified
time period).
An anecdotal record may record the following about a learner or group of
learners:
 level of understanding;
 ability to understanding;
 approach to work;
 commitment to work;
 productivity;
 time on task;
 concentration;
 level of engagement;
 attitude;
 participation;
 ability to work with others;
 ability to cope with particular situations;
 areas of strength;
 areas of weakness;
 positive behaviours; and/or
 negative behaviours.
3. RATING SCALE
A rating scale is an assessment tool with more than two levels of achievement
indicated by a line with graduated numbers, ascending or descending. It is a
very simple assessment tool made up of a list of assessment criteria and a
numbered rating scale for scoring each of these criteria.
A rating scale is a simple and quick tool to use for a wide range of learning
activities. It requires an understanding of what constitutes each score on the
scale and so a 10-point scale which can be correlated with percentages is
the commonest use of this tool.
It is often used in ‘fault marking’ whereby the learner starts with the maximum
score on the scale and for each ‘fault’ or error, a point on the scale is crossed
off in descending order to arrive at a final score once assessment of that
criterion is complete.
Here is an example of a rating scale:
4. CHECKLIST
A checklist is a tool identifying criteria for assessment with just two alternatives
of achievement on these. It is a simple tool which itemises standards, skills or
behaviours to monitor for a specific purpose. It is an effective tool to use with
young learners and to guide learners in self and peer assessment.
A checklist presents criteria for assessment and just two alternatives of
achievement of these.
These achievement options may be:
‘can do/can’t do’;
… or a checklist for monitoring whether evidence is:
‘present/absent’;
… or a checklist with the options
‘yes/no’.
Here is an example of different checklists using learner-friendly emoticons.
These are especially effective for self- and peer-assessment. Younger learners
can assess themselves and their peers by using crayons to colour in the
emoticon of choice.
In each of these examples, the first column of the checklist identifies the
components of the evidence to be produced (the criteria for assessment)
and the second allows the assessor to tick if it is present/ evident/ attained, or
not. Often, a third column for comments may be included, as in these
examples.
The advantage of using a checklist is that it is quick and easy to prepare and
simple to use. The disadvantage of a checklist is that it provides no judgment
of quality – it can only be used when a judgement of ‘present or absent’ or
‘can do, can’t do’ is sufficient. It is therefore inappropriate for assessing more
sophisticated evidence.
5. PERFORMANCE LIST
A performance list appears more sophisticated than a checklist because it
includes more than two described achievement levels. However these
descriptors are identical despite the differences in the criteria – they are
generic descriptors.
The advantage of using a performance list is that it is more detailed than a
checklist. It offers more scoring options than a checklist and allows the
opportunity to weigh some elements over others. It is extremely well-suited for
self- and peer review. Performance lists also provide a foundation for creating
rubrics.
However, a performance list lacks detailed descriptions of performance
levels which can cause judgements to be subjective. A performance list can
also be overwhelming when attempting to use it to assess more complex
evidence.
Here is an example of a performance list:
The above performance list uses the South African rating codes and
descriptions of competence but a performance list can also use emoticon
symbols to represent levels of achievement.
The advantage of using a performance list is that it is more detailed than a
checklist. It offers more scoring options than a checklist and allows the
opportunity to weigh some elements over others. It is extremely well-suited for
self- and peer review. Performance lists also provide a foundation for creating
rubrics.
However, a performance list lacks detailed descriptions of performance
levels which can cause judgements to be subjective. A performance list can
also be overwhelming when attempting to use it to assess more complex
evidence.
6. RUBRIC – ANALYTIC
Rubrics are the richest kind of assessment tools as they provide the most
detailed feedback for learners, teachers and parents. Rubrics offer a big
advantages for teachers as the process of constructing a rubric requires the
teachers to identify, clarify and define their specific performance
expectations thereby analysing and planning their learning activity in much
greater depth. Sharing rubrics with learners before a task empowers them to
set their own goals for achievement, making them more reflective about their
learning, more focused and self-directed. It places the responsibility of
achievement squarely on the learner’s shoulders as the rubric is a blueprint to
achieving success.
There are a number of difference kinds of rubrics, the commonest being
holistic rubrics and analytic rubrics.
Here is an example of an analytic rubric:
The advantages of analytic rubrics are that they are diagnostic – they
provide useful feedback on weaknesses and strengths for learners and
educators. They can thus be used formatively to address weaknesses. An
analytic rubric provides the most detailed basis for judging performance and
feedback for learners, parents and teachers. They describe the different
dimensions of the evidence and provide multiple scores for the work. The
disadvantage of analytic rubrics is that they are wordy documents, requiring
advanced language and writing skills and so are extremely time-consuming
to prepare from scratch.
7. RUBRIC – HOLISTIC
Rubrics are the richest kind of assessment tools as they provide the most
detailed feedback for learners, teachers and parents. Rubrics offer a big
advantages for teachers as the process of constructing a rubric requires the
teachers to identify, clarify and define their specific performance
expectations thereby analysing and planning their learning activity in much
greater depth. Sharing rubrics with learners before a task empowers them to
set their own goals for achievement, making them more reflective about their
learning, more focused and self-directed. It places the responsibility of
achievement squarely on the learner’s shoulders as the rubric is a blueprint to
achieving success.
There are a number of difference kinds of rubrics, the commonest being
holistic rubrics and analytic rubrics.
Here is an example of a holistic rubric:
A holistic rubric describes the learner’s work taken as a whole – the general
impression. It provides a single score based on the overall quality of the work.
A holistic rubric is faster to develop and use than an analytical rubric. It is also
more intuitive as it is easier to sort evidence into groups based on perceived
quality. A holistic rubric is well-suited for complex evidence and is quicker to
score than analytical rubrics. But, a holistic rubric can be hard to use if it has
been developed by someone else. It can be perceived as being more
subjective. A holistic rubric is not diagnostic as does not give specific
feedback on what to improve.