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Supporting Teaching And Learning Essay

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Recommended: Methods of assessment and their strengths and limitations

learning, capstone project, extending writing are the assessment tools that are used to test students in tertiary education in Australia. The strategies used to prepare assessment instruments include determining the optimum mixture of assessment tasks that enables an educator to set out the dimensions of task in a learning outcome. Broad assessment task activity is also used to evaluate students’ learning through doing, making, speaking and writing, after analyzing the task from this four makes it simple for educators to align assessment activities with the range of the learning outcomes.

Doing task test learners ability to be hand on and show their level of skills in relation to what they have learnt. Due to the growth of technology in most …show more content…

It they have 11 faculties and schools. Faculty of engineering and technology is having program for three different levels, the diplomas, undergraduate and graduate level (UB Calendar, 2017). They assess they learners using portfolio building and industrial attachment that engages them to the field work, lastly they have final written examination that evaluate the theoretical concepts and practical skills gained from the program. Whereas, in Web Technology and applications modules in computer science department learners are assessed by a projects weighting 20%, Test weighting 20%, participation in class and the final written examination worth 50% (University of Botswana Calendar, 2017). Furthermore, the pedagogical methods used is important that they match the learning objectives. Richard and Rodgers (2014) advocate for teaching styles to match the learning styles because they produce better results. Web Technology and application use the following Facilitators, laboratory sessions, programming projects, online tutorials, test, written

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Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.

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In Tovani’s Chapter 8, “What Do I Do with All These Sticky Notes?” Assessment That Drives Instruction, the focus is on assessment methods in the classroom. Tovani starts off by introducing a story about her students’ curiosity regarding tests, and she responds by explaining what she expects from her class. Moreover, the chapter explains an educator’s outlook on tests and how they are applied. Aside from the views, the process for selecting assessments is also mentioned.

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The key goal of module one is to develop visual awareness. Art is the language of vision, a medium for expressing sensory experiences (Dinham, 2014, p. 307). A human behaviour is the need to make marks (Dinham, 2014, p. 307). A child’s experiences with mark making begins in the scribbling phase, with refinement over time recognisable shapes will be used as a means of symbolism. The role of the educator is to teach children the history, theories and conventions of the arts so that they can express themselves through a range of media (Dinham, 2014, p. 307).

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Initially, the assessment task had required revision to ensure that it had remained clear for students, by the inclusion of details such as the date for this task and the allocated time to be taken. It was also suggested from our peers that the assessment could be revised by excluding the fakebook notes from the assessment criteria, as it is already implied that they use this information to support their interpretations. A point of useful feedback received was the inclusion of success criteria for our extended response, which we shall implement as we agree it will strengthen student’s responses. It also had been pointed out that our timing needed reviewing, for example our “Kahoot” activity even though receiving positive critique, it was suggested that more time could be allocated to it or even to shift this mini quiz to the end. However, after though, it was decided to keep it at the beginning as it proved to be most beneficial in this instance in recapping prior knowledge.

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