criterion Gives diagnostic Takes more (dimension, information to time to score trait) is teacher. than holistic evaluated rubrics/marking separately. schemes. Gives formative feedback to students. Easier to link to instruction than holistic marking schemes (rubrics). Good for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores. Holistic All criteria Scoring is faster than Single overall (dimensions, with analytic rubrics. score may not traits) are communicate evaluated as much Good for simultaneously. detailed summative information assessment. about what to do to improve. The use of attainment descriptors can also support feedback/assessment for learning. 5.3.2 Skills to be assessed/used and type of tasks Depending on what competence or objective(s) you want to assess and the kind performance you expect or want to elicit, the type of (the or the task formats ‘stimuli’), (format of the stimuli), can vary tremendously. In constructing a tool for assessment, you have to ask yourself questions like : what do I expect a pupil/candidate to do, what kind of outcome/product do I expect or do I want to see, with what kind of task (stimulus) can this be accomplished? Type of Performance Examples of tasks Text/test with multiple choice questions Writing Assignment : Oral communication Making a speech to the Interview in a foreign language
criterion (dimension, trait) is evaluated separately. Gives diagnostic information to teacher. Gives formative feedback to students. Easier to link to instruction than holistic marking schemes (rubrics). Good for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores. Takes more time to score than holistic rubrics/marking schemes. Holistic All criteria (dimensions, traits) are evaluated simultaneously. Scoring is faster than with analytic rubrics. Good for summative assessment. The use of attainment descriptors can also support feedback/assessment for learning. Single overall score may not communicate as much detailed information about what to do to improve. 5.3.2 Skills to be assessed/used and type of tasks Depending on what competence or objective(s) you want to assess and the kind performance you expect or want to elicit, the type of (the ‘stimuli’), or the task formats (format of the stimuli), can vary tremendously. In constructing a tool for assessment, you have to ask yourself questions like : what do I expect a pupil/candidate to do, what kind of outcome/product do I expect or do I want to see, with what kind of task (stimulus) can this be accomplished? Type of Performance Examples of tasks Writing Oral communication Text/test with multiple choice questions Assignment : Making a speech to the Interview in a foreign language