Jisc Draft Benchmarking Tool for FE & Skills on Technology Enhanced Assessment N.B. The headings are alternatives suggested in first round of feedback: which do you prefer? Good practice First steps Developing Developed Outstanding principle (Emerging) (Established) (Enhanced) Help all learners Clear, jargon-free, Learners take mock Learners are involved Learners have understand and information exams so they can in judging and opportunities to engage with the accessible to all experience in a low comparing 'model design example requirements and learners is provided risk environment answers' ie examples assignment briefs, performance about the assessed what is required for appropriate to their learning outcomes criteria for each set task, including length, summative level and context and format, time assessment in a low grading/performance task Learners take allowance and date of risk environment criteria multiple choice tests return with feedback Learners express their before class so that Learners compare Learners are informed understanding of the class teaching can 'model answers' (ie about what criteria before focus on areas of examples appropriate constitutes good and undertaking a task eg identified weakness to their level and poor performance in by reformulating the context) against the Learners add their each assessed task documented criteria criteria and their own own specific criteria in their own words or each others’ work Assessments are to the general criteria identified clearly in Learners understand provided by the Learners submit a schemes of work that what they need to do teacher cover sheet with each are shared with to improve assignment where learners they make a judgement about how Assessments occur well they have met regularly and build on the criteria (and may skills and knowledge also estimate the developed over the mark they expect) course Learners mark the Learners are involved work of their peers in in discussion or other order to help their activities to establish understanding of the understanding of assessment criteria learning outcomes and grading/performance criteria
Jisc Draft Benchmarking Tool for FE & Skills on Technology Enhanced Assessment N.B. The headings are alternatives suggested in first round of feedback: which do you prefer? Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Help all learners understand and engage with the requirements and performance criteria for each set task Clear, jargon-free, information accessible to all learners is provided about the assessed task, including length, format, time allowance and date of return with feedback Learners are informed about what constitutes good and poor performance in each assessed task Assessments are identified clearly in schemes of work that are shared with learners Assessments occur regularly and build on skills and knowledge developed over the course Learners are involved in discussion or other activities to establish understanding of learning outcomes and grading/performance criteria Learners take mock exams so they can experience in a low risk environment what is required for summative assessment in a low risk environment Learners express their understanding of the criteria before undertaking a task eg by reformulating the documented criteria in their own words Learners understand what they need to do to improve Learners are involved in judging and comparing 'model answers' ie examples appropriate to their level and context Learners take multiple choice tests before class so that class teaching can focus on areas of identified weakness Learners add their own specific criteria to the general criteria provided by the teacher Learners have opportunities to design example assignment briefs, learning outcomes and grading/performance criteria Learners compare 'model answers' (ie examples appropriate to their level and context) against the criteria and their own or each others’ work Learners submit a cover sheet with each assignment where they make a judgement about how well they have met the criteria (and may also estimate the mark they expect) Learners mark the work of their peers in order to help their understanding of the assessment criteria
FE-Benchmarking-i4.docx