Specify any fine-tuning that you made, in light of the analysis Suggest ways to evaluate the effectiveness of this task State any area that you would like specific feedback on (peers will review this in class) Upload the task and your analysis on the part of the Module. ‘submit Task B (summative assessment): Improve Task A in response to feedback, literature and self-assessment. Assess in pairs using the Part A marking rubric another participant’s Part A. Respond to the feedback to your Part A to begin to improve Part B. Articulate how this feedback is used to improve the task. Locate this in Appendix 1. Designate whether the task will be a formative assessment or summative assessment. Engage with online Module 2 (LAMS). Several ideas from the module, readings provided in it, or other credible sources should be used to inform Part B. Using a structure appropriate to the task, ensure that you: State clearly the purposes of your task for students. Use relevant literature (see Module 2) to insightfully improve the task after Part A. coherently organise the task document , with all components aligned, including purpose, description and assessment criteria. explain the plan for gaining feedback to improve this task in the future. Locate in Appendix 2. provide a title that clearly and succinctly indicates the nature of the task. cite and reference, conventions appropriate for your discipline/context. State referencing system used. Self-assess your final version of the task using the marking criteria provided, ticking appropriate levels for each criteria and justifying the level ticked. If your assessment task is more formative in nature: Explain how feedback to student may be enabled, with small amount of work on your part in semester time (may be large amount of time before semester starts) Locate this in Appendix 3. If your assessment task is more summative in nature: Explain how marking criteria may be utilised by students in advance (defrosted), during the task, and afterwards. Locate this in Appendix 3. Submit in learning module 2 in the submission’ section. ‘file Include work release form’, stating whether you would like your work to be used ‘student anonymously, with attribution or neither.
Specify any fine-tuning that you made, in light of the analysis Suggest ways to evaluate the effectiveness of this task State any area that you would like specific feedback on (peers will review this in class) Upload the task and your analysis on the ‘submit part of the Module. Task B (summative assessment): Improve Task A in response to feedback, literature and self-assessment. Assess in pairs using the Part A marking rubric another participant’s Part A. Respond to the feedback to your Part A to begin to improve Part B. Articulate how this feedback is used to improve the task. Locate this in Appendix 1. Designate whether the task will be a formative assessment or summative assessment. Engage with online Module 2 (LAMS). Several ideas from the module, readings provided in it, or other credible sources should be used to inform Part B. Using a structure appropriate to the task, ensure that you: State clearly the purposes of your task for students. Use relevant literature (see Module 2) to insightfully improve the task after Part A. coherently organise the task document , with all components aligned, including purpose, description and assessment criteria. explain the plan for gaining feedback to improve this task in the future. Locate in Appendix 2. provide a title that clearly and succinctly indicates the nature of the task. cite and reference, conventions appropriate for your discipline/context. State referencing system used. Self-assess your final version of the task using the marking criteria provided, ticking appropriate levels for each criteria and justifying the level ticked. If your assessment task is more formative in nature: Explain how feedback to student may be enabled, with small amount of work on your part in semester time (may be large amount of time before semester starts) Locate this in Appendix 3. If your assessment task is more summative in nature: Explain how marking criteria may be utilised by students in advance (defrosted), during the task, and afterwards. Locate this in Appendix 3. Submit in learning module 2 in the ‘file submission’ section. Include ‘student work release form’, stating whether you would like your work to be used anonymously, with attribution or neither.
CurriculumDesign_Assessment1_2014.docx