Designing asseessment
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The document discusses designing assessments to improve student success and retention, especially for students from disadvantaged backgrounds. It recommends that assessments should be formative rather than summative, informative to raise student awareness, developmental to encourage learning of early knowledge and skills, and remediable by allowing more than one opportunity. The goal is to provide guidance to students on understanding academic discourses within their subjects and institutions through assessment.
Designing asseessment
- 1. D I A N A A Y L I N G DESIGNING ASSESSMENT
- 2. NORTHEDGE (2003) 1. Students, especially, but not exclusively those from disadvantaged backgrounds, may need guidance at induction on understanding the various academic discourses that are employed within the subject and the institution if they are to be successful at learning through assessment.
- 3. DESIGN AN ASSESSMENT TO IMPROVE SUCCESS AND RETENTION 1. Formative – not summative 2. Informative – raise students awareness 3. Developmental – encourage learning of early knowledge/skills 4. Remediable – more than one opportunity