Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 101

Lynch, Smith, Howarth
Teacher
Observations
Whilst students are engaged in an activity
the teachers observes each students
performance and conduct during such an
activity. e.g. physical education activities
Logistically challenging with large
class sizes. Procedural
based
Learning Outcomes
Insufficient time and scope to
properly observe each student in
each aspect of an activity or task Procedural Knowledge:
Processes: procedures that
involve the execution of
interrelated
component
parts
that
have
subcomponents Skills: A set
of steps that may or not have
to be performed in a set
order.
Checklists
Rubrics
with
rating scales
In assessing a performance, teacher observation is central. In this context the teacher uses developed
assessment rubrics that reflect the content of the defined learning outcomes (LMQ2) that in turn are
referenced to detailed levels of achievement. The most common criticism of the performance assessment is
that the assessment results are often perceived as subjective and affected by a teacher’s marking. Two or
more assessors are therefore recommended. Students tend to like this type of assessment because of its real-
life application (Marsh, 2009). Table 5.2 overviews the attributes and best fit of performance assessments.
Product Assessment
The product assessment is defined as the assessment of the student’s mastery of processes and skills to make
a product. In product assessments, the product (or what is made) is often only used as the means for assessing
aspects of a taught process or skill (Forster and Masters, 1998, p. 1).
The fact that the student ends up with something built at the end of learning acts as motivation for
engagement and completion. The product assessment is most common in the creative and manual arts, but
is also used in areas such as science where students are required to conduct experiments and the like.
Portfolios, exhibitions and projects are typical in this assessment strategy. Product assessments are generally
resource and time intensive and often require specialist facilities and equipment (Marsh, 2009). Table 5.3
overviews the attributes and best fit of product assessments.
Table 5.3: Product Assessment and Attributes 38
Type of Product
An assigned project or a
set
construction/
development
task
resulting
in
the
production of a tangible
object.
Attributes
Students are set a project or task that
requires them to create a tangible
object. Generally used as a
culminating activity for subjects
associated
with
creativity,
innovation, design, The arts and
manual arts.
Limitations
Resource Intensive
Requires
teacher
supervision as tools
and machinery are
often
used
by
students.
Procedural Knowledge:
Skills: A set of steps that may
or not have to be performed
in a set order.
e.g. Constructing a wooden pencil
case in manual arts, catering for an
event or occasion, baking a cake, etc.
38
Best Fit
Procedural
based
Learning Outcomes with
adjunct
/
applied
declarative knowledge
Kendall, J. S., & R. J. Marzano (1996).
101
Assessment Criteria
Assessment
criteria-
rubrics and checklists with
rating scales