Lynch , Smith , Howarth
Table 6.2 : LMQ7 Documentation Format ( Example )
Instructional Learning outcomes ( LMQ2 ) |
Specific |
Knowledge |
Elements |
to |
be |
Assessed |
|
|
|
Assessment Strategy ( and description ) |
Type of Assessment |
When |
D1 , D2 , Knowledge of the concepts of area , length and volume |
Teacher Observations : Anecdotal notes and developmental checklist for each student |
Formative |
Weekly / periodically for key learning junctures |
|
Feedback to students |
|
|
|
D1 , D2 , P3 , P4 Students capacity to apply mathematics formulae
-Area
|
Test : summative ( written ) assessment of key knowledge components and the associated algorithms / processes |
Summative |
End of Term |
-Volume |
|
|
|
|
Perimeter |
|
|
P3 , P1 , P2 |
Students |
capacity |
to |
problem solve in area , |
length |
and |
volume |
situations |
|
Practical |
Assignment : |
A |
number of practical — field |
based-- |
activities |
that |
require the application of |
taught knowledge to solve |
problems : |
e . g . |
using |
measuring |
devices |
in |
practical |
problem-based |
contexts . |
|
Summative |
End of Term |
How to develop assessment criteria and rubrics
Assessment criteria are used to guide the judgments that the teacher makes as they identify and then review the evidence collected as part of a potentially subjective assessment regime . Assessing the ‘ quality of an essay ’ is a case in point . In this case ( i . e . an assigned essay on a given topic ), the teacher is required to use their professional judgment in determining the degree of merit . Without assessment criteria such teacher judgments would be subjective and likely to be biased in some way . Assessment criteria can also inform the reporting regime and in some cases acts as a reporting instrument . Points we elaborate on in Chapter Eight .
The application of criteria creates objectivity by defining and then standardising the elements of merit . Assessment criteria have their foundations in one of three ‘ merit bases ’. It is from these merit bases that the teacher decides the basis for merit judgments .
1 . Norm-based assessments : A teacher compares students ’ performance to other students who have taken the same test . This is most common in the State mandated assessment regimes such as ‘ NAPLAN ’ 12 .
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