Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 115

Lynch, Smith, Howarth
To sum up, the process of developing assessment criteria is concerned with a set of criteria for an assessment
instrument which links to a relevant learning outcome (LMQ2). Definitions and examples serve to clarify
the meaning of each criterion, while descriptions of the different levels of achievement for each of the criteria
complete the scope of developing assessment criteria 46 this criteria schema can be listed in holistic or
analytical format.
Ensuring High Quality Assessment Regimes
To this point in the book we have mechanically and systematically examined the concept and process of
assessing student learning in a classroom context. Inherent in the processes outlined is the notion of high
quality assessment regimes. But to this point the notion of high quality has not been explained or located in
the assessment regime process. In this section we examine how the concept of high quality can be factored
in the development and implementation of the classroom assessment regime.
In developing effective assessment tasks there are four key issues that need to be considered and factored.
These five issues are listed below and the commentary, which follows, expands each into specific details and
actions required.
Developing explicit and appropriate learning outcome statements (LMQ2);
Considering validity, reliability, authenticity, fairness and the impact on students of assessment
methods;
3. Considering the required efficiencies for assessment to work in the classroom context;
4. Moderating results;
5. Frame the assessment task so that it provides clear and explicit developmentally based feedback to
students on their performance.
1.
2.
1. Explicit and appropriate learning outcome statements
The fundamental requisite for designing an assessment regime is the learning outcomes that are
defined at LMQ2. It is from such learning outcomes that assessment strategies are chosen and student
performance judged (Marsh, 2009, pp. 47 to 54).
More specifically developing learning outcomes statements (LMQ2) that are explicit and appropriate to what
is to be assessed is key. Table 6.6 provides examples of typically devised learning outcome statements that
do not fit the explicit and appropriate profile and the reasons why. Use this commentary as a filter when
developing your learning outcome statements.
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Adapted from http://vels.vcaa.vic.edu.au/support/tla/rubrics.html
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