Module 4 Activity 4: How we assess - assessment methods

The two activities in Activity 4A and 4B have taken me from consumer of assessment tools to producer of assessment tools. Yes I love and have used rubrics and checklist before but these two activities have walk me through the process of constructing assessment tools which can be specific to a number of factors. These factors can range from type of assessment, (peer, self or group), learning outcomes and or objectives, grade level, process or product and what is being assessed. These factors help to determine the type of assessment tool to be constructed and used. 

Module 4 Activity 3: Diversity

As I continue to learn about assessment I am now more knowledgeable of how diverse and complex assessment could be. From Bloom’s Taxonomy to Gardner’s Multiple Intelligence Theory I am seeing the inter-connectivity of theories and as they relate to assessment. They are also showing that assessment is not a standalone concept or practice. It is linked to teaching and learning and it is almost impossible to accomplish without the occurrence of teaching or learning .  Hence while there might not be a set pattern in all cases that dictates which comes first, in the classroom situation the three cannot be separated. 

For me, a critical part of assessment can be seen as ‘assessing how students learn’. It should be done in all schools if not all classes, since many teachers struggle or fail to first understand how their students’ best learn.

Module 4 Activity 2: What we asses

This activity was an interesting one indeed, far from difficult but intriguing it was. The information presented in the readings was able to show me how detailed and precise assessment could be. I guess most, if not all, of the courses I have done prior this one have not shown the many things which could be assessed. For instance, with students writing, one could assess the following other than doing a general assessment: beginnings and endings; organization; clarity; structure and language and usage and mechanics. All as product assessment.

A similar breakdown was also shown for process assessment. Another view to it is knowing that we could assess what is written; spoken/heard and seen (visual). These dimensions enabled me to see a lot more of what could be assessed.

Drawing from my colleagues contributions has given me even more insight as to what I was assessing and what could be assessed, but for many reasons I was not assessing. This I hope to change