JOELLE​PETERS

Attribute Eight

 

Lead evidence-based assessment practices for learning in a range of contexts, including APL and work based learning.

 

As a lecturer I teach on a range of papers. Some I have developed for myself, others I have helped adapt and some are very prescriptive. When I have the opportunity to develop assessment it is always based around the learning outcomes of the course and I try to ensure the students are assessed in a way that helps them develop and demonstrate the tools they will need for future success as learners. Examples of this include creating assessments which are based on types of documents or projects students may need to create in future jobs. I also try to incorporate group work into my assessment schedule so students learn about working together in a group environment and what the strengths and weaknesses of this type of environment can be (see Bridging Assessment Outline).

 

An example of this would be the creation of a 'bid portfolio' assessment which I am currently developing with a colleague for Technical Literacy. The assignment requires groups of student to act as small engineering firms who are competing against each other in a bid to work on a council project. The assignment reflects some of the processes they will need to go through in a 'real world' bidding process including researching the problem, possible solutions, delivering a presentation about their bid and creating appropriate supporting documents. I have included the draft assignment document below (Technical Literacy 2015 Assessment Outline Draft).

 

All students in my Bridging course take LNAAT tests for literacy and numeracy at the start of the course (unless their records indicate they have already passed these tests at the required level) and from the information gathered we can tell which students struggle in which areas and make sure to target assessment and support for this. I have also worked with students who have completed similar papers or who are able to demonstrate that they have gained these skills through life experience to develop alternate assessment plans.

 

It is important to me that students receive feedback and support around formative assessment throughout the semester. I take the time to give each student written and verbal feedback after assignments and encourage them to bring work to me outside of class time so I can help them better develop their understanding. After each assignment is handed back I also give general whole class feedback and give the students an opportunity to ask questions about the assignment. I also try to incorporate peer feedback into my formative assessment, in particular when we are practicing oral presentations. Many of my students are uncomfortable giving presentations, but once they start thinking critically about things their peers are doing well they often recognise those same things in their own presentations.