Collecting Evidence of Learning

Introduction

In planning activities and managing assessment, teachers should ensure that assessment is based on a variety of tasks and is inclusive of the learning needs of all students. Multiple sources of information should be used to make judgments about specific skills and depth of understanding. Assessment tasks need to be developed with the goals and objectives of the unit in mind and must reflect the learning objectives outlined. These sources include:

• negotiated tasks with negotiated assessment criteria
• self assessment and reflection
• group assessment
• portfolios
• learning journals
• observations
• presentations
• demonstrations
• peer evaluations.

It is important that unexpected outcomes, both positive and negative, are also acknowledged.

Negotiated tasks and assessment

A collaborative approach to developing assessment criteria for different purposes and audiences can enable students to become better focused and engaged in learning. In relating assessment criteria to clearly developed learning expectations within a given task, students think carefully about what is being assessed and the kinds of evidence that would need to be provided to show their understanding. The negotiation of assessment tasks is central to contract work and teachers need to maintain accurate records of the tasks being undertaken to ensure that students are demonstrating their skills and knowledge across a wide range of options.

Teachers lead the discussion by presenting students with options for decision-making about the kinds of evidence that might be provided to assess negotiated tasks. (For example, see options under Group assessment)

Reflection, peer and self-assessment

Self-assessment is a powerful tool in empowering students to monitor their learning and set goals for improvement. Effective self assessment includes the student as an active partner, enabling them to evaluate their strengths and attitudes, analyse their progress in a particular area, and set goals for future learning. With practice, students who self-assess become more conscious learners, able to apply knowledge of their learning needs and styles to new areas of study.

Before engaging in self assessment students must be aware of the assessment criteria and objectives of the unit being taught. Within this framework they need to examine their work and think about what they do well and in which areas they still need help. Once students have reflected on their learning they are ready to set new goals for themselves. As they work toward these goals they should be encouraged to reflect on their learning journey at regular intervals.

The quality of the self-assessment will depend on the tools, support and modelling given by the teacher (which will depend on the age and skill level of the students), the way in which self-assessment is built into the learning process, the guiding questions asked and the opportunity to regularly engage in self-assessment.

Possible tools, self-assessment checklists and inventories to aid self-assessment include PMI graphic organiser, de Bono’s six thinking hats and Reflective journals.

Peer assessment

This is assessment of students by other students. It benefits the learning for the student receiving the feedback and the student conducting the assessment. It encourages student autonomy and higher order thinking skills as students develop skills in evaluating and justifying the decisions they make.

Peer and self assessment are often undertaken together as evaluating the work of other students helps students to reflect on their own work and learning more effectively. Peer assessment is most effective when it is embedded into the learning in the unit and students are provided with the opportunity to learn from their mistakes in a non threatening environment.

Group assessment

Groups of students (class or small groups) negotiate and develop their own criteria for participation in discussion and in teamwork. For example:

• listens to, builds on or challenges the ideas of others through questions of clarification and amplification
• poses and answers questions clearly
• responds sensitively to other participants
• encourages others to participate
• responds flexibly to group interactions
• deals with interjections
• maintains eye contact with speakers and listeners.

Criteria for assessing contribution to teamwork might include:

• participates constructively in group activities
• helps to define team goals and tasks
• fulfil and, where required, modifies a particular role
• identifies problems and poses solutions collaboratively
• supports group decisions.

Portfolios

A portfolio is a structured collection of samples of individual student's work, for example, reports, electronic files, posters, summary notes, annotated illustrations, models, design briefs, business plans, photos, multimedia presentations and reflections – designed to provide a record of the student's activities and achievements in relation to teaching and learning goals over time.

A record of skills and evidence of performance (both ongoing and summative) incorporating self, peer and teacher assessment, is an essential element of a student's portfolio. Teachers and students work collaboratively to ensure that appropriate choices of materials are made that provide evidence of a student's performance in terms of purpose and audience.

Portfolios can be electronic or hard copy documents depending on the focus and intention of the final product. Portfolios are most effective when they are embedded into a triangulated interview where they provide a discussion point for teachers, parents and students. Wherever possible students should be given the opportunity to present or speak to their portfolios, outlining the learning they achieved and the strategies which helped them achieve their goals.

Observations

Observations are a powerful way of gathering ongoing evidence of students' learning development. They can take place in a variety of settings, across many activities, using a range of tools.

When planning to observe students, teachers should consider who they want to observe, what to observe, and how to evaluate and document what they see. Teachers may choose to select smaller groups of students over longer periods of time and focus on particular skills or knowledge to be observed. Observational checklists can be developed to act as a recording guide for progress towards the standards.

Presentations, demonstrations and interviews

These are authentic assessment tools which help students to develop key, transferable skills, highly valued by the community, and to make the connection between their learning and real world learning contexts. The ability to actively engage in the assessment process through the verbalisation or demonstration of their learning provides students with the opportunity to apply a range of skills in meaningful, everyday situations.

Interviews or conferences, which can include any combination of student, peer, teacher, or parent, assist students in reflecting upon and demonstrating their learning in another context. Students are given an outline, program or criteria to guide them in preparation for the interview or conference. They are also given time and assistance in developing support materials and gathering samples of work to illustrate their learning and skill development. During their interview students are active participants in discussing their learning, in demonstrating how they have developed this understanding, and in setting goals for their future development. This process can be used in conjunction with a portfolio or learning journal which contains samples of the students work and reflections over time.