Etp425 Advantages And Disadvantages Of Assessment Types 361t18

ETP425 SELECTED TUTORIAL ACTIVITY WEEK 2 Attachment 2 Assessment tasks

Written

Multiple choice

Exams

Practical

Oral

Purpose

Advantages

Challenges

Students demonstrate their individual understanding of a topic through thinking and articulation.

Students have the opportunity to explain their answer/understanding.

Time consuming to mark.

Tests a students’ knowledge through the correct/incorrect selection of an answer from a range of options.

Easy to mark

Take less time to design than multi choice

Can test broadly Teacher can determine the level of understanding of the class as a whole.

Difficult for students who have difficulty with literacy skills.

Does not allow student to demonstrate ‘think-aloud process’ Does not allow for students to demonstrate partial understanding Not beneficial for teachers to pinpoint where an individual’s level of understanding is at.

Summative form of assessment undertaken on completion of study a particular subject/topic to demonstrate the student’s level of understanding throughout the set period.

Provides teacher, student and parents with an overall indication of the student’s achievement in a subject area.

It can bring about anxiety in the student

Demonstration of a student’s level of understanding and ability to perform a practical skill.

Physical demonstration of specific task/skill of practical nature so benefits more hands on students.

Time consuming

Verbal presentation of a prepared topic

Allows students to demonstrate their knowledge uniquely and is beneficial for some students who find it difficult to articulate their thinking in written form.

Results are not available to adapt learning materials for the particular students.

Can cause anxiety/nerves

Can be stressful for some students and bring about anxiety. Time constraints can be difficult to manage.

Anecdotal records

Informal type record of observations by teacher.

Particularly helpful in the areas of social/emotional and behavioural skills. Flexible

Time consuming and time management can be difficult. Difficult to record behaviours that happen unexpectedly

Can be useful for parent/teacher meetings Presentations

Presentation of a topic/subject material to an audience either individually, or as part of a group.

Calls on different skills that written answers/examinations

Time consuming Some students find it stressful

Can be done collaboratively Students take it seriously

Demonstrations

Demonstration of specific skill

Opportunity to show practical knowledge, rather than focus on articulating knowledge verbally or in a written format.

Limited opportunity to test more broadly.

Topic tests

Tests the knowledge an individual has on a specific topic.

Allows student to demonstrate their level of understanding of the topic to the teacher.

The context of the test can impact on results – time, place, how a student is feeling etc.

Allows student to reflect on their understanding of a topic. Assignments

Essays

A common way to assess student learning through giving them a set task decided upon by the teacher that is relevant to their learnings. It is undertaken in a set timeframe.

Gives student the time to undertake research and demonstrate the knowledge they have acquired.

Piece of writing that methodically analyses and evaluates a topic or issue.

Assess students thought processes

Time consuming to mark and delivery of work can vary greatly. Marking is more subjective

Less time consuming for the teacher to construct

Essays encourage the organisation of knowledge, the integration of

Marking is more subjective Can be challenging for students of struggle with literacy.

Diaries

Informal reflection of an individual’s experience

theories and the expression of opinions.

Time consuming to mark.

Can provide insight into where a student might be struggling/not understanding

Very subjective and personal. Anonymity may be an issue.

Good for recording observations and knowledge of a topic e-portfolios

A collection /sample of work undertaken by the individual throughout the course of subject/learning period.

Provides a broad selection of work to review. Allows student to comment on their best work and reflect on their achievement.

Subjective Gathering of the large amount of work can become timely and difficult to manage.

Facilitates student/teacher/parent and conversation. Projects

Students set out to answer a specific question through researching, experimenting, analysing, reflecting etc.

Allows assessment of a broad range of skills and the process by which the student completes the work (not just the end product). Facilitates project-based learning – students are inspired to learn more about a topic.

Marking is subjective Time consuming for student to complete Can often take longer than anticipated for students to finish.

Usually allows for creativity

Reports

An overview of the students progression and achievement across the course of a term, semester or the year.

Provides an overall look at the students achievement across all school areas in relation to specific outcomes for their year group. Also reports on behavioural and in school performance.

Is an overview and does not provide in depth information about an individual student’s specific strengths and weaknesses.

Group project

Interviews

Group of students work together to answer/address a specific issue/topic/question.

Can allow for creativity Can encourage peer-to-peer learning

Can be difficult to assess an individuals contribution

Interviewer (teacher) collects information from the student with a sequence of questions.

Allow the probing of deeper information from the student.

Students will research and analyse a controversial topic and present their standpoints and arguments to an opposing team.

Encourages stupid to view an issue from ‘both sides’

Timed responses( times tables in a minute)

Students are assessed according to how much they can achieve/do in a limited amount of time.

Fast way to demonstrate how easily and quickly a student can retrieve and communicate knowledge.

Students may feel pressure to perform to time constraints which may bring about stress.

diorama

Visual displays constructed to represent an overall concept

Great to assess creativity

May be a difficult task for students who are not as practically minded or creative.

Web quest

Inquiry-oriented activity that uses links to essential information on the internet to investigate a series of central and open-ended questions.

Students are more responsible for their own learning

Students can get easily distracted on the internet

Encourages the use of ICT

Can take considerable amounts of class time, especially if there is no internet access at home and limited access in the school.

Debates

Interviewer can modify questions to suit students needs

Allows interactive exchange with other students and the teacher.

Students can access information at home

Time consuming Subjectivity and bias (from verbal and non-verbal reactions.

Students not confident in public speaking may be less motivated to participate.

Student’s may not be confident in their ability to source information from accurate and reputable sites.

Web research task

Encourages student to independently research a particular topic using the internet

Encourages the use of ICT Students can access information at home.

Student’s may not be confident in their ability to source information from accurate and reputable sites. Can take considerable amounts of class time, especially if there is no internet access at home and limited access in the school.

Answer questions from the back of the chapter

Encourages students to follow up on questions they are unable to answer to enhance their knowledge of a topic.

Student’s can independently identify gaps in their learning

Student’s who have difficulty reading may struggle. Student’s may not ‘absorb’ the knowledge, just read it from the text and write down the answer.