The underlying theme of this day was assessment criteria. We orientated ourselves to assessment by finding a person with a hand with similar temperature, and discussing what else we have in common - when it comes to assessment. This was followed by a brief resource lecture by Merja, where she reminded that learning outcomes and assessment criteria should always be aligned. She also revisited Bloom's and Solo taxonomies. You were invited to bring along your own assessment criteria to be analyzed with a critical friend. The questions to focus on were:
- What are the verbs and adverbs used and how are the levels of competences differentiated from each other?
- Where and how can the competence described be demonstrated and recognized?
- How well does the assessment criteria differentiate different levels of competences?
- Is it possible to have a multiple perspective assessment process: students, teachers, and representatives of world of work?
We also started out peer assessment exercise on the status of your teaching practice project. In order to practice what we preach, your were invited to participate in defining the assessment criteria for the teaching practice status update. You were to write questions (=assessment criteria) and a scale, which depicts how well the the level of each criteria is met. This would make up the rubric of the task in peergrade.io, the free online tool for conducting peer assessment which we were to use on Friday. Writing questions and qualitative assessment criteria proved to be very challenging. However, it raised many important questions about how we really draw the assessment criteria.
After lunch it was time for the first collaborative workshop on Encountering students in culturally diverse contexts. It was run by Tsholo and Brendon.
We swiftly moved then to the collaborative workshop on laws and regulations organized by the Elevated Eagles: Beatrice, Patricia and Vukosi.
The day was ended with assessing the learning atmosphere by showing fingers.
The day was commenced by making a puzzle of a market place together. This opened process for sharing and analyzing the assessment methods you had brought. We categorized them with certain learning outcomes derived from Bloom's taxonomy. This exercise was an eyeopener for many: it showed in a concrete way that you really need to choose the methods carefully, if you want to capture a specific level of learning in Bloom's taxonomy!