A slide presentation used when I was guest lecturer during the 4th year of teaching at the University of Adelaide. The topic was on the nature of assessments with comparisons between one public and one private school. Towards the end, there were two case studies presented on how student teachers could prepare their assessments.

1. 1

2. To share experiences in regards
with assessments between
public and private schools.
2
To provide examples of different
assessments.
To distinguish between using
grades and marks.

3. Assessment experiences
between schools X and Y
3
Pre-check & Post-check Lists
Examples of Assessments –
purpose, description &
condition

4. “…The one really competitive skills is the skill of
being able to learn. It is the skill of being able
not to give the right answer to questions about
what you were taught in school…(Papert, 1998).
4

5. Assessment & unit plans
5
Classroom size
Diversity of assessments
Techniques used
Modification
Collaboration
ICT used
Levels of enthusiasm

6. 6
Assessment &
Unit Plans
Published by
Week 3
Published by
Week 4
Summative
Summative &
formative
More details
with unit plans
Less details with
assessment plan

7. Chalk & talk
7
Techniques used
Tests
Assignments
Practical
Excursions
Essays
Project Based Learning
Movies & Acting
ICT projects
Hands-on life skills
Tests
Coding-based
Assignments

8. 8
Modification
At least 3 in a class
Student records
Literacy & numeracy
At least 1 in a class
Student records
Social
Some teachers take
notice
Students are aware of
learning needs

9. 9
Collaboration in
assessments
Few
Individual
work (middle
school)
Many
Cross
disciplinary
(middle
school)

10. 10
Size of
classrooms
Large
25 – 30
Small
About 20

11. 11
Diversity of
assessments
Life skills Project-
based
Assignments ICT skills
Tests –
orientated
Tests-
orientated

12. 12
Various ICT
used in class
High usage in
class
ICT used
Some ICT
used in class
Moderate
usage in class

13. 13
Enthusiasm

14. 14

15. 15
 Test design – valid, reliable, fair,
flexible?
 Do the marks decide the grade of
the performance standard?
 Marks = no. of minutes?

16. 16
Information
Purpose
Description
Assessment
conditions Marks correspond to timing conditions?

17. 17
Are the marks valid to that of the performance standard?
Marks are indicators of the number of points.
The performance standard is used as the benchmark for the
grades.

18. 18
 Assignment design – valid,
reliable, fair, flexible?
 Is it fair to the students?
 Get to the point.

19. 19
Information
Purpose?
Description

20. 20
Information
Purpose?
Description
Assessment
conditions?
How flexible am I?

21. 21
Criteria have been created
Are the dot
points
detailed
enough?
How fair is
the criteria?
Is it more
reliable to
use existing
performance
standards?
Marks & grades? Reliable?

22. Assessment plan?
What is your target group?
How can you make the assessment valid?
Purpose, description & conditions?
Grades/marks correspond to performance
standards?
Time frame of the assessment?
22

23. 23
How balanced was the assessment prepared?
What was the outcome of the assessment?
What is the assessment’s strength?
What can you improve in that assessment?
Was the design of the assessment reliable?
Do the marks co-relate with your performance
standards?

24. 24
Click the icons to the
link.
There are many apps
and ICT tools to aid
you.
Choose which will
BENEFIT you in your
assessments.

25. 25
Easier said than done but persevere
Assessment & unit plans
Do not be afraid to try new
things
Keep work samples of students
Help the students all you want but do not do
the work for them.

26. 26
If you need to ask any
questions, I am more
than happy to answer
them.
You are more than
welcome to ask after
this lecture.