teena clerke wrote:
I have designed a number of summative assessment tools which add up to
roughly half the subject mark (essentially evaluating design process,
thinking and critical self-reflection), then an applied outcome
(evaluating application of process in a defined communication context
such as a poster - even in this context, students decide the
communication 'content' against which I mark their outcome - this is a
way of engaging them in the criteria - if they define what is to be
communicated to whom, and with what response, they are more likely to
successfully address them).
Dear Teena,
Would you expand a bit on this? I'm curious about the details of your
assessment. Is the "applied outcome" the other 50% of the mark?
I understand that you assess the outcomes (poster design, for example)
according to the context set by the student. For outcomes, I have
"design concept" and "presentation", they are typically 50% of the
project mark. Thinking out loud: I wonder if I could not make "design
concept" assessment (about 20%) the duty of the students themselves?
Give them experience discussing the meat in the hamburger.
"Presentation" which entails craftsmanship is best evaluated by those
with professional experience.
As you gathered, my enquiry was about going beyond traditional
assessment. I want to make sure the summative assessment is appropriate
and somehow incorporate formative assessment tools (now that Im learning
the jargon) into the process.
Alex
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