Saturday, 28 May 2016

Assessment planning for Teaching to Code Learning Design

Following on from the previous post about the course map, this is more thought on assessment and reflection.

In Unit 1
Planning ahead – introduction:

  • Review of prior learning – reflection/ self-assessment (framed and prompted as Descriptive writing)
  • Agreeing the key features we will be looking for in their practice at the end


Unit 2
Learning to code and reflecting on that to prepare for later (framed and prompted as Descriptive reflection)

  • Blog post to reflect on their first complex program and how they learned to solve it
  • Peer assessment/ commentary and response to blog post.


Unit 3
Teaching Strategies for Computing

  • Blog post to reflect on the discussion/ workshop and ideas raised – ranking and justifying choices (framed and prompted as Dialogic reflection).
  • Peer assessment/ commentary and response to blog post.
  • Movenote from tutor posing key questions for the teacher to consider in their planning


Unit 4
Planning a three lesson sequence

  • Peer review/ commentary on planning documents
  • Movenote from tutor giving feedback on final draft
  • Movenote from teacher (student) reviewing what they have learned and comparing the strategies that have been used with the ones they will use themselves (framed and prompted as Dialogic reflection).


Unit 5
Evaluating that three lesson sequence

  • Blog post to reflect on the experience and response using examples of work to demonstrate match to criteria established in unit 1 – tutor feedback. (framed and prompted as Critical reflection)
  • Student feedback via evaluation survey
  • End of course self assessment



Create, critical review & reflection

Create an assessment plan for your module, incorporating good practice that you have read about in section 1. Firstly consider the learning outcomes of your course, then write in your blog answers to the following questions.

What must be assessed?


The assessment needs to be of the level of confidence/ preparedness of the teacher to use the skills of the course in their practice, and in the quality of the lessons themselves.

We would like to assess in these ways (e.g., through an exam, assignment, etc.):


  • Through agreement with the group at the start of the programme the key features we will be looking for in their practice at the end
  • Through the teacher’s planning for one or more lessons
  • Through examples of work produced by their class demonstrating learning/ progress
  • Through evaluation and feedback from pupils.
  • Through sharing critical questions and feedback between final draft stage of preparation and taking the materials into class.

We would rather not assess in these ways:


  • Through testing the ability (of the teacher) to write programs
  • Through formally observing a lesson


We will exploit technology for formative and summative assessment by (e.g., by setting up a multiple-choice exam on our VLE; by providing formative feedback on e-tivities):


  • Using peer review of planning, exercises and drafts within the group during the creation process
  • Using a simple form/ capture to gather pupil feedback

The work done during the course will contribute to formative and summative assessment in these ways:


  • Evidence of understanding of the content to be taught
  • Evidence of understanding of potential teaching strategies applicable to the material


Formative feedback will be offered by tutors and peers in these ways and using these technologies:


  • Through comments on blog posts (and replies to comments)
  • Through in-document comments and suggested edits in Google Docs
  • Through audio and video feedback on final drafts using Movenote


Peer-assessment will be built into your course as follows:


  • Through paired work on planning
  • Through all group response to blog posts




Use the REAP questions and 12 principles to assess your design and the JISC checklist

REAP


Do students actively engage with assessment criteria and standards? 
Yes – in the first unit we will ask the teachers on the course to agree the particular features they believe most important in assessing the impact of the course and their progress eg one teacher may be most focused on the ability of their class to solve specific problems in their scheme of work (which at present they lack confidence in delivering) whereas another will be more concerned with more generic transferable skills such as problem solving or independent learning promoted through the work on computing.

Are there formal/informal opportunities for self and peer assessment processes? 
Yes – formal ones.

What kind of feedback is provided - does it help students to self-assess, self-correct? 

  • Are there opportunities for dialogue around assessment tasks? 

Yes – at several points the students as a group and as individuals are responding to the task, how it will be assessed and their feedback.


  • Does feedback focus students on learning not just on their marks? 

There are no marks.


  • Is feedback attended to and acted upon by students? 

Yes – they are required to respond to peer feedback when at early stages and tutor feedback at late stages.


  • How is feedback used to inform and shape teaching? 

Student feedback in Unit 1 and 4 feedback to the course designer – the shape the objectives the group particularly want to reach and reviewing how well the strategies discussed are actually being used.


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