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Table of Contents:

The Final Framework:

  

Learner: Assessment

Purpose: To raise questions about assessment from the perspective of the learner.

  1. General:
    1. Does the program assess a broad range of skills, reasoning processes, and dispositions, using a range of methods?
    2. Does the program align learning outcomes, goals, and tasks, with assessment?
    3. Is authentic and integrated assessment used to evaluate learners’ achievement?
    4. Are assessment questions framed in divergent fashion, allowing for development of knowledge and understanding for each learner?
    5. Do assessment tasks oblige learners to think critically?
    6. Are the learners encouraged to consider the course outline and how the learning resources relate to the assessments?
    7. Are assessment tasks realistic, interlinked and cumulative in effect?
    8. Does the assessment allow for repeated testing of skills and knowledge content via randomly generated data sets?
    9. Where appropriate, can the assessment replicate timed tests? [i.e., those used in job suitability assessments]
    10. Is assessment feedback scaffolded to the particular learner’s needs?
    11. Are learners’ adaptive response to assessment used to direct their learning behaviours?
    12. Is there an opportunity to present polished products rather than simple drafts?
    13. Do opportunities exist for learners to provide support for other learners on academic endeavours?

 

  1. Is the assessment:
    1. directed by the instructional focus and goals of the program, not vice versa?
    2. aware of cultural difficulties in planning and interpreting assessment?

 

  1. Does the assessment:
    1. encompass a range of assessment forms, including oral reports, group activities, portfolios, and so forth?
    2. inform learners in a systematic way of their progress in, and achievement from, a program?

 

  1. Are the assessments meaningful?
    1. Is authentic and integrated assessment used to evaluate the learner’s achievement?
    2. Is assessment integrated with activities rather than separate from them?
    3. Is there an opportunity to present polished products rather than simple drafts?
    4. Do opportunities exist for learners and their teachers to provide support on academic endeavours?