Outcomes Assessment Strategies

There are a number of decisions that need to be made before you begin assessing Levels of students ...

1. Are you going to use 'Global' assessment strategies where perhaps one, or a few, complex activities ("Rich Tasks") will be used to extract information about a wide range of Learning Areas and a wide range of Levels?

2. Are you going to use tightly targeted assessment tools based on only one Learning Area and a narrow band of Levels within that Learning Area?

3. Are you aiming for something in between?

4. Do you intend collecting objective "evidence" that could be used by a third party (a teacher with similar experience) to come to the same conclusion about the Level awarded?

5. Do you intend basing your assessment on anecdotal evidence and an intimate knowledge of the student developed over a long period of time in a  close working environment?

The Table below attempts to summarise information about different approaches. It is targeted at the typical secondary situation where the teacher sees the student for a limited period of time during the week. A Primary school environment, or some Middle school situations would improve the Validity/Reliability ratings, particularly in relation to 'anecdotal' evidence.

 

Assessment Strategy

 Validity/Reliability Quality of Evidence Teacher Workload
Multi-Learning Area, Multi-Level, based on Anecdotal Evidence LOW LOW LOW
Single Learning Area, Multi-Level, based on Anecdotal Evidence MEDIUM LOW LOW
Single Learning Area, Limited Levels, based on documented Level Statements MEDIUM MEDIUM LOW
Single Learning Area, Limited Levels, based on simplified Level Statements. MEDIUM MEDIUM MEDIUM
Single Learning Area, Limited Levels,  based on Strand Statements translated into statements directly addressing the specific assessment Task. HIGH HIGH HIGH

It should be noted that "LOW" in this sense is relative. Any quality, structured assessment programme demands considerable time on the part of the teacher.

The key to "Validity and Reliability" and "Quality of Evidence" is the objectivity of the evidence. Could a similarly experienced person use the same evidence to make a similar judgement?

          LOW      Validity/Reliability/Quality of Evidence HIGH          
 

 
Anecdotal Evidence      

'Translated' Statements
 
               LOW   Teacher Workload HIGH                 


For an example of this approach see: assessmentmatrix.htm

You may also find these of use:
http://www.southwest.com.au/~jfuller/levels/tandelearningarea.htm
http://www.southwest.com.au/~jfuller/levels/thearts/thearts.htm
http://www.southwest.com.au/~jfuller/levels/lote/lote.htm
http://www.southwest.com.au/~jfuller/levels/science/sciencemain.htm