Competency Based Assessment (CBA)

Site: TOTEMK
Course: Workshop1: 21st Century skills
Book: Competency Based Assessment (CBA)
Printed by: Guest user
Date: Sunday, 5 February 2023, 7:57 AM

Educative Assessment

Session title: An Introduction to Educative Assessment


Rationale: Creating forward-looking assessment tasks, that are based on what students are likely to experience in real life, provide meaningful opportunities for transferable learning. In this session participants will be introduced to educative assessment whose components are assessment tasks that forward- looking assessment (authentic) instead of a backward-looking assessment, criteria and standards (Criteria), feedback, peer and self-assessment


Key learning point/s or outputs: 

  •  Forward-looking assessment (authentic) task that enhances the learning of the 4Cs

  • Assessment tools (rubrics) that enable students to conduct peer- and self-assessment


Criteria and Standards - Rubrics

A rubric is a scoring guide used to evaluate students’ performance and guide student learning. The rubric provides detailed description and feedback for identified performance. Assessment rubrics are used when it is not practical to draft a model answer because the responses are so complex or extensive that isolating a host of key elements is cumbersome. Each answer is judged for quality by a previously determined set of rating criteria (e.g. completeness, clarity, accuracy, integration).  An assessor can be the facilitator of learning, a peer, or self.

There are two major types of scoring rubrics:

A holistic rubric has one global, holistic score for a product or behavior.

Analytic rubric has separate, holistic scoring of specified characteristics of a product or behavior

Assessment -Types

Assessment  

•    Measuring quality of product, process, progress

•    Either comparing individuals (norm-­‐referenced) or comparing with a standard (criterion-­referenced)

Purposes of assessment

•    Diagnostic to identify students’ current knowledge of a subject, skills, and capabilities  

o    Not graded: helps with planning what and how to teach  

o     Examples include pre-­‐tests (content and abilities), self-­‐assessments (skills and competencies), discussion board responses (content-­‐specific prompts), and brief interviews

•    Formative for improvement & growth (both learning and teaching)

o    Often informal and not graded (e.g., debriefing, one-­‐minute paper); students are not

aware of it as assessment

o    Feedback on practice

o    Ongoing during learning process

o    Often not graded but may be; students are then aware of it (e.g., assessment of draft paper)

•    Summative to judge (both learning and teaching)

o    Usually formal, both student and facilitator of learning are aware of it (e.g., final exam)

o          For decision making