Have you heard of Rethinking Assessment?
Rethinking Assessment was developed by experienced learning designers and ex-teachers at our University for our University.
If you’ve delved into our pages on assessment for learning, dive even deeper into Rethinking Assessment. It’s a teacher’s essential guide for implementing contemporary assessment practices at the University of Auckland.
Six sections start off with an explanation of Bloom’s and SOLO Taxonomies, and then step you through
- writing effective Intended Learning Outcomes (ILOs) through ‘backwards design’ or constructive alignment
- aligning assessment tasks with ILOs
- structuring learner progression
- feedback literacy (formative and summative)
- developing marking guides and rubrics
- inclusive and authentic assessment design, and the principles of Universal Design for Learning (UDL)
- navigating groupwork and peer/collaborative assessment
- student agency and choice
- developing a culture of academic integrity
Bloom’s Taxonomy illustrated. An inverted pyramid depicting levels of knowledge and skills acquisition. In order of hierarchy from bottom-up are remembering, understanding and applying. Across the top are three skills with equal status: analyzing, evaluating and creating.
The resource also ties these principles back to the core and extended capabilities of the TeachWell Framework and how they align with the goals of Taumata Teitei, our Strategic Plan.
Follow along in full or cherry-pick what you need.