Assessing and Evaluating for Learning/Introduction to Assessment and Evaluation module/scenariosAEL

Case Study: Emilia

When Emilia ran her health policy class for the first time, she wanted to make sure that the students engaged with the course material. So she set weekly worksheets which they had to complete. Students were required to complete all the worksheets and received a zero mark if they weren't handed in for marking on the due date. The worksheets contained short essay type questions and multiple choice questions designed to test the content that she had covered. She also included questions about topics that were coming up in an effort to get them working hard. The worksheets had to be handed in by the students when they came to class. Emilia would mark them over the ensuing week and hand them out in the following class. Generally they were covered in red pen with her corrections. She did not have time to go over the answers with the students as she wanted to keep pushing on with the content. Distribution of marks The top 10 marks for the worksheets were chosen and contributed 20% to the final grade. The other assessments in the health policy course were a 3000 word essay submitted near the end of the course and an exam at the end. The essay was worth 30%. Students had a choice of two topics and she kept the instructions fairly vague and broad to make sure they explored the topics. If they needed help they were asked to contact the Learning Support Team. Emilia made sure that she did not return the essays to the students until they had sat their exam at the end of the course. The exam was worth 50% and contained multiple choice questions and short essay type questions. No feedback was given on exam answers. Emilia also made sure that she set some trick questions in the exam to really test the students' understanding and to get them thinking. She was surprised that 80 - 100% of the students were getting some of the multiple choice questions wrong.

Case Study: Brett

Students in Brett's class are learning how to measure materials and calculate areas and perimeters in preparation for building a house out in the courtyard. He teaches them mathematical formulas as he shows them how to measure and cut materials for various parts of a house. They then they have to do calculations using worksheets in class. He shows them the calculation on the board, then they spend 20 minutes in groups working them out. Then he goes over the calculation so they can check their answers. He has also created videos of the skills and calculations for them to go over later on when they are doing worksheets for summative assessment. The worksheets have a scenario with a specific problem related to building calculations, and the requirement to demonstrate the measuring and cutting of the material. They are asked to practice this as a group and submit a video of each member doing a specific part of the work. Calculations and feedback from peers on individual performance must be included with the video. Brett is on hand to give feedback as students do the assessment tasks.