Foundation Skills/Ways of assessing student learning and providing meaningful feedback/Assessing practical evidence
|Basics of assessment - principles and tools|
|Assessing learning and providing meaningful feedback||Objectives | Assessment methods | Strategies for assessing learning and giving feedback | Summary|
Assessing practical evidence
Teaching and learning does not only happen in the traditional classroom. Practical settings include: the laboratory (chemistry, biology, physics), the workshop (engineering, trades), the gym (sports and exercise science), the art studio (painting, sculpture), the computer suite (information technology, graphic design), the kitchen and restaurant (cooking and hospitality), the salon (hairdressing).
- Where do your students engage in practical learning activities?
Just as you provide your students with learning outcomes, objectives, guidelines, instructions, marking schedule, etc. for theory assessments (such as essays), you should do the same for practical assessments. In particular, ensure that any practical activities and assessments align with the learning outcomes for your course. By way of illustration, consider the following two learning outcomes:
We use practical learning activities to enable students to:
- Reinforce theory and to test theory
- Develop practical skills
- Expose student to authentic learning environments
- Test new ideas
Can you think of other reasons why we use practical learning activities?
|Generally, we assess students' practical competence by observation (process) and/or a completed worksheet or written report (product). How do you assess your students' practical competence?
For some more ideas on how to assess your students' practical competence and abilities, have a quick read through the University of New South Wales resourceAssessing Laboratory Learning.
The Times Higher Education (THE) has published a short article entitled Assessment criteria for practical skills, which includes advice from leading assessment experts in the UK.