Difference between revisions of "AS4ODFL/Assessment and learning/Activity-based assessment to support learning"
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This is an example of an activity in which students are learning about the impact of globalisation in an economics course. | This is an example of an activity in which students are learning about the impact of globalisation in an economics course. | ||
Read through the activity. Identify where there are opportunities for assessment of learning, assessment for learning and assessment as learning.<br> | Read through the activity. Identify where there are opportunities for assessment of learning, assessment for learning and assessment as learning.<br> | ||
| − | [Insert activity example in template here | + | [Insert activity example in template here]<br> |
[Example adapted from OER Africa: https://www.oerafrica.org/supporting-distance- learners/case-studies-using-asynchronous-communication] | [Example adapted from OER Africa: https://www.oerafrica.org/supporting-distance- learners/case-studies-using-asynchronous-communication] | ||
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|type=Discussion | |type=Discussion | ||
| − | |title= | + | |title=Our reflection and feedback |
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| − | Holistic activity-based teaching and learning | + | Holistic activity-based teaching and learning can incorporate assessment for learning, assessment as learning and assessment of learning, even in a single activity. |
| − | When you introduce activities into the design of your course you | + | When you introduce activities into the design of your course you provide students with opportunities to critically engage with a reading, analyse case studies, create diagrams, tables or summaries, or conduct observations and interviews. This allows them to think about and evaluate what they already know, and assess their own learning through engaging with the activity. |
| − | + | When students collaborate they support each other and learn from each other. Build some kind of collaboration into the activities you set, creating and sharing the products of their studies, reflecting together and giving each other feedback. Students who reflect, share, respond and give feedback engage in assessment of learning, assessment for learning and assessment as learning. | |
| − | When students collaborate they support each other | + | Your engagement with students before, during and after an activity provides important feedback, guidance and motivation. In the activities, forums and chat groups encourage students to reflect on their own thinking. Ask questions and challenge students to respond in a variety of ways. |
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| − | Your engagement with students before, during and after an activity provides important feedback, guidance and motivation. | + | |
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Revision as of 14:16, 13 December 2021
Activity-based teaching and assessment supports students to manage their own learning by reflecting on what they know and can do and make effective decisions about how to learn further on their own. A student who can do this will be able to continue learning and improving their expertise throughout their career, even without a lecturer to guide them. In activity-based learning and assessment students are actively involved in making sense of new knowledge, relating it to their prior knowledge, reorganising their understanding so that the new knowledge is integrated, and using it to increase their competence.
