Design an Assessment Activity: This is not a lesson plan but a detailed description of the…

Task: Design a 20-30 minute assessment task to gather baseline data on a precisely anticipated group of diverse
students (a year level within EC, Primary or Secondary stages of schooling.) Present a detailed and persuasive
rationale that justifies the professional decisions made in this design with critical reference to the professional
and theoretical literature.
Part 1: Design an Assessment Activity (approx. 2 pages or 1,500 words):
This is not a lesson plan but a detailed description of the activity itself: the ways in which students will engage in
it and the teacher will use it to gather a range of data about the students’ current levels of learning in a
particular area.
Imagine you are undertaking a new topic of learning with your class. You have some understanding of their
learning capacities generally, and of their literacy and numeracy levels. You need to understand their various
learning level s in the new topic so that your program design will achieve measurable impact on the learning of
all students. Create an engaging ‘profiling’ assessment activity that you would use in the first lesson of this topic
to determine their learning levels. The activity may also involve some ‘new’ learning, but its primary aim is to
allow you to gather assessment data.
Evaluate, select and apply suitable assessment and other pedagogical strategies to ensure that the assessment
data gathered is fair, reliable and valid, and that students are engaged.
Part 2: Justify your Design Choices (approx. 4 pages or 2,000 words):
Write a coherent and persuasive rationale for your assessment design that identifies the ways in which your
design demonstrates your understanding of the philosophical and professional contexts in which it is situated,
the principles and practices of planning for learning and assessment, and your capacity to engage in reflective
and ethical practice.
Support your claims with reference to the relevant literature relating to core and discipline specific pedagogical
issues, policies and practices.