Planning Assessment Tasks

When constructing an assessment task/activity the teacher will consider a range of points:
'What is the purpose of the assessment?' Is it to inform planning; to gather formative or summative
information?
What is the Essential Learning/learning outcome/repertoire of practice that students will
demonstrate?
How can all students demonstrate their learning?
What evidence will be collected to support this?
What are other skills/concepts that the student will require in order to demonstrate this learning
outcome? For example oral presentations require a student to have both oral communication skills
and content knowledge.
What criteria will be used to assess the student's performance?

Consider the student's needs
What are you trying to assess? Can students demonstrate their learning in another way?
For a student with difficulties in the subject area consider alternative forms of assessment
such as:
work samples (writing, drawing, concept map, model);
tests (verbal, essay, multiple-choice, matching);
interviews and conferences (taped, verbal, peer assessment, group discussion);
portfolios (diaries, sketches, journals, digital files, notes);
performance (problem-solving, role-play, structured discussions, debates);
Major work (exhibition, invention, investigative project, recital).

What specific needs may the student have to be able to access the task? Will they need a
reader, a scribe, extra time or a reduction in the length or complexity of the task?

DETE (Department of Education, Training and Employment). (2014). Assessment. Available online:
http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html