The rich-assessment tasks that drive the learning
المؤلف:
Sue Trinidad & Robert Fox
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P386-C32
2025-08-08
454
The rich-assessment tasks that drive the learning
This module is successfully run by forming groups of two to four members and these groups participate in both online and face-to-face activities for the 12-week duration of the module. During the 12 sessions students are expected to complete two assessment tasks which are made up of an individual component worth 60% of their grade and a group component which is worth 40% of their grade. The individual assessment task takes the form of an e-portfolio, which consists of a number of compulsory components, including reflections from each session using the KWL process (Ogle, 1986), documenting roles, responsibilities and participation undertaken in the group assignment and a 2000 word report and presentation in week twelve on the following topic:
Conduct a small-scale evaluative study on the implementation of ICT in your own workplace. Discuss what technology is available, how it is presently used and analyze what you feel needs to be done in the organization to make better use of the technology, including a vision for future developments.
The group work consists of two parts. Part 1 is where the students are asked to form groups of four members and each group is given a topic with one "suggested" reading to comment on in-class and online. The readings reflect on sessions 2 to 11 topics. Student groups are asked to critically evaluate the usefulness of each topic, the group's comments on the reading and then submit their findings to the online course room ILN. Each group has to critique at least two other group's papers and reviews and complete the quiz/questions provided. Therefore each group, in an attempt to analyze, synthesize and evaluate new information, has to prepare a summary of a minimum of one paper within their group, one book chapter, and prepare a quiz or set of questions that can help the other groups learn about the topic. Group work, then, consists of two parts. Part 1 of the "suggested" topic involves:
• A critical appraisal of at least one journal article/paper on the given topic;
• Recommendation with a brief summary of one book/ chapter on the given topic;
• Linking to a minimum of one Internet article and one website relevant to the given topic;
• The creation of a quiz or set of questions to help peers learn more about the topic; and
• A critique and comment on two other groups' topics.
For Part 2 of the group component assignment, members need to construct a report that compares and contrasts the practical application of the use of ICT in their own individual workplaces. This summary report is constructed from the group member's individual reports and shared on ILN for comment. This gives the group an opportunity to again analyze, synthesize and evaluate data within the group and within the class as a whole. Such data is produced with a purpose and for an audience not just the lecturer to grade. All assessment components require original thought and comment by one or more members and therefore there is less opportunity to regurgitate facts or to plagiarize. The group's design and comment on the assessment rubric is used to give feedback to peers during the process. A diagrammatic representation of the rich-assessment tasks is given in “Figure 1 in Using text comparison software” showing the individual and group components.
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