module24appropriateassessment.docVIP

MODULE 24: APPROPRIATE ASSESSMENT INTRODUCTION There have been many changes in how we think about assessment over recent years. Many of these changes are relevant to Education for Sustainable Development. Perhaps the most noticeable change is the focus on relating learning with the measurement and reporting of what students have achieved. This relationship helps make assessment an integral part of students’ day-to-day schooling rather than a series of end-of-course tests. This goal is especially important in Education for Sustainable Development because of the wide range of objectives concerned with knowledge, skills, values/attitudes, and action. This module develops ways of assessing student learning that are appropriate to Education for Sustainable Development. OBJECTIVES To develop a sense of direction and innovation in the assessment of learning in Education for Sustainable Development; To analyse key assessment issues and make decisions that will integrate assessment with effective teaching and learning; and To develop skills for using appropriate ways of assessing the knowledge, skill and values objectives of Education for Sustainable Development. ACTIVITIES Yim-lin’s class Defining assessment and evaluation Changing attitudes to assessment Methods of assessment Decision-making exercises Self-assessment Reflection REFERENCES Black, P. et al. (2003) Assessment for Learning: Putting it into Practice, Open University Press. Gardner, J.R. (ed) (2005) Assessment and Learning, Sage Publications. Harlen, W. (2007) Assessment of Learning, Sage, London. Harlen, W. (ed) (2008) Student Assessment and Testing (4 Volumes), Sage, London. Harlen, W. (2003) Enhancing Inquiry through Formative Assessment, The Exploratorium, San Fransisco. Hunt, G., Murdoch, K. and Walker, K. (1996) Assessment and evaluation: Profiling achievement in SOSE, in R. Gilbert (ed) Studying Society and Environment: A Handbook for Teachers, Macmillan, Melbourne. Kellaghan, T. and Stufflebeam, D. (eds)