For assessment purposes, I develop rubrics and tests. I include a few examples of the types of practical assignments that I use, as well as the associated rubrics (click here to view). I also provide a Study Letter to my students, including the assessment dates, with my modules.
The assignments are used for formative assessment purposes. Students who do not achieve 50% in an assignment are provided with an opportunity to re-do the task, but the maximum possible mark is then only 50%.
I try to implement various assessment strategies, not only traditional tests, for example group presentations, poster design related to mathematics, lesson design on topics related to the module, essays, etc. I am not the only one that assess, I also provide opportunities for self-assessment to ascertain how the students value their assignments. In addition, I also provide during poster assessment for example, opportunities for several assessments by different people. This I do by asking students in the first phase to do self-assessment. In the second phase, two groups assess the same poster and then in the third phase I as lecturer do the assessing. What is interesting is the honesty of the students in the vast majority of the cases. When calculating the average of the marks in the three phases, I find my mark and the average mark do not deviate much.
I also assist students to assess their progress in modules, for example the 3rd year BEd Research Module PSED305 students do self reflection [Click here to view the reflection tool] and I also provide opportunities for my Masters students to reflect on their progress (See example below).
Module Evaluations PICM202 (Click on links below to view)