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Understanding the curriculum
- NSW curriculum and syllabuses
- K–6 curriculum requirements
- Syllabuses A–Z
- Curriculum development
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Programming
- Planning
- Designing
- Differentiated programming
- Sharing intentions
- Integrating ICT capability
- Advice on scope and sequences
- Advice on units
- STEM support
Designing effective learning and assessment
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Designing effective learning experiences requires selecting activities that develop students’ knowledge, understanding and skills, and provide opportunities for evidence of learning to be gathered. Methods of gathering evidence may include informal teacher observation, questioning, peer evaluation and self-evaluation, as well as more structured assessment activities.
When designing assessment activities, teachers should consider whether the activity:
- shows a clear relationship between the syllabus outcomes and content being assessed
- is integral to the teaching and learning program/cycle
- provides opportunities for students to demonstrate the extent of their knowledge, skills and understanding across a range of known and unknown contexts
- focuses on what was taught in class and what students were informed would be assessed
- provides opportunities to gather information about what further teaching and learning is required for students to succeed
- includes questions or activities that have the potential to engage students in discussion and/or reflection about their strengths, areas to develop and learning goals
- includes strategies appropriate to the outcomes being addressed, including how students can improve their learning as a result of assessment and feedback
- provides valid and reliable evidence of student learning, and is fair.
Selecting assessment activities
The following table may assist teachers to plan effective learning and assessment activities. The strategies may provide opportunities for students to demonstrate what they know and can do individually and collaboratively.
Area for assessment | Assessment activities may include: |
Knowledge, recall and understanding These relate to what a student knows. |
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Skills in analysis and critical thinking These skills relate to learning about ‘how’ rather than ‘what’. |
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Skills in synthesis and creative thinking These skills relate to the ability to combine the familiar with the new in different ways and in unfamiliar contexts. |
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Skills in problem-solving These skills relate to recognising problems and determining possible solutions. |
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Skills in application and performance These skills relate to the application of knowledge, skills and understanding, through performance. |
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Skills in evaluation These skills relate to applying knowledge and understanding to make judgement. |
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