Personalisation of Assessment

Traditional assessment models in education often not only clarify the learning outcomes from the assessment, but also the mode of assessment.

For example

Write an essay on the impact of shrinking consumer income on supermarkets.

The learning outcome is quite clearly demonstrate your understanding of how falling consumer incomes will impact on the supermarket business.

But why does it have to be supermarkets?

But why does it have to be an essay?

Couldn’t the learner choose and be actively involved in designing their own assessment and therefore their own learning.

One learner may for example want to produce a radio show (podcast) which demonstrates that they understand how falling consumer incomes will impact on radio stations.

Another learner may want to have an online discussion with others on the impact of falling incomes on the places where they work.

Of course this may make assessment more challenging for the assessor, so how do we deal with that?

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3 Responses to Personalisation of Assessment

  1. […] Appeared first on e-Learning Stuff. […]

  2. davefoord says:

    One obvious benefit of this model, is that it helps to reduce plagiarism, as each learner could be doing something different, rather than all the same.

  3. Nick Sharratt says:

    Another advantage to this approach would be that it is inherently “inclusive” in terms of the DDA.

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