Assessment on the DT Hub includes advice and resources to assist you to create quality assessment tasks. View the sample assessment tasks linked to the scope and sequence resource and select those tasks suited to the curriculum content you are assessing. View the checklists, think alouds, and rubrics and modify these to suit your context and your learners.
When planning your assessment in Digital Technologies, there are a number of aspects to consider. The first consideration is what elements of the achievement standard are you targeting? Use our guide to planning an assessment. Clarify the what, why and how of assessment. How will you involve your students? What evidence will you collect?
What evidence of student learning do I need to collect to assess student achievement against the standards?
For students to achieve success in learning:
Have I planned for opportunities to collect evidence of:
Assessment should be used to measure student progress over time.
It can also assist teachers to reflect and evaluate their teaching strategies to inform future learning.
Does the assessment task:
We've linked verbs from Achievement Standards to Blooms Taxonomy. Choose a task based on the relevant Bloom's taxonomy.
Each element of the achievement standard includes at least one key active verb. For example: describe, explain, design, create. These verbs can be linked to the revised Bloom’s Taxonomy, for example, explain aligns with Bloom’s ‘understanding’. The revised Bloom’s Taxonomy is a resource that supports you to design assessment tasks relevant to your students’ needs.
Provide feedback to students to help them reflect on their learning.
Encourage students to reflect on the following questions:
Assessment should include the provision of feedback. Consideration should be given to the way feedback is to be provided. Written or verbal feedback provides opportunities for discussion and reflection. Feedback should always align with learning intentions or assessment criteria (eg. rubric or checklist). Relevant evidence guides the feedback discussion.
Do I enable students to negotiate the assessment task for example, through the use of rubrics?
Where possible do I allow them to choose the format?
Use our guide on rubrics to create your own assessments and include student input.
When planning for assessment, students should understand why, how and when assessment is occurring.
This supports students to fully understand the:
Have I provided multiple opportunities for students to demonstrate success?
Have I provided a range of assessment methods or modes to determine achievement, eg. written; verbal?
Use our advice about conducting assessment in Digital Technologies.