Assessment tool: Problem based assessment
Type: summative
Grouping: individual, small groups
Purpose: This tool provides students with a problem to address using skills and knowledge already acquired in the unit. It may ask them to extend their thought beyond some lessons and themes to achieve a result or to modify approaches. This assessment measures how well students can apply their knowledge to real world problems.
Rationale: It is a great tool to use in a classroom in order to make it an authentic experience in learning. It puts the assessment in a context in which students can better relate to than perhaps traditional summative pencil-paper assessments. In this type of assessment, teacher can see how the student breaks down the problem (by student's work) and how they worked it out. In group work, teachers can see how each member contributes cooperatively to the solving of the task.
21CLD connection: The connection here is the application to real world problems. Collaborating with other students also creates a 21st Century Learning environment in which students can relate and produce viable solutions. The most ideal problem based assessment are the ones that have multiple solutions or no real definitive solution.
Example:
This is an example of using a problem based assessment in Mathematics to assess if students have understood the concepts taught.
Grouping: individual, small groups
Purpose: This tool provides students with a problem to address using skills and knowledge already acquired in the unit. It may ask them to extend their thought beyond some lessons and themes to achieve a result or to modify approaches. This assessment measures how well students can apply their knowledge to real world problems.
Rationale: It is a great tool to use in a classroom in order to make it an authentic experience in learning. It puts the assessment in a context in which students can better relate to than perhaps traditional summative pencil-paper assessments. In this type of assessment, teacher can see how the student breaks down the problem (by student's work) and how they worked it out. In group work, teachers can see how each member contributes cooperatively to the solving of the task.
21CLD connection: The connection here is the application to real world problems. Collaborating with other students also creates a 21st Century Learning environment in which students can relate and produce viable solutions. The most ideal problem based assessment are the ones that have multiple solutions or no real definitive solution.
Example:
This is an example of using a problem based assessment in Mathematics to assess if students have understood the concepts taught.
Source: Retrieved from http://www.exemplars.com/education-materials/free-samples/math-9-12