Designing with Assessment Patterns/OG
|Designing with Assessment Patterns|
|Contributors||Steven Warburton, Joseph Bergin, Christian Kohls, Christian Köppe, Yishay Mor|
|Last modification||May 17, 2017|
|Source||Warburton et al. (2016)|
|Pattern formats||OPR Alexandrian|
The example below is an assessment scenario that was designed by a teacher using the ‘assessment driven course design’ pattern set. It is presented in the form of a lesson plan. This was delivered to two classes of Year 8 students and was targeted at improving their self-evaluation skills.
Assessment design scenario as used in a lesson plan
The text below was written by the teacher. The design patterns that were used in this scenario are indicated in [square brackets]:
This is a simple lesson idea that can have a positive impact in learner's understanding of the assessment criteria for writing, peer assessment, self-assessment and improvement of their work. I'm going to try this with my two Y8 classes today:
- sharing of the objectives of the lesson ;
- distribution of the writing assessment grid that learners glue in their books ;
- distribution of two assessment templates per learner;
- distribution of one exemplar of anonymized work, chosen by the teacher for its’ outstanding qualities;
- learners read the piece all together, and guided by the teacher they learn to apply the writing assessment grid: I start with the conditions under which it has been prepared, go to word count making remarks about the value of repetition against a varied piece, then we checkmark each different idea or piece of information "à la ‘ level", then the number of topics, then with a highlighter we outline opinions explaining that adjectives, comparisons, superlatives can also be a form of personal opinion, then we go to the connectives outlined in a different color, then finally to identify the tenses, including possible modal verbs. 
- in pairs the learners agree on a mark for that piece discussing their points of view. Results are shared in class. 
- Individually they assess their own piece. Of course the assessment of the accuracy is always difficult but they could eventually hand the piece to a partner to see how easy to read and understand is. They use a paper clip to attach the self-assessment to the writing piece then hand to the teacher at the end of the lesson.
- In pairs they discuss what would be the most important thing to improve their writing. Each learner writes on a post-it and puts the post-it in a corresponding place on the whiteboard, that will be filled with as many ‘post-its’ as there are learners.
- The teacher finishes the grouping (all post-its addressing similar issues together), commenting, discussing, and asking questions. [, ]
- Finally the learners answer in their books in silence: "what am I going to do to improve my writing" giving explanations based on the analysis of their own piece. 
- Pattern published in Warburton, S., Bergin, J., Kohls, C., Köppe, C., & Mor, Y. (2016). Dialogical Assessment Patterns for Learning from Others. In Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016). New York:ACM.