Assessment Design & Marking
5 weeks · 0 milestones
Design a real formative or summative assessment for a specific learning objective, administer it to real students, and mark it with a documented marking scheme. Proof requires: (a) the assessment task and marking scheme, (b) a sample of 3 marked student responses with full anonymisation (no student names, dates of birth, or identifying details), and (c) a written reflection on what the assessment revealed about student learning and what would be taught differently as a result. Reviewed by a mentor teacher. This proof documents the STUDENT TEACHER'S assessment design and marking rationale — not identifiable information about pupils. Requires current DBS/background check clearance. No pupil names or identifying information in submission.
Milestone map
Milestone map
3 milestones
Design a summative assessment for a specific learning objective in your teaching placement. The assessment must be fit for the age and stage of the learners, aligned to a specific curriculum objective, and accompanied by a mark scheme that a different marker could apply consistently. Document the design rationale (minimum 300 words) explaining why this assessment format suits this objective.
Proof required
Submit: (1) the assessment instrument (question paper, task brief, or performance task), (2) mark scheme, (3) design rationale (minimum 300 words). All learner-identifying information must be anonymised — use year group, subject, and session code only.
What gets checked
- Assessment is aligned to a specific named curriculum objective
- Mark scheme is sufficiently explicit that a different marker could apply it consistently
- Design rationale explains why this format suits this objective — not just describes the assessment