So once the goals for learning have been established and a specific classroom learning outcomes planned, it is now time to plan the assessments. students complete assessment tasks to demonstrate their achievement of the learning goals. Remembering that we are assessing the intended learning behaviors, assessment should be written so they do assess each of those relevant levels of the taxonomy. Students should be able to demonstrate knowledge, comprehension, application, and so on. What is important here is that in the higher levels of education, such as in senior high school or even upper grades are primary, the demonstration of knowledge may not necessarily be the focus, you can ask students to demonstrate their knowledge affects concepts, processes, and so on as part of the demonstration of their critical engagement with higher order thinking skills. For example, when explaining the causes of World War Two, you may start students with demonstrating a knowledge of the effects of international events that lead up to World War Two as part of their explanation.

The reality is, of course, that we will never assess one learning outcome at a time, but multiples. And so continuing with our English example, the technology for creating text is not all that we will assess. We might also assess their language and their literacy. So consider what else it is that you might be assessing. And this is important when considering what the product is that the students will create to demonstrate the intended learning. I want to add here a note of caution that echoes the one from the original Handbook of bloom and his colleagues.

The actual learning behaviors of the students on completion of the learning activities may be different from the intended learning behaviors as specified in the learning goals of the curriculum. This may be because, and I quote, Bloom the effects of instruction May be such that the students do not learn a given skill to the desired level, or even to any degree. Your role as a teacher should then be to use your review of the students progress to plan further learning activities, which will then help the students reach the desired level. A final step then is to plan a learning activities. Once we know what our assessment task is, we need to make sure we plan activities which are going to help our students to be successful in achieving the learning outcomes that we have set. And of course, we need to make sure that our activities are set at an appropriate level.

This means if I'm going to assess remembering, then I should be teaching for knowledge retention. Going back to our chemistry example from earlier, if I need my students to know that chemical symbols, I'm going to plan activities which will help students remember those symbols. And this may include something like symbol bingo, or rote learning through songs. As I have seen done in one school, yes, there is a place for rote learning, as long as it is planned intentionally and fits with the learning outcomes and is supported by other learning methods. So what does that look like for my English example? Well, here I might use storybird software as the final product, which is a rich resource and the use of wood will drive many of my learning activities, including teaching them to use the software, but also things such as text structures, and so on.

Using this software in the planning of teaching activities will allow me to test their procedural knowledge as I go of ICT, which was our original learning outcome by working with text and images and other digital resources. But I could also assess their conceptual knowledge of text structure through the planning that we will do in the classroom, the drafting process, choosing appropriate text structures and talking about them, teaching them thinking about The audience for example, and as there are many levels in storybird, they can make a short chapter book, work in a group, create a picture, book and so on. The options here are endless and only limited by your imagination and willingness to let go. What the final assessment will look like for your students, as long as it meets the original learning outcome that we have set