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Assessment Methods:
1. E-assessments/ Online Assessments
2. Learner Statements
3. Group Work

If I was teaching a higher level class, I would begin by asking the class to participate in an online assessment to revise what we learnt in the previous lesson. Then I would use group work to discuss what we were learning in today's lesson. Finally, I
would finish the lesson by having them complete their learner statements.

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Social Psychology
- Groups of students are  to perform role plays on an example Freudians Theories.
- The teacher will then question the audience on the performance re the social phenencouraging them to use language and literature learnt on the course.
- For homework the students should reflect on the role plays performed in class as a blog. They should demonstrate what they learnt and reference where possible.

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tutorial- on how to strip, clean and rebuild a carburetor and read the stars.
Controlled assessment of students stripping, cleaning and rebuilding carburetor and star map reading after tutorial.
Learning journal, to keep as references while repairing carburetor and also to reference for their star maps.

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Peer feedback can be done at the end of a session of presentations. For the tutor to pass on the evaluation and analysis onto the students to critique each others work. Requires the students to pay attention to each others presentations with the requirement of analysis afterwards. Students potentially more likely to listen and interact with evaluation from their peers as opposed to that from the tutor.

Using a blog in my teaching practice

Would allow the students to write about their own personal experiences in the sessions, commenting on what activities they felt useful and effective and vice versa. What exercises they felt useful form themselves as a drama student and what they would uses for their own preparation. From the tutors point of view it would be a none invasive method of assessment whilst still reviewing how they individuals respond to the sessions/ activities witht comments and opinions they may not feel comfortable saying directly to the tutor.
However it would require the students to regularly keep up to date  with their posts and maintain a level of self evaluation.

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Video/Audio
Blended assessments
Holistic
students have set up their phones to do a time laps of their final piece so that they can add it to their scrap book which gets marked at the end of the year.

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Assessment types:
1. Peer Assessments
2. Self-assessment
3.Team Building exercises/energisers

If I was teaching a higher level class of either third year or postgraduate students I'd use peer assessments by asking for students to write a short piece of work on a theme such as 'Just War Theory' and then ask them to read them out in turn to the class then discuss as a class and then move on to the next students work and so on.

I'd then split the group into groups of 3-5 depending on side of class and then give them a topic to discuss such as 'civilians' or 'friendly-fire' and tell them to go away and prepare for a group presentations. This would allow them to create friendship bonds and find common and different thoughts they share.

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simulations can be a cheap and effective method of creating a scenario into which students can put what they have learned into context with a real life scenario.
From the teacher's perspective these can be a very useful and affordable method. For students it enables them to contextualize their learning.
can be confusing for younger students if they don't understand the simulation.

Checklists
could use checklists in my micro lesson to ensure that each student has fulfilled their aims and objectives for the session.
pros- short and sweet, simple to understand.
cons- students could feel restricted by a checklist... less likely to deviate from the list.

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This would be set as either a formal assessment or a larger piece of homework.

This would be good for letting students seek out an area they have an interest in and explore the topic and become fully immersed on a topic that they chose.

Although a down side is that each essay title would have to be deemed suitable for the subject which would take time and it could mean that the students take too long to decide their topic which will eat into essay writing time.

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Teacher's POV :
- Can assess student's ability to work independently
- Less preparation time as students have more responsibility
- Can be difficult to mark especially if the teacher does not know much about the project topic

Students POV:
- A way of demonstrating their creativity or interests
- More freedom
- Can seem overwhelming
- Takes a long time

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Discussions are used to engage the class as a whole as well stimulating higher order thought.

The strengths from a teachers perspective are that they are relatively easy to set up and maintain but require careful observation and shy students may wish not to participate or be dominated by larger egos.

Students often find discussions to have the benefit of them being able to air out ideas as well as clear up any misunderstandings, they also allow students to get personally engaged with the topic rather than an hypothetical theory. Although less confident students may become very anxious at the idea and not get anything out of it

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MATCHING ACTIVITIES
TEACHER POV: a good way to assess students knowledge on key terms and definitions. Its informal. Takes pressure off the teacher. Good form of competition. Keeps focus. Doesn't show how well they understand the information.
STUDENT POV: If unsure students can make an educated guess. Can be done in a group/pairs/individually. Can be fun. Doesn't allow student to expand knowledge or personalise it.
3-5. PROJECT WORK
For my teaching practice, the students are required to form a report. I think this is a great way for the students to show what they have learned, while developing it themselves and personalising it.
I think that for some students this task could be quite daunting, without much structure. It would also give a lot of responsibility to the students to complete the task over a long period of time.

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Role Play
This can be a fun and informal activity, you can also have a pretend remote control to spice the play up a bit such as fast forward, slow mo and pause.
Teacher point of view:
This is a good way of watching how pupils have understood the subject and can lead on to further discussions either as a group or individual, previous to the role play students will discuss how they will portray their learning which if correct will help other learners.
Student point of veiw:
This is soooooooooooooooo embarissing!!!!!
thank god I don't have to write anything this is easy.
i'd rather die than stand up in-front of everyone!!!
After watching other peoples role play i get what we were supposed to be learning.

Method 2
Puzzles, quizzes, word searches, crosswords etc.
Teacher point of view:
Initially this could be timely to set up but when the games are done they could be repeated year after year, although i'm not sure if this will be perceived as babyish or time wasting.
Student point of veiw:
could be perceived as a get out of lesson free card or uuurrrgggghhh this is rubbish lets just get on.

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1. Pick three assessment methods at random
2. Devise an assessment strategy using both methods for either:
- the 'Saharan scenario' given last week
- teaching Assessment Methods to PGCE students
- teaching something within your subject specialism
3. Share your approach with the group
4. EXTRA brownie points: carry out part of the assessment with the group.

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1. Choose one method you are familiar with - describe it's use.
2. Evaluate its strengths and limitations from BOTH a learner's and a teacher's point of view.
3. Choose on method you are less familiar with.
4. Theorise how you might use this method in your teaching practice (or micro).
5. What would its strenghts and limitations be from both points of view?

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First take the 'Learn' and then the 'Match' game to consolidate your learning.
Add three of the methods you learned about to the padlet.

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