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For pe, the environment set up is impt so that students are able to perform the required task. Eg. Size of playing area, size of target...etc

Objectives tied/match to learning outcomes.

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scaffolding questions to help students recap and unpack as well as questions that stretch thinking

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Multiple modes of representation
Eg graphs, data, text, case study

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Balance of challenging and guided questions

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To determine the learner outcome align to the learner progress.

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The way the question is asked?
Difference between evaluate vs explain vs state

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Assessment must be able to identify problematic areas so that teaching can improve

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Are the questions testing for concepts that were covered during lessons? Are the questions fair to the students?

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Question needs to be clear so students would not misinterpret question

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Good balance of higher order thinking questions and LO-type questions

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Depth of content required at that juncture

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Have different tasks with varied levels

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Learning outcomes

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Range of difficulty to differentiate students ability

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Contests and students' abilities

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Whether it’s formative or summative assessment

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Whether it’s formative or summative assessment

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Must assess what is taught to find out if students have learnt

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- clear purpose of the task
- identifiable skills that need to be reinforced
- clear criteria for how student work will be graded

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Cognitive skills required in the question
• Basic skills such as recall, state, verify
• More advanced skills such as evaluate, comment, deduce

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Mastering concepts

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Scaffolding of questions especially for the higher order ones

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checking on the understanding by presenting the same information in other forms/modes/phrasing

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Students readiness

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Learning outcome of syllabus

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knowing what you are testing for, why you are testing for it and how to best test for it

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Depends on the purpose of assessment? If its formative, teasing out the understanding of concepts and its applications (and potential misconceptions)

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Does it match the assessment objectives?
Will it help me figure out what the students are weak at?
Is it too difficult? Too easy?

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I am concerned about the level of understanding and abilities of students

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Making sure that students with different learning abilities will benefit and grow from the designed assignments

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Whether it is easy to use, clear for the students to understand, whether it helps to measure the learning outcomes.

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- Meeting (at least) one of the learning outcomes stated in the syllabus

- Presenting the item in such a way to avoid ambiguity (e.g. use of command words, phrasing, diagrams, etc)

- How much of a 'higher-order' should a qn be at this level?

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1. Difficulty of questions in terms of cognitive demand, thought processes
2. Objective of the assessment

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Level of insight in paragraph development, clarity of explanation of How, What, Why

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Objectives, level of competency, time frame

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Understanding the needs of students and minimising the knowledge gap.

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Assessment objectives (eg application, content, etc)

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Assessment objectives (eg application, content, etc)

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contents,students' abilities

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average students ability

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Content