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Assessment for learning when engaging in an integrated approach should be authentic. The main models used to ensure successful and effectiveness of learning is self-evaluation and reflection (Bell, 2010). Students can reflect on how well they collaborated with their peers, how much they contributed, listened, welcomed ideas and others in their group. An integrated assessment also looks as students self-evaluating their projects, including their motivation towards the task, their productivity with others and individually, and the effort and motivation they had during the unit (Bell, 2010).

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Integrated Learning: One Project, Several Disciplines

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High Tech High School's four academies provide students with a range of vocational majors, connecting them with real-world contexts and teaching 21st-century skills. High Tech High School GRADES 9-12 | NORTH BERGEN, NJ Explore more resources from this school: https://www.edutopia.org/school/high-tech-high-school

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Fogarty’s continuum of curriculum integration (1991). [image].

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Assessment for learning. (2012) [image].

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Engaging students in assessment practice within and integrated approach can be extremely powerful in regards to demonstrating specific goals and priorities. Through an integrated assessment approach, students can create and develop their own criteria through the use of communication and discussion, of what is important to learn in an inquiry unit. Students can be shown examples of other students work, anonymously, or hypothetical responses and discuss to comment on the identified criteria. Peer assessment can then be utilised as a form of assessment for learning by providing feedback on others works, either verbal or written, to provide assistance or as a product of a final assessment (Gordon, 2014). Students can become critical towards each other by giving feedback to help their peers improve their weaknesses and identify and be aware of their strengths. (Bell, 2010).

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Self Assessment as Assessment For Learning

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Self Assessment as Assessment For Learning

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An integrated approach allows teachers to focus on how students learn, so that students can use the feedback given to identify improvements. The need to encourage self-assessment and develop students’ habits is vital to implementing an integrated approach. Another way to assess learning is encouraging students to constantly monitoring the quality of their work (Gordon, 2014). Self-assessment also has benefits for the individual, as it promotes willingness to continue learning, knowing how to continue developing knowledge and automatically checking one’s own performance without using or comparing to another peers work (Gilbert & Hoepper, 2014).

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Benefits of assessing in an integrated approach

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Benefits of assessing in an integrated approach

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One of the benefits of an integrated curriculum is that the knowledge taught and learnt by the students is chosen by what they feel is relevant to them. Because of this, there is more connectedness to the application of knowledge being investigated (Gordon, 2014). In integrated approaches to learning, students utilise long periods to research and investigate what interests them. They are guided and supported by the teacher, but the focus is on the student being an active learner. This allows for the teacher to engage in a lot of assessment for learning by observing, questioning and discussing the work being produced by the students inquiry (Gordon, 2014).

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Traditional vs. Integrated [image].

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Within an integrated approach assessment forms become be differentiated; for example, a portfolio of work formed by an individual. This contrasts with traditional approaches to learning in the respect that knowledge drives the content and lessons are taught in manners of which conceptual understanding was developed. Another difference in integrated learning to that of traditional approaches includes the forms of assessments, and the subjects being separated and disconnected from each other, even through being taught during different periods of the day (Gilbert & Hoepper, 2014).

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The diagram above explains an integrated curriculum model. Fogarty’s model of integration is the perfect example of how an integrated approach can cater to all learning abilities and disciplines. By incorporating a multitude of cross-disciplinary approaches when integrated the curriculum, Fogarty's model demonstrates different ways to design curriculum in an integrated manner. This approach looks at integrating through three main models; within subjects (intradisciplinary), across multiple subjects (cross-disciplinary) and beyond subjects or learner-directed (transdisciplinary) (Fogarty, 1991). When effectively assessing the learning of students, all of these approaches can be incorporated to ensure students are connected their learning.

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As a form of assessment, group work provides important opportunities to assess students’ ability to work collaboratively, including aspects of interpersonal skills, leadership and communication (Bell, 2010). Group collaboration allows for students to learn from each other and explain their thoughts differently. Group work in an integrated approach can be developed and assessed. Prior planning of group activities will provide opportunities for students to practice, reflect on and demonstrate these abilities, making an opportune time for teachers to assess the learning developing (Gilbert & Hoepper, 2014).

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Group work collaboration (2017) [image].

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When using an integrated approach, how can a teacher effectively assess the learning of students?

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When using an integrated approach, how can a teacher effectively assess the learning of students?