Introducing change to assessment design can be a challenge, particularly in the higher education context where the reliance is still, largely, on written tests and final exams. However, one pathway College in Western Australia, used the Substitution, Augmentation, Modification, Redefinition (S.A.M.R) model (Puentedura, 2006) to innovate assessment design for group presentations.
In this recording, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model, resulting in increased students’ language proficiency, improved learning outcomes and student experience.
Explore the slides below:
To continue the conversation about innovating assessment design, contact Bronwyn Mortimer and Gemma Clarke, or share your thoughts and ideas about the different ways students can engage in learning via Yammer, Twitter or LinkedIn.