66 Reduction in the Number of Tasks Used to Assess a Concept or Skill
Definition
Decreasing the amount and frequency of required questions, tasks, or components to avoid unnecessary repetition within an assessment.
In action
Determine the primary objectives of an assessment and ensure appropriate coverage of the content with no unnecessary repetition.
Support Strategies
- Create an assessment map linking each assessment component (e.g., question) to the essential learning/ assessment objectives. Use the map to identify and remove items that are repetitive.
- Model and support use of clear rubrics for student organization and self-assessment
- Provide class with details on the required components of an assessment or activity and those optional components for additional practice
- In writing tasks, use a word or page count range rather than a fixed number for writing-based assignments
- Model and allow for multiple modes of informal (e.g., share with peer, discussion, written reflection) and formal (e.g., presentation, audio recording, project) assessment
Case Study
Student: Grade 6 student in a math class
Content: Students are writing an algebra test to assess their understanding of collecting like terms and balancing equations.
Problem: The student is overwhelmed by the number of questions on the test.
Solution: Reduce the number of items on the test to just those essential and create questions that assess both skills simultaneously.
