Faculty of Chemistry, Jagiellonian University in Krakow
Abstract
In the first section of this chapter a theoretical framework gives background information
on designing learning and assessment tasks. Learning and assessment are fundamentally
entwined, thus rich learning tasks can also serve as valuable assessment tasks. It is important
to realise that the triumvirate of assessment practices, curricula and learning pedagogies
are all inter-related and that each must complement the other for effective learning. One of
the challenges in PST education is to break down their prior experiences of schooling in
terms of learning and assessment and to ensure that PSTs experience varied approaches and
assessment practices within their education programmes.
In the second section of this chapter, four examples of good practice will be provided. These
will outline strategies to introduce PSTs to learning and assessment task design. All four
demonstrate the interrelatedness of learning and assessment, though in the discussion, the
first two will be predominately explained in the context of learning task design (planning,
sequencing, cognitive development) and the emphasis in the second two examples will
concentrate on assessment (peer-learning, criteria-based and assessment of discourse)
